1 of 38

Organizational Updates:

Strong School Opening Overview

August 25, 2022

2 of 38

Equitas Academy Board Meeting Dates & Topics
	August 25, 2022	October 27, 2022	December 15, 2022	February 23, 2023	April 27, 2023	June 22, 2023
Theme	Strong School Opening	Opening School Data Talent, Alumni, Enrollment, Budget	Winter Celebration Gathering	Mid Year Check In Strategy Planning using Stakeholder Input	Planning for FY 23-24 Budget & Real Estate & Enrollment Focus	Annual Board Meeting: Celebrations Stakeholder Survey & Annual meeting
Education	Brown Act	DEIA Learning Fundraising		LCAP Updates Fundraising	DEIA Learning
Inspiration		Alumni and Parent Voices & Strategy		Principal presentations EQ & EQ2	Principal presentations EQ3 & EQ4	Principal presentations EQ5 & EQ6
Strategy / Discussion	Org Dashboard State Testing Update Enrollment Facilities Update Talent Update Priorities for FY 22-23	CEO Goals & Org Dashboard Update on hiring Compensation by Race Enrollment and Budget Students Demographics by school MAP Fall Data & Comparison to National CSGF EB and SPED/ELPAC Facility Holdings		CEO Update & Org Dashboard Winter Student learning: MAP Data ELD and SPED Winter Students & Families & Staff & DEIA Feedback	CEO Update & Org Dashboard Updates on Budget process/draft, Real Estate & Enrollment Organizational Strategy for FY 23-24 Staffing Updates Retention and Turnover	Student Learning: MAP Data Students & Families & Staff & DEIA Feedback Budget FY 24-25 School Start Planning & Initiatives Talent Updates

3 of 38

Common Measures	21-22 EOY Accomplishments	DRAFT: 22-23 EOY Target
State Assessment Growth	31% ELA 20% Math	Exceed State averages for ELA and Math
MAP Grade Level Performance	Spring Map Results (ELA 34% ; Math 31%)	Network 40% scholars exceed 50% proficiency in ELA and 40% in Math
Staff Retention	92% Teachers YTD, 88% Non Teachers YTD	90% staff retained YTD for teachers and 85% for non-teachers staff
Diversity, Equity, Inclusion and Anti-Racism	DEI Survey: Diversity (71), Inclusion (63), Equity (68)	DEI Survey Remain Advanced Stage with Increase in diversity (75), inclusion (70) and equity scores (70)
Teacher Satisfaction	Insight Spring Scores: Learning Environment (5.1) Diversity, Equity and Inclusion (5.4) Instructional planning (4.1)	Insight Scores Learning Environment (6.0 or higher) Diversity, Equity and Inclusion (6.0 or higher) Instructional planning (increase from (5.0)
Overall Financial Health	Ongoing and on target	Organization meeting EOY budget targets (positive net income of at least $500K)
Fundraising	$2.7 M in uncommitted funds raised	Philanthropy target of $26,000 and develop strategy for uncommitted goals for FY23-24
Facilities Pipeline	Facility on target for Summer 2022	Locate possible long term site for EQ7 and EQ8.
Family Recruitment / School Enrollment	89% retention for FY 21-22	80% of available seats are confirmed and re-enrollment is over 90%
Parent Satisfaction	Climate 89%, Engagement 89%, and Safety 86%	Engagement, Safety and Climate above 85%
Student Discipline Suspension/Expulsion	Suspensions 1.6%, Expulsions .1%	Less than 2% suspension and expulsion

Organizational Dashboard* Draft

4 of 38

Questions related to the organizational dashboard draft:

For the MAP figures, it appears that we are looking at proficiency figures. Should we be looking at performance against growth targets?
Why don’t we manage to both budgeted net income and cash? (Instead of what’s currently listed.)
Should we have specific targets for EQ7 & EQ8 on the dashboard?

5 of 38

School Readiness -Enrollment

Seidy Pacheco, Director of Enrollment

6 of 38

Enrollment Progress

Highlights

651 new scholars have registered across the Equitas network
New scholar conversion rate across the network is averaging at around 36% - nearly a 10% increase from last year

Points of Concern

EQ5 and EQ6 are underenrolled by about 100 scholars each, class composition is likely to need to change based on most recent enrollment data
Monitoring returning scholar data across all sites, primarily EQ4’s rising 6th graders and EQ6

*Projections include new enrollment and returning scholars based on our end of year intent to return forms

7 of 38

Enrollment Progress - Projected Enrollment

	Projected First Day Enrollment	Bottom Line	% to Bottom Line	First Day	% to First Day
EQ	469	462	101.57%	478	98.16%
EQ2	401	399	100.55%	412	97.31%
EQ3	478	482	99.27%	514	92.95%
EQ4	409	402	101.62%	434	94.26%
EQ5	173	253	68.46%	271	63.81%
EQ6	133	218	60.90%	244	54.45%
Network	2063	2216	93.11%	2353	87.66%

8 of 38

Projected End of Year Attrition Rate for 21-22 School Year

Site	Projected EOY Attrition	# of Scholars Dropping / # Enrolled at EOY
EQ	3.56%	13 / 369
EQ2	3.44%	10 / 291
EQ3	4.74%	18 / 380
EQ4	9.59%	26 / 271
EQ5	6.60%	7 / 106
EQ6	24.63%	34 / 138
Network Avg.	8.88%	108 / 1555

9 of 38

Questions related to enrollment:

How will we address the financial impact of below budget enrollment at EQ5 and EQ6?
Do we know what factors are contributing to low enrollment in EQ5 & EQ6?

10 of 38

Start of School Readiness-Talent

Jessica Edelman, Talent Director

11 of 38

Hiring Update

Network Hiring Dashboard

Total Positions

Open Positions

School Hiring Dashboard

12 of 38

Talent Intent to Return

Intent to Return Data, June 2022 to August 2022:

*Intent to Return = # of staff intending to return in Aug 2022 / Total # of staff as of June 1, 2022

Site	% Intent to return	# Intent to return
Equitas Academy	89%	44/49
Equitas Academy #2	78%	31/40
Equitas Academy #3	85%	45/53
Equitas Academy #4	86%	30/35
Equitas Academy #5	75%	9/12
Equitas Academy #6	89%	16/18
Network	97%	28/29
Organization Average	86%	203/236

13 of 38

New Hires 22-23 compared to previous years

Year	Teachers	Leaders	Instructional Support Staff	All School Staff	Challenge of the Year
2022	31 5 growth (16%) 4 promotions (13%) 22 attrition (71%)	3	7	41	Teacher Crisis
2021	34 16 growth (47%) 18 attrition (53%) 2 one-time funding	7 2 one-time funding	17 6 one-time funding	58	Re-entry & One-Time Funding
2020	35 17 growth (49%) 18 attrition (51%)	2	1	38	COVID Pandemic
2019	30 11 growth (37%) 19 attrition (63%)	4	6	40	Teacher Shortage
2018	43 19 growth (44%) 24 attrition (56%)	2	5	50	Building Systems

14 of 38

Diversity Data for Equitas

Department	Black	Latinx	Asian	American Indian	Multi	BIPOC	White	Unspecified	Total
Teachers (Homeroom, Enrichment, Special Education, Apprentice)	8 9%	40 43%	7 8%	0 0%	3 3%	58 62%	30 32%	5 5%	93
School Leaders (Deans, Assistant School Directors, School Directors)	2 13%	4 27%	5 33%	0 0%	1 7%	12 80%	2 13%	1 7%	15
School Operations (Housekeeping, Nutrition, School Operations Managers, Office Coordinators, SCs)	0 0%	43 98%	0 0%	0 0%	0 0%	43 98%	1 2%	0 0%	44
Classified Instruction (Recreational Aides, Behavior Interventionists, Instructional Aides, Culture Coordinators, Counselors)	2 6%	26 79%	1 3%	0 0%	0 0%	29 88%	4 12%	0 0%	33
Network (Chiefs, Directors, Managers, Specialists)	4 12%	18 53%	2 6%	1 3%	1 3%	26 76%	8 24%	0 0%	34
All Staff	16 7%	131 60%	15 7%	1 0.5%	5 2%	168 77%	45 20%	6 3%	219

15 of 38

Teacher Diversity by School Site

Department	Black	Latinx	Asian	Multi	BIPOC	White	Unspecified	Total
Equitas Academy	2 10%	7 33%	2 10%	1 5%	12 58%	7 33%	2 10%	21
Equitas Academy #2	2 14%	6 43%	2 14%	1 7%	11 79%	3 21%	0 0%	14
Equitas Academy #3	1 5%	11 50%	2 9%	1 5%	15 68%	7 32%	0 0%	22
Equitas Academy #4	3 15%	10 50%	0 0%	0 0%	13 65%	6 30%	1 5%	20
Equitas Academy #5	0 0%	1 11%	1 11%	1 11%	3 33%	5 56%	1 11%	9
Equitas Academy #6	0 0%	5 55%	1 11%	0 0%	6 67%	2 22%	1 11%	9
Average in California *	3%	17%	6%	3%	29%	71%

16 of 38

Percentage of Black and Latinx Staff and Leaders

	Black	Latinx	Asian	American Indian	Multi	BIPOC	White	Unspecified	Total
Leaders (Payroll Managers)	3 9%	14 44%	6 19%	1 3%	0 0%	24 75%	8 25%	0 0%	32
All Staff	16 7%	131 60%	15 7%	1 0.5%	5 2%	168 77%	45 20%	6 3%	219

17 of 38

How our demographics reflect our community?

New CEO is Latina and Senior Leaders majority BIPOC
75% of managers identify as BIPOC
98% of school operations staff identify as LatinX
60% of staff identify as LatinX
32 staff members live locally to Pico Union
Increasing percentage of staff who identify as BIPOC (4 point increase since 21/22) and teachers who identify as LatinX (8 point increase since 21/22)

18 of 38

Questions related to talent:

How will we address start of year teaching vacancies?
Are there specific factors that are impacting staff at EQ2?

19 of 38

Student Learning Data

Robert Spencer, Chief of Schools

20 of 38

What is the SBAC/CAASPP Assessment

Smarter Balanced Summative Assessments (SBAC)
California Assessment of Student Performance and Progress (CAASPP)
Terms used interchangeably
CAASPP: once a year, grades 3-8, English Language Arts & Math
Scores include: (Did not meet, Nearly Meets, Meets & Exceeds)
Proficiency includes meets and exceeds (i.e., 32% of scholars got either meets or exceeds in subject area

21 of 38

Preliminary 21-22 SBAC Data (Post-Covid Baseline)

22 of 38

EMBARGOED DATA

Comparison Data

31%

20%

53%

49%

23 of 38

EMBARGOED DATA

Comparison Data by School - ELA (Post-Covid Baseline)

24 of 38

EMBARGOED DATA

Comparison Data by School - Math (Post-Covid Baseline)

25 of 38

Next Steps

How is the organization using this data?

Qualitative & Quantitative data drives Chief, Site & Network Strategic Plans
Strategic Plans are aligned, implemented, monitored and adjusted to meet our Common Measures
Celebrate Wins & Turn Challenges into Opportunities

What are next steps?

Learning & Growth Opportunities to build Team Capacity via a yearlong approach for

Network and Site Leaders
All Educators and Staff

Strong Start
Progress Monitoring & Adjustments towards Common Measures

26 of 38

Strong Start -School Readiness

Robert Spencer, Chief of Schools

27 of 38

Expeditionary Learning Pilot demonstrates implementation of consistent grade-level curriculum and support for instructional-enabling systems

27

Domain	Goal & Definition	Start of Year data (Baseline)	End of Year data
Student investment	80% of students agree that content is relevant, interesting, helpful to learning	N/A	88%
Teacher investment	80% of teachers satisfied with curriculum & related supports	N/A	81%
Curriculum in use	90% of observations show adopted curriculum as primary materials in use	N/A	90%
Curriculum in use as designed	40% of observations show materials being used in ways that reflect research-based design	25%	40% (+15% growth)
Academic language production	30% of observations show students producing academic language about grade level texts	25%	30% (+5% growth)

Goal met or exceeded

Goal almost met (in range)

1 or 0 = Goal not met or in range

28 of 38

Start with the End in Mind: Define Excellence

“Our first job as leaders, is to ensure EXCELLENCE has been clearly defined and is measurable and observable”

Why:

Deepens Collective Ownership: Gives everyone involved a stake in ensuring individual and collective success.

Harnesses Diverse Perspectives: Creates synergy and direction to filter diverse voices and perspectives in achieving success.

Improves learning: Creates reflective muscle to view strengths and opportunities through filter of clear success criteria.

Improves Intentional Action: By always focusing action on shrinking gap between “ideal” and “real”.

29 of 38

Strong Start Weeks 1-9

Establishing a campus wide vision of excellence for baseline classroom environment and scholar learning will be a positive lever in creating the following:

● Clear and measurable baseline vision of excellence in classroom environments focused on how we expect classrooms to feel for scholars

● Clear and measurable baseline vision for the conditions that foster academic rigor prioritizing scholars’ engagement in cognitive work the majority of class time

● Serving both to establish and raise the collective bar around what we want scholars to experience class to class, day to day, year to year

● Provides common language for teacher training and faculty coaching

29

30 of 38

Equity and Excellence

Application of the walkthrough should be communicated in a way that:

demonstrates trust and confidence in instructional staff
communicates equitable expectations across instructional staff
and/or challenges a white-normative vision of excellence that, without care and proper training, erodes trust and feelings of safety and belonging for many faculty, particularly faculty members who are BIPOC.

This tool should be used as a source of empowerment for all stakeholders to clarify excellence at the start of the year and used as a tool for growth to support fulfilling our promise to our students and families.

30

31 of 38

ROBERT INCLUDE UPDATED DATA FROM STRONG START WEEKS 1-9

32 of 38

Strong Start Facilities

Cecilia Melgares, Managing Director of Operations

33 of 38

Facilities Readiness

The Operations Team creates inspiring, welcoming, and transformative environments for our scholars by fostering relationships built on collaboration and inclusivity.

Our facilities are a conduit for our scholars to learn.

34 of 38

Facilities Readiness

35 of 38

Strong Start -Network

Kate Farrar, Chief of Staff

36 of 38

“Strong Start” for long-term planning and collaboration through schools and network

School directors and network leaders have been working on parallel processes for planning the change management priorities for their schools or departments; this began nearly 6 months ago
The Summer Institute “Leaders Week” has been planned with a high priority around meaningful time given to sharing critical element of these plans between schools and network leaders such that input and feedback can be a two-way process before plans are finalized;
Our goal is to create plans that are well-integrated and ultimately lead us to achieving the greatest success possible in supporting each scholar and their family throughout their time and Equitas and beyond.
In the big picture, all of our efforts remain in line with the 4 “Equitas Forward” initiatives previously established. These are:

Build a staff culture of trust and collaboration
Set goals on diversity, equity, inclusion, and anti-racism
Implement rigorous and culturally relevant curriculum and support multilingual students and students with special needs
Implement restorative student culture practices

37 of 38

“Strong Start” for long-term planning and collaboration through schools and network

School directors and network leaders have been working on parallel processes for planning the change management priorities for their schools or departments; this began nearly 6 months ago
The Summer Institute “Leaders Week” has been planned with a high priority around meaningful time given to sharing critical element of these plans between schools and network leaders such that input and feedback can be a two-way process before plans are finalized;
Our goal is to create plans that are well-integrated and ultimately lead us to achieving the greatest success possible in supporting each scholar and their family throughout their time and Equitas and beyond.
In the big picture, all of our efforts remain in line with the 4 “Equitas Forward” initiatives previously established. These are:

Build a staff culture of trust and collaboration
Set goals on diversity, equity, inclusion, and anti-racism
Implement rigorous and culturally relevant curriculum and support multilingual students and students with special needs
Implement restorative student culture practices

38 of 38

Question related to oversight visits (other item in packet):

In the oversight visit reports, we are not given a rating for student achievement and performance due to covid etc. When is our next visit and how did we perform in the past?