June: Annual Board Meeting

June 23, 2022

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Organizational Updates: Celebrations of Year

Malka Borrego

5 minutes

Equitas Board - FY 21-22 Meeting Focus

Key Organizational Outcomes

FY23-24 Budget

Maggie Ford

10 minutes

6

FY23 Preliminary Budget

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FY23 Preliminary Budget

Revenue

• LCFF COLA is 6.56% for FY23
• Annual fundraising is excluded
• Growth funding (GPSN/CSGF) is excluded
• One-time fund allocation is included similar to last year’s plan
• No Hold-Harmless Relief for FY23

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Expense

• Personnel expenses are budgeted to increase by 6%
• STRS increased by 2.2% to 19.1%
• Operating expenses increased based on COLA, enrollment growth, and specific needs

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FY23 Net Income and Intra-Agency Fees

Budget/Fundraising/Enrollment//Maggie Ford

Deepa’s Questions

1. Budget - reason behind salary increase?
2. Grants - have already discussed reduction, but what are some of the specific impact to the budget/costs or are have they been made up elsewhere and I'm forgetting?
3. Enrollment - EQ5/6 - is this where we were last year with recruitment down at these schools? Would like to hear more about Kindergarten specifically.
4. Our budgeted enrollment is 2213 and our projected enrollment is 2031. What is our confidence level that we will hit budgeted enrollment? What is our backup plan if we are below budget?
5. What are some of the upside opportunities that are not baked into the budget?

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Budget//Maggie Ford & Slav Sobkov

Prabhu’s Questions

• Which budget is the final budget? The slide deck shows $1.3M net income ($8.2M ending cash) and the packet shows $0.7M net income ($8.0M ending cash)
• Why is growth funding excluded from budget? Is it uncertainty of receipt or timing?
• Isn’t $7.9M in cash 73 DCOH (not 77 DCOH as shown in packet)?Why does the cash position go up in FY24 at a faster rate than net income? (Cash goes up $1.5M but net income is only $1.0M)

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Unwavering Commitments to Our Values

Enrollment Update - 22-23 SY

Review of Monthly Financials

Slav Sobkov

5 minutes

All-Staff Pandemic Response Pay

Maggie Ford

2 minutes

Student Learning Data

Kyle Gouveia

10 minutes

NWEA MAP

Student Learning & Surveys //Kyle Gouveia

Deepa’s Questions

• MAP - What's the reason for comparing to ELs/SWD to non ELs/SWD performance? Doesn't seem like a necessary comparison and wondering who is the ultimate audience for that information - NWEA?

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• Survey responses - trying to meet a certain percentage of engagement/complete surveys re: grades 7/8 for students and parents? Plans for areas of challenge?

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• Staff surveys - Academic expectations - why wasn't tracked before (just curious)?

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Student Learning//Kyle Gouveia & Gregg Gonzales

Prabhu’s Questions

• How do our Spring MAP results compare to 2021 (last year) and 2019 (prior to COVID)?
• Are we moving in the right direction vs last year?
• Among subgroups, which outcomes are we proud of? Worried about?

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Student Learning & Surveys //Kyle Gouveia

Prabhu’s questions

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• How do Spring Insight Scores compare to 2021 (last year) and 2019 (prior to COVID)? Are we moving in the right direction vs last year?

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• Are the national percentiles based on current surveys comparing ourselves to others in a Post-COVID environment? Or were the norm/percentiles established in a Pre-COVID environment?

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• Are the scores consistent across every school? Or do we have certain schools which are top performers and others that are low performers?

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Student + Parent Surveys //Kyle Gouveia

Prabhu’s Questions

• Are the national percentiles based on current surveys comparing ourselves to others in a Post-COVID environment? Or were the norm/percentiles established in a Pre-COVID environment?

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• Do the growth opportunities reflect challenges specific to just the middle schools (EQ2, EQ4)? What is the plan to turn these around? (Have we made leadership changes at these schools?)

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ELA Winter vs Spring 21-22 50th+ Percentile

+9%

+1%

+18%

+6%

Winter

Spring

+19%

+12%

Math Winter vs Spring 21-22 50^th+ Percentile

Winter

Spring

+16%

+1%

+17%

+7%

+20%

+19%

Met Projected Growth WIN ‘21 to SPR ‘22 - ELA

Met Projected Growth WIN ‘21 to SPR ‘22 - Math

Met Projected Growth Fall ‘21 to SPR ‘22 - ELA

Met Projected Growth Fall ‘21 to SPR ‘22 - Math

NWEA MAP Subgroups

ELs vs Non ELs ELA SPR 21-22 50th+ Percentile

ELS

Non ELS

ELs vs Non ELs Math SPR 21-22 50th+ Percentile

ELS

Non ELS

SWD vs Non ELA SPR 21-22 50th+ Percentile

SWD

Non SWD

SWD vs Non Math SPR 21-22 50th+ Percentile

SWD

Non SWD

EL Met Projected Growth Fall ‘21 to SPR ‘22 - ELA

EL Met Projected Growth Fall ‘21 to SPR ‘22 - Math

SWD Met Projected Growth Fall ‘21 to SPR ‘22 - ELA

SWD Met Projected Growth Fall ‘21 to SPR ‘22 - Math

Student & Family Voices

About our Spring Surveys

Staff (Insight) - The staff survey is given bi-annually, and is compared to other school districts nationwide. Surveys are bucketed by school site and network.

Families (Panorama)- The parent and family survey is given bi-annually, and compared to national benchmarks.

Students (Panorama) - The student survey is given bi-annually, and also compared to national benchmarks. Surveys are differentiated by grade level, and data is bucketed into the following groups: TK-2, 3-5, 6-8.

Student Survey Respondents by GL

Student Voices Areas of Strength

Student Voices Areas of Strength (Cont.) - KYLE UPDATE

Student Voices Areas of Growth

Parent Survey Respondents by GL

Parent Surveys Areas of Strength

Parent Surveys Areas of Growth

Family Engagement Breakdown on following slide.

Parent Surveys Areas of Growth (Cont.)

Questions Impacted by Pandemic

Parent Surveys Areas of Strength: Net Promoter

Equitas Net Promoter = 65%

Staff Satisfaction

Staff Surveys Areas of Strength (Top 5)

Staff Surveys Areas of Growth - (Bottom 6)

Equity Work

Brittany Rush

5 minutes

DEIA -Board Questions//Kyle Gouveia

Deepa’s Question

• DEIA - 63 responses across all staff is what percentage of staff? Feels low to be making plans from, but I may be misjudging # of staff!

N=63

Start of School Readiness

Gregg Gonzales

5 minutes

School Priorities (Common)

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Attuned Education Partners © 2022

Teacher Survey and Academics//Gregg Gonzales

Prabhu’s Questions

• Academics x Culture: What are the key strategies that will drive improvements in our academic outcomes (e.g. MAP results), staff satisfaction (e.g. Insight scores), and address student + teacher concerns (e.g. areas of growth in student survey)?
• It feels like there is one thread. If we can do the things that will drive improvements on the staff survey (e.g. academic expectations, instructional planning, evaluation, PD, observation/feedback), then that will result in improvements on both academic outcomes and student surveys (e.g. rigorous expectations, engagement, learning strategies). Is this a reasonable hypothesis?
• So, what are “the things”? Is it all of the stuff that is highlighted as School Priorities in Gregg’s presentation?

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Deepa’s Questions

• Staff surveys - plans to address low rated areas? Academic expectations - why wasn't tracked before (just curious)?
• How do Spring Insight Scores compare to 2021 (last year) and 2019 (prior to COVID)? Are we moving in the right direction vs last year?

Why it Matters

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Keys to Equitable Instruction

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We know that curriculum is a key lever for student success and the cumulative impact of an aligned curriculum is significant for students. Further, “the evidence suggests that choice of instructional materials can have an impact as large as or larger than the impact of teacher quality.”

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- The Opportunity Myth, TNTP

-Curriculum Research: What We Know and Where We Need to Go (Steiner)

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A Note About Instructional Coherence: Academic Core

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• Curriculum and Content are intentionally placed at the CENTER of the academic core diagram.

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• Instructional Enabling Systems comprise the “professional learning” part of the academic core diagram

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Attuned Education Partners © 2022

Instructional enabling systems create a cycle of teacher support

Instructional Enabling Systems:

• Professional development/training
• Unit/lesson internalization (sometimes referred to as intellectual preparation)
• Coaching (sometimes referred to as observation & feedback)
• Whole school walkthroughs or monitoring
• Analyzing student work/data

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60

Attuned Education Partners © 2022

Core Start of Year Development Themes

School priorities will filter into these start of year areas:

1. Curriculum Training: ELA & Math
2. Instructional Enabling Systems: Focus on lesson internalization.
3. Strong Start: Focus on raising the baseline bar for classroom environment in the first 9 weeks of the school year.
4. Staff Culture Planning: Each school will develop a staff culture plan that will focus on articulating team/individual commitments that will be key in articulating what a healthy/high performing team is at each campus.

Attuned Education Partners © 2022

Staff Recruitment

Jessica Edelman

5 minutes

Teacher Pipeline//Jessica Edelman

Deepa’s Questions

• Hiring - would like to hear about the pipeline for teachers - just an open application or are there any targeted recruitment efforts? Want to make sure the solutions laid out make sense (eg. flying someone from out of state in the middle of an inflationary period when CA cost of living is so high doesn't seem the best approach unless we're actively targeting specific people from out of state for a reason...)

Prabhu’s Questions

• What is the backup plan for our MS (EQ2, EQ4) given the significant hiring needs?

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Hiring Dashboard

Teacher Pipeline

Applications

Phone Interviews

In-person Interviews

Offers Extended

Offers Accepted

81

ES = 34

MS = 47

38

ES = 16

MS = 22

13*

35%

47%

66%

TBD

233

ES = 94

MS = 139

10% selection

25

ES = 12

MS = 13

* Four offers awaiting response.

Bright Spots and Challenges

Reason for Offers Declined

• No longer relocating to CA due to salary increase for partner
• Remaining at current school
• (2) Took competing offer with higher salary (We have matched both times)
• Took competing non classroom teaching offer
• (2) Decided not to accept any full-time teaching position
• Location and fit

Increasing Acceptances

• School visits
• Highlighting benefits (free health care option, sick days, Induction, potential for salary increase year over year, coaching, etc)
• Increasing salary offers to higher tiers and offering signing bonuses
• Supporting/coaching SDs through “the sell”
• Welcome calls from CSO to new offers
• Offer to fly out candidates from outside of CA
• Other ideas?

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Talent Retention

Current School-Year Retention, with loss by month:

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*Note that employees included in this subset were employed on or before Sept. 1, 2021

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**Highlighted in tan schools indicate ES

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***Retention rate = # of individual employees who remained employed for the entire measurement period / # of employees at the start of the measurement period x 100

Talent Turnover

Current School-Year Turnover Data, by Month:

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*Turnover Rate = # of Separations / Avg. # of Employees x 100

Talent Intent to Return

Intent to Return Data, June 2022 to August 2022:

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

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Declaration of Need for Qualified Educators FY22-23

Jessica Edelman

Principal Voices

Kawika Chun & Amanda Pardo

15 minutes

EQ5 – Kawika [kuh-vee-kuh] Chun

EQ5 Vision & Values

EQ5 is a community in which scholars, families, and educators support, challenge, and celebrate one another’s brilliance and beauty. We believe in the power and potential of all people, with connectivity being the heart of our work. We embrace who we are, advocate for what we need, and commit to leading with equity and social justice in mind. Today is where we are, and there is no limit to where we will be tomorrow.

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Community Values

1. Health - Wishing ourselves and others well in body and mind
2. Joy - Spreading laughter and happiness
3. Trust - Believing in someone and knowing you can rely on them
4. Compassion - ​​Caring about others, treating them with kindness, and helping those in need
5. Growth - Knowing that today is not forever, and there is no limit to where we will be tomorrow

21-22 SY Priorities, Year 3

Year 3 Priorities

1. Reimagine our behavior systems to focus on the whole child through culturally-responsive and restorative practices (What do we believe about children and how do we create that environment at EQ5?)
2. To address unfinished learning, EQ5 will strengthen implementation of externally-vetted, rigorous and culturally relevant curriculum through developing or intensifying instructional systems and educator content expertise. (How do we accomplish our EQ5 vision and ensure scholars are learning and growing?)
3. Timely leader- and teacher-owned processes that assess, analyze, and act on data that

supports the whole child. (How do we know what we’re doing is/is not working?)

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Data Over Time

Scholars performing at the 50th%ile or above on MAP

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Scholars that met Projected Growth on MAP

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22-23 SY Priorities, Year 4 (draft)

Year 4 Priorities

• (ACADEMIC) Strengthen tier 1 ELA instruction by adopting externally-vetted, rigorous and culturally relevant curricular materials. Strong Curriculum Implementation
• (ACADEMIC) Strengthening instructional enabling systems through regular observation feedback cycles, scholar work analysis, and clear reteaching expectations. Fidelity to Foundational Academic Systems of Success
• (TALENT) Educator development to build capacity and retain highly effective educators through by investing resources and professional developed for rising talent, and monitoring

school-wide data. Educator development and professional growth pipeline

Dialogue and Discussion

From what you know about our school, and the data we reviewed today, what recommendations do you have for EQ5 to level up in the 22-23 SY?

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Principal Voices

EQ6 - Amanda Pardo

2021-2022 EQ6 Initiatives

Belonging & Family Partnerships

• Initiate and open various, fluid communications with our families.
• vision is for families to advocate and lead on community service projects to support the school to become the beacon in the community
• Home visits, PTC, family events, anti-racist family workshops

Belonging & Restorative Practices

• Create an environment where students, families and staff feel safe to learn and grow
• Students taught various, tangible SEL coping strategies using the SEL curriculum, Kimochis.
• Use principles of restorative justice for students, families and staff to normalize conflicts and manage difficult moments

Belonging & Learning Partnerships

• Reimagine the student and teacher relationship as a partnership.
• Balance giving students both care & push through feedback and coaching.
• Teachers and leaders use data (academic, SEL, anecdotal date) to support all students to take greater ownership for their learning.

Current Focus Area:

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Belonging & Restorative Practices

44%

44%

44%

Learning Environment

Across my school, there are consistent expectations and consequences for student behavior.

Learning Environment

School leaders provide me with the support I need to maintain high standards for student behavior in my classroom.

Learning Environment

Teachers and leaders at my school immediately address misbehavior in shared school spaces like hallways and the lunch room.

Insight Survey Highlights

100%

Observation & Feedback

The feedback I get from being observed helps me improve student outcomes.

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Observation & Feedback

I regularly discuss feedback about my teaching with an instructional leader at my school.

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89%

DEI

My school's leaders have encouraged me to engage in learning around diversity, equity, and/or inclusion.

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100%

DEI

Leaders at my school value different aspects of my identity (e.g., gender, race, culture, ability, sexual identity, learning differences).

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100%

Dialogue

What are some highlights and blindspots from this year’s data, and how can our team consider them when planning for next year?

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Where do you see EQ6 next year vs. in 5 years?