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Board Meeting

2/24/2022

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Equitas Board - FY 21-22 Meeting Focus

Academic, Re-Entry, and Talent Focus

Compliance items:

-ESSER III Spending Plan

-Updates to the EL Master Plan

-EQ7 New charter petition, Brown Act

October 21, 2021

Success & Budget

Compliance items:

-LCAP

-Annual policies

-SBAC Data

-MAP Data

- Panorama Survey (Students, Families)

-Insight Survey

-DEI Survey

June 23, 2022

Principal Voices & Strategy Planning using Insight & DEI, Student learning & voices

Compliance items:

-700 Forms

-LCAP

-MAP Data

February 24, 2022

Budget & Real Estate & Enrollment Focus

Parent Voices

Compliance items:

-Annual calendar

April 28, 2022

Talent, Alumni and Enrollment

Compliance items:

-Audit

-LAUSD Compliance

December 2, 2021

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CEO Update

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Key Organizational Priorities	21-22 EOY TARGET	21-22 EOY PROGRESS
State Assessment Growth	Exceed State averages for ELA and Math	No new data
MAP Grade Level Performance	Network 50% students exceed 50% proficiency in ELA amd 45% in Math *School Targets on Next Slide	Winter Map Results (ELA 24% ; Math 19%)
Staff Retention	80% staff retained YTD for teachers and 85% for non-teachers staff	Attrition data shared in deck
Staff Satisfaction	DEI Survey Remain Advanced Stage with Increase in diversity (72), inclusion (66) and equity scores (64)	DEI Survey: Diversity (81), Inclusion (67), Equity (71)
	Insight Scores Learning Environment (7.0 or higher) Diversity, Equity and Inclusion (7.0 or higher) Instructional planning (increase from 4.9)	Insight Winter Scores: Learning Environment (4.9) Diversity, Equity and Inclusion (5.4) Instructional planning (3.9)
Overall Financial Health	Organization meeting EOY budget targets (positive net income of at least $500K)	Ongoing and on target
Fundraising	Philanthropy target of uncommitted amount of $330K	Parson grant submitted for $150K
Facilities Pipeline	School Sites have private sites identified before July 1, 2022	Facility on target for Summer 2022
Family Recruitment / School Enrollment	80% of available sets are confirmed and re-enrollment is over 90%	89% retention for FY 21-22 and shared in deck
Parent Satisfaction	Engagement, Safety and Climate above 85%	Climate 85%, Engagement 89%, and Safety 84%
Student Discipline Suspension/Expulsion	Less than 2% suspension and expulsion	Suspension .5%, Expulsion .1%

Key Organizational Outcomes

*EOY suspension/expulsion is based on unduplicated cumulative enrollment and therefore is just approximate based on current data.

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CEO Goals for FY 21-22

Goal	Objective for the year
Successfully Manage Senior Leadership Team and Direct Reports & Build Internal Capacity to Sustain Transformative Impact	Hiring Updates Implement 360s for all leaders in February Codify systems and structures with decision making includes transparency and voice in change/decisions (longevity pay, compensation systems, dress code) Innovation increases and success in strategy and leaders annual plans.
Win on Strategy & Initiatives	Updated provided in CEO email on action steps taken.
Elevate the Equitas Board	Add additional members with coming of new CEO Creating stronger communication systems with senior leadership performance, retention, and management

Director of DEIA	December
SPED Program Specialist	January
Chief of Schools, Chief of Staff, Director of People and Culture	February
Chief of Talent	April
CEO	May

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Winter Surveys

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Student Surveys

AREAS OF STRENGTH

AREAS OF GROWTH

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Parent Surveys

AREAS OF STRENGTH

AREAS OF GROWTH

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Staff Surveys Areas of Strength

Insight Domains	National Top Quartile	NTWK WNT 2019	NTWK WNT 2020	NTWK WNT 2021	2- Year Change	Distance from National Top Quartile
Hiring Process	5.6	4.4	6.6	5.7	1.3	0.1
Teacher Compensation	5.7	5.1	5.1	5.8	0.7	0.1
Observation and Feedback	6.9	5.4	6.1	5.9	0.6	-1.0
Workload	6.5	5.0	5.9	5.2	0.2	-1.3
Leadership	7.1	5.0	5.8	5.1	0.1	-2.0

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Staff Surveys Areas of Growth

Insight Domains	National Top Quartile	NTWK WNT 2019	NTWK WNT 2020	NTWK WNT 2021	2- Year Change	Distance from National Top Quartile
School Operations	6.8	6.5	5.4	5.3	-1.2	-1.5
Academic Opportunity	6.9	5.4	4.7	4.4	-1.0	-1.6
Instructional Planning for Student Growth	7	4.8	4.3	3.9	-0.9	-3.1
Learning Environment	6.9	5.5	6.2	4.9	-0.6	-2.0
Professional Development	7.1	5.2	5.1	4.6	-0.6	-2.5
Evaluation	6.9	4.6	4.0	4.1	-0.5	-2.8

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Academic Outcomes

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Growth Goal Progress % Data Guide

Growth Projections (Predicted Growth)

MAP assigns growth targets to all scholars in each subject based on their anonymized data set, that is achievable based on their present performance and grade level.

Growth Achievement (Actual Growth)

Once a scholar has taken the assessment, MAP provides a score on what growth was actually achieved.

Growth Goal Progress

Growth Goal Progress = Actual Growth/Projected Growth
This gives educators a measure that goes beyond “Met or Not Met” for growth goals and can help measure if our instructional practices are working.

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Fall to Winter Growth Goal Progress by School

MATHEMATICS

ENGLISH LANGUAGE ARTS

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Fall to Winter Growth Goal Progress by Grade Level

MATHEMATICS

ENGLISH LANGUAGE ARTS

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Student Learning MAP NWEA Winter Admin

N = 1789

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Student Learning MAP NWEA Winter Admin IS

N = 54

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Emergent Bilingual Scholar Context

Focus on Promoting Bilingualism:

Continued classroom promotion of the benefits of bilingualism
Use of native language to clarify meaning in class (when possible)
Addition of Language Enrichment Teachers to build academic proficiency in native language (Ex. EQ 6)

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Multilingual Progress: Dashboard Data

21-22 Goals:

80% of Designated and Integrated ELD teachers have an explicit language focus in lessons gathered through observations
55% of Emergent Bilingual Scholars (EB)s will meet their ELA MAP Growth Goal in Spring 2022 (up from 48% in Spring 2021)

N=881

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Multilingual Progress: Dashboard Data Analysis

Wins:

All EBs receive Designated ELD
Data collected in monthly walkthroughs with EL Teacher leader and Admin Teams
Majority of Designated ELD classrooms had clear language focus

Growth opportunities:

3 schools need clear coaching/PD focused on clear language skill implementation
Need to gather more Integrated ELD data
Many schools had a drop in EBs meeting MAP growth goals
Clear language implementation currently not tied to higher MAP growth goals.

Action Steps

Collaborate with EL Teacher leader to plan PD and instructional coaching at EQ, EQ 4 and EQ 5
Shift focus to Integrated ELD walk throughs at EQ 2, 3, and 6
Draft proposal for possible EL Curriculum Specialist in 22-23 School Year

Action Item:

Where do you see opportunities to align goals and needs identified in this data with other district academic priorities?
What is missing from analysis of this data?

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School Updates

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Domain: Academic Expectations and Academic Opportunity

21

Survey items with an asterisk are not included in the domain score for that domain *Survey items with a double asterisk are reverse-coded because for these items lower agreement is a better result

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Connecting Mindset to Priorities

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School Context: December-January

Key Challenges:

Staffing:

All schools impacted by Omicron variant and subsequent staffing shortages.
All schools adult “climate” impacted by staffing shortages and coverage plans leading to heavy educator fatigue.

Attendance: All schools in person attendance fell due to Omicron
Student Culture:

In some schools, student culture also impacted leading to an increase in number of discipline related events.

Leader Focus:

Given the challenges, most schools academic focus was paused.

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Second Half of Year Focus

Reginite 21-22 School Level Priorities

SD’s reviewed and crosswalked key MAP and Insight data to support identifying key areas to prioritize.
Drafted second half of year academic priorities

Planning for the 22-23 SY

Create long on-ramp to deepen breadth, clarity, and process of 22-23 school year planning.
SD meetings grow to include ASD’s and other key leaders
Network planning team established to ensure cohesion and clarity across different priority areas (budget, staffing, program)

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Equity Work

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About Brittany

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DEI Survey

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SWOT

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Principal Voices-EQ Jessica Rendon

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Insight Survey Data

Highlights

“I want to thank the school leadership for the many things they are doing this year to build a school culture of safety, community, and joy. It is tangible, and it makes coming to work a positive experience each day. I feel supported and my students are happy this year.”

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Insight Survey Data

Area of Focus

Instructional Planning for Student Growth

Next Steps

Instructional Planning Support
Collaboratively Reviewing Student Work

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Principal Voices-EQ2 Carla Perez

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Principal Voices-EQ2 Carla Perez

Culture of Trust and Collaboration

Restorative Scholar Culture

Strong Tier 1 Instruction

	Fall 2020	Fall 2021	Goal for Spring 2022
Workload	3.7	3.7	≥ 3.6
DEI	3.3	4.2	≥ 5.2
Leadership	3.1	4.2	≥ 4.3

	Spring 2021*	Winter 2021	Goal for Spring 2022
Student Teacher Relationships	73%	55%	≥ 83%
School Fit	63%	72%	≥ 63%
Learning Environment	5.2	Fall 2021: 4.7	≥ 5.2

MATH / READING	Spring 2021*	Winter 2021	Goal for Spring 2022
≥50th percentile	23% / 34%	17% / 23%	46% / 46%
% met growth goal	46% / 53%	39% / 33%	56% / 64%

At EQ2, our strategy is to focus on 3 things:

Building a culture of trust and collaboration
Building a restorative scholar culture
Strengthening tier 1 instruction

These are the three areas that will make the biggest difference in scholar outcomes when we accomplish them. Why the plug? I believe that while scholar outcomes will improve if one or two are strong, to maximize and deliver on our promise of preparing them for college, all three need to be strong. This is our progress so far.

Decreasing and being intentional about what teachers are asked to do, elevating voices of our diverse staff (systems feedback), and focusing leadership development on self awareness and high leverage feedback has us on track to meeting our goals of building a culture of trust and collaboration.

Our restorative scholar culture has been set back by our miscalculation of what exactly scholars will need at the beginning of the year and staff shortages, however our team has put in place the culture team and teacher leaders who are being trained to review and respond to scholar data immediately so that scholars are more readily getting their needs met. Further, leadership is modeling restorative approaches to higher level incidents while also being transparent with teachers what decisions about consequences are made.

Strengthening Tier 1 instruction is currently our weakest initiative. In order to strengthen both the leadership team and the teachers’ instructional lenses we are looking at data and scholar work more frequently and conducting laser focused walkthroughs to move the school forward as a whole.

I am most proud our school being on track to building a culture of trust and collaboration. I believe that teachers and staff members who stay at a school are the most empowered to make the biggest difference in scholar outcomes fostering a culture of trust and collaboration is the first step to getting strong teachers and staff members to stay so we can build that restorative scholar culture and strengthen instruction.

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Appendix

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Students Served (Deduplicated)

Including this school year, we have served 3,036 unique scholars.

If you do not include this school year we have served 2,575 unique scholars.

Submitted for Board review to answer question raised during board meeting

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Enrollment Follow-Up

Best in class retention comparisons across charter schools part of the CSGF portfolio

Benchmark Retention Rates - CSGF Portfolio Charter Schools Authorized by LAUSD
Grades	20-21 SY Average School Retention	20-21 SY Average Equitas Retention
K-4	87.67%	87.95%
5-8	90.60%	90.89%
K-5	81.86%	87.20%
6-8	78.00%	93.62%
All	88.86%	89.12%

Submitted for Board review to answer question raised during board meeting

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Staff Retention Updates

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Current Staff Attrition and Retention Data

	Total	Offboarded	Retained	%
Instruction	140	8	132	94%
Operations	37	8	29	78%
Network	25	2	23	92%

	Total	Offboarded	Retained	%
Instruction	174	13	161	93%
Operations	53	11	42	79%
Network	47	3	44	94%

Active as of 8/1/21 and still with Equitas as of 1/14/22

Active and HIRED as of 8/1/21 and still with Equitas as of 1/14/22

Cristina -Covid 19 has impacted the market in ways that we did not anticipate- the artificially high hourly wage is not something we can nor should compete with In order to solve the short term we have deployed network staff into the schools, have hired temps and cross trained team members- We have hired a HR Pals to screen and recruit applicants For the long term we have completed a salary study and adjusted accordingly, have provided differential pay and pandemic pay

Add questions. Why for the board to review?

Recognition: $1000 Pandemic Pay for staff
Access to Safety Resources and Protocols

COVID Testing for students and staff will continue on a weekly basis as well as increase masking with K95 for staff and non-cloth masks for students. The 21-22 COVID Safety Protocols now include an FAQ section. If you have a question, you’d like to see included, please reach out to Cecilia Melgares or Hana Joe.

Staffing: Preparing for COVID Staffing Shortages

There are several in-house substitute candidates in the pipeline for schools and we hope to hire additional support soon.

Wellness: Additional COVID Sick Hours
Wellness: Mental Health Resources As the impact of the pandemic on mental health continues, we want to remind all Equitas staff about the Mental Health Resources available to them through their benefits.

All Equitas medical plans cover mental health with varying copays. If you have specific questions about your coverage, please contact health benefits representative, Leo Perdomo: leonardo.perdomo@sig.us.

Transparency & Connection

Holding parent and staff cafecitos to share communications, answer questions and build connections during these times. Visiting school sites and learning about staff experiences so we can continue to build a strong and caring approach for the Equitas community.
Please see staff cafecito on 1/13/22 can be found here Passcode: j=@^WN5P.
Parent cafecitos were held on 1/12/22 for all school families and almost 400 families attended.

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Student Learning MAP NWEA Winter Admin SPED

N = 182

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Student Learning MAP NWEA Winter Admin EL

N = 833

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Suspensions/Expulsions

School	Total Suspensions	Enrollment	%
EQ	0	462	0%
EQ2	6	384	1.6%
EQ3	0	490	0%
EQ4	4	341	1.2%
EQ5	0	107	0%
EQ6	0	142	0%
Total	10	1926	.5%

School	Total Expulsions	Enrollment	%
EQ	0	462	0%
EQ2	0	384	0%
EQ3	0	490	0%
EQ4	1	341	.3%
EQ5	0	107	0%
EQ6	0	142	0%
Total	1	1926	.1%

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About our Winter Surveys

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

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

Panorama (Students) - 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.

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Survey Participation

Survey Population	Participation #	Participation %
Student Survey	1236 Responses	64%
Parent Survey	708 Responses	*37%
Teacher Survey	91 Responses	94%
School Leader Survey	11 Responses	94%
Network Survey	21 Responses	91%
DEI Survey	45 Responses	19%

*The participation for parent survey is approximate based on responses / total scholars enrolled

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Student Voices Areas of Strength

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Student Voices Areas of Strength (Cont.)

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Student Voices Areas of Growth

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Parent Surveys Areas of Strength

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Parent Surveys Areas of Growth (Cont.)

Questions Impacted by Pandemic

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Parent Surveys Areas of Growth

Family Engagement Breakdown on following slide.

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Multilingual Progress: Dashboard Data

School	% of Emergent Bilingual Scholars (EBs)	# of EBs
EQ	54%	248
EQ2	27%	104
EQ3	56%	274
EQ4	31%	105
EQ5	60%	86
EQ6	59%	64
Network	46%	881

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School Priorities

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School Priorities

School	Priority:
EQ	Data Driven Planning: Ensure data is being utilized to support intentional grouping and planning Strategy 1: Bi-weekly data meetings focused on student work analysis Strategy 2: MAP data analysis to identify students in need of additional support
EQ 2	Strengthening Instruction - Strengthen tier 1 instruction by enabling and developing educator content expertise so that scholars are responsible for doing the thinking in the classroom. Strategy 1: Curriculum fidelity within EL Strategy 2: Internalization practices
EQ 3	Data Driven Planning: Ensure data is being utilized to support intentional grouping and planning Strategy 1: Bi-weekly data meetings focused on student work analysis Strategy 2: MAP data analysis to identify students in need of additional support
EQ 4	Planning: EQ4 teachers will maintain the core tasks, texts, and topics of each lesson. Any adjustments to the curriculum will not lower rigor or detract from the purpose/what’s at the heart of the lesson. Strategy 1: Content team PD (focus on ELA) Strategy 2: Individual coaching aligned to planning and internalization Strategy 3: Model lessons
EQ 5	High Quality Math Instruction: Strategy 1: Utilize Core Action 2 & 3 as content specific feedback tool. Strategy 2: Leverage Grade Level Leads (GLL) to reinforce high quality IPP practices during Grade Level Meetings (GLM) Strategy 3: Utilize 03’s as core structure to drive planning and content feedback for the second half of year.
EQ 6	Planning: EQ 6 teachers will improve how they deliver intentional data driven instruction Strategy 1: Content teams meetings once every three weeks to look at data and form Tier 2 intervention groups Strategy 2: Student work analysis and lead co-planning in O3’s every other week to look at assessments and student work (coach-teacher).

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Term	What it means
Scholars	Students/kids
IA	Instructional Aide
Enrichment	Equitas term for “specials” or “electives” like art, yoga, music, public speaking, etc.
RSP	Resource Specialist Program - special education term
OPS	Operations - refers to people as well. “I’m going to give Ops a heads up.”
O3	Weekly One-On-One meeting
F&P	Fountas and Pinnell. Elementary reading assessment
MAP/NWEA	Measures of Academic Progress - norm-based test given to scholars 3 times per year to measure growth on a national scale./NWEA is the publisher and stands for Northwest Evaluation Association
SBAC/CAASPP	SBAC: Smarter Balanced Assessment Consortium CAASPP: California Assessment of Student Performance and Progress Both refer to the reading, math, and science state assessments
EL/ELD/EB	English Learner, English Language Development, Emergent Bilingual

GLOSSARY OF TERMS

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Term	What it means
SPED	Special Education (a student who qualifies for services outside the mainstream program and mandated by local, state and federal law)
IEP	Individualized Education Program - given to students who need accommodations and support in the classroom.
SST	Student Success Team A team made up of the teacher, parent, and administrators of a struggling student to document supports and interventions.
SSC	School Site Council - what we call our parent-teacher association
AF	Achievement First - charter management organization that run Accelerator, Navigator and currently use their open curriculum as a resource.
Common Picture	Procedure, Standard Operating Procedure
CCSS	Common Core State Standards
NGSS	Next Generation Science Standards