Academic Achievement and Closing the Achievement Gap

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					              Academic Achievement and Closing the Achievement Gap
Facilitator: Robin Pasquarella
Reporter: Theresa Cardamone
Recorder – Lindsay Pulsifer

   o Individual student learning plans to track thru entire school career including developmental factors and
     program achievement (5 dots)
   o Cultural competence in staff at all schools (4 dots)_
   o Continue working to respond to evolving needs of students (transformation plans) staff continue self and
     program improvements. (1 dot)
   o Support staff in continuing to do their program development to meet defined goals
   o Allow students to move at their own pace (1 dot)
   o Help students who are not college bound (1 dot)
   o K-12 plan of study with K-12 articulation (including pre-k, too)
   o Mission and vision articulation Board – Super – Building (3 dots)
   o Student focused learning (1 dot)
   o Reach out to families and pre-schools to assure kindergarten readiness (2 dots)
   o Equitability of programs between schools
   o Balance student population between buildings (1 dot)
   o Consider student needs in funding decisions, not just weighted student
   o Share funding between schools (1 dot)
   o Move teachers around in assignments to schools (3 dots)
   o Differential incentives (2 dots)
   o Pick 1 or 2 things to focus on and stick with it for 5 years (NUA – Literacy program) (2 dots)
   o Community organization partnerships (1 dot)

Facilitator: Lisa
Reporter: Sili
Recorder: Peter
   o Outside independent student – student achievement, achievement gap
   o Build family skills (2 dots)
   o Design and explore purpose for schools (what/how/why)
   o Hire educators and staff that reflect student population (3 dots)
   o Attract quality staff and maintain
   o Process for communicating and working community. (parent, CBO, churches, businesses)
   o Triage most needy students and provide resources (3 dots)
   o Staff training around students culture (1 dot)
   o Create pilot or lab setting where students demonstrate behaviorally, orally, and written incidence that
        indicate how learning has been acquired and can be demonstrated. (2 dots)
   o Continue to provide educators with the skills needed to teach students with different learning styles.
        (use effective strategies) (2 dots)
   o Understanding what curriculum is for K-12 and able assess student as they enter each grade level –
        individual learning plan (2 dots)
   o Institutionalized racism – review how it remains over time with student involvement (3dots)
   o Individual schools provide extended year learning that is tailored to student need.
   o Parent/student input into principal and teachers evaluation (2 dots)
   o Include/invite politician and legislative leaders input and ideas
   o Examine role of youth culture and peer pressure
   o Stress the importance o building relationships and trust at all levels. (1 dot)
   o Develop outreach strategies to connect with families of young children and child cares to insure
     kindergarten readiness (3 dots)
   o Financing/resources to implement strategies
   o Professional development for staff, parents, and community
   o Look at the students that don’t meet WASL standards and identify trends such as attendance, discipline,
     family mobility
   o Disaggregate Samoan and Pacific Islander scores at the state level (1 dot)
   o Strategies to improve learning in 4th – 7th grades (1 dot)
   o Support community programs that support learning
   o Interface between community and schools to look at learning modalities both home and school and how
     they reinforce each other (1 dot)

Facilitator: Christane Elsbree
Recorder: Maggie Crain
Spokesperson: Sharon Rogers

   o   Assessment of current structures regarding climate (1 dot)
   o   Welcoming to parents
   o   Parents, staff, student and community need to know mission/vision as a focus.
   o   Every pre-school student gets story read to them every day
   o   Anti-racist training for staff and interested community (2 dots)
   o   Involve parents in their students learning at home (1 dot)
   o   Instruction aligned to curriculum
   o   Use assessment to add value to each student’s learning
   o   Teachers develop relationships with students
   o   Make report cards more student/parent friendly
   o   Discuss and implement the most effective form of reporting assessment. (parent conference) (1 dot)
   o   Extended school year learning based on needed skills established relationships
   o   Provide regular scheduled time for teachers to develop partnerships with parents (“office hours”) (1 dot)
   o   Use annual report (NCLB) as way to assess school progress
   o   Advisory period/relationship used as way to provide relationship at high school (1 dot)
   o   Time for student emergencies, advisory – flexible time. (1 dot)
   o   Time for teachers to observe other teachers who are having success with students. (3 dots)
   o   Invite community into schools to share school progress/challenges and hear community resources (1
       dot)
   Strategies for welcoming school
       o Physical environment
       o Make contributions meaningful
       o Staff openness/friendliness
       o Effective training of best practices for students
       o Leaders need to push on implementing the equity training we’ve already had (3 dots)
       o Use keys program as resource to develop plan (from WEA)

Doug Selwya
Princess Shareef
Suzanne Erickson

   o   Avoid rifting 1st year teachers – Don’t RIF work with union (1 dot)
   o   Lower class sizes – lobby legislature, private monies as incentive (1 dot)
   o   HGR participation in school food programs (1 dot)
   o   Adult collaboration (increase); reduce institutional barriers; allocation of resources
   o Principal selection – Better job, good community by in, highly skilled, good at it, ability to work with
     population we have (1 dot)
   o More student involvement – as active participants. On secondary level as it relates to school decision
     making , students part of inst. encl., form student advisory to principal, BLT (1 dot)
   o Increased/real parent involvement – this is crucial (1 dot)
   o More decisions – start with what is best for children, agreement , more focus on essential question (5
     dots)
   o Real long range planning (1 dot)
   o Internationality planning
   o Assessment that really focuses on teaching and learning (2 dots)
   o Sufficient budget to drive and sustain a program (1 dot)
   o Look at privatization of school use of private funds (1 dot)

Facilitator: Gordon Bell
Parent: Adrian Moroles

Strategies

   1. Improve parent involvement
   2. Create small academic rigorous school in south end, i.e. (1 small HS and 1 Small middle school with
       400 students or less) (1 dot)
   3. Recruit minority teachers (2 dots)
   4. Capitalize on enhancing teacher delivery in CR to engage all children (1 dot)
   5. Community pride and support including mentorship
   6. Stop inappropriate referrals of children of color and ESL, Spec Ed students
   7. Understand /define most important barriers affecting achievement
   8. Use and enhance existing resources
   9. Shift district culture from changing under served to improving ability to serve them (1 dot)
   10. Remove incompetent administrators and teachers

Initiatives

   11. Programs should be mandated which target academic achievement and should be required by school
       leaders, i.e., literacy, courageous conversations, and teachers pro practice standards (7 dots)
   12. Better communication between elementary and pre schools especially IEP children
   13. Outreach strategies to families of very young children to assure K readiness
   14. Policy changes needed regarding teachers and administrators evaluations including an independent
       evaluation (external)
   15. External hiring committee to hire principals and teachers of color (2 dots)
   16. Hire teachers and place effectively, i.e. negotiate with teacher union (1 dot)
   17. Promote career and technical ed to have well rounded students celebrate kids achievements (3 dots)
   18. Implement a project based curriculum at middle and HS levels for under-served students, i.e. research
       and student led. (1 dot)
   19. Promote critical thinking skills
   20. Mandate ethnic studies programs for students throughout the district (4 dots)
   21. Individual strategies for children not performing (1 dot)

Facilitator: Jerry DeGrieck
Spokesperson: Laura Wells
Recorder: Helen Powell
Dynamic and healthy learning environments

   o Reevaluate and challenge use of hi-stakes testing (1 dot)
   o Welcome and accepts responsibility for the children at that school
   o Community/parent teams around school accept responsibility school for the success of all students (5
     dots)
   o Every school needs to have an academic leader/mentor (principal, ed directors, consultants)
     evaluating/motivating/mentoring staff/teachers to stay at a high level of expectation academically (1
     dot)
   o Require parent and student involvement in all levels of decision making such as hiri8ng (2 dots)
   o Invest resources in quality pre K and birth-3 early learning experiences
   o Identify learning gaps early and implement effective strategies to close those gaps before they become
     chasms
   o School and community needs comprehensive plan around school readiness and early learning, reading
     measure comprehensive measures in all domains, not just social – emotional – physical but academic
     readiness (6 dots)
   o Continue to support choice to met the needs of different learning styles
   o Expand/extend/replicate strategies/schools that work (1 dot)
   o Reduce volume of extraneous activities for teachers, reduce meeting fatigue, allow teachers to teach (1
     dot)
   o High quality before/after school programs adjacent to elementary and middle schools, affordable, in
     alignment with school goals, partnering with schools (3 dots)
   o Culturally relevant welcoming schools, understanding of cultures, use community as resource; child
     centered learning communities, relevant curriculum (2 dots)
   o Apply some rigorous expectations for all students (1 dot)
   o Look at system to identify causes of loss of test scores from 4th to 7th grade especially for culturally
     diverse students
   o Give staff opportunities to share successful strategies with colleagues to spread good ideas (2 dots)
   o Identity best practice and make sure they are being implemented (1 dot)
   o Understand parent experience/culture
   o Relevant curriculum (build upon utilize families and communities
   o Culturally responsive school environment (1 dot)
   o Effective principal – leadership team selected with in put from parents and community
   o Students are known and have meaningful relationships with staff and each other – limit the number of
     students in a class, sufficient number of support staff, structure schedule should promote interaction(3
     dots)
   o Foster relationships with community and families or provide additional support for students
   o Utilize school as a community center – extend hours, summer programs, revised scheduling (5 dots)
   o District needs to be responsive to the community
   o Teachers are coaches in small classes with internships and learning opportunities for students (Met
     school model)
   o More options for non-college bound students (1 dot)
   o Training for teachers – diverse learning styles
   o Small schools combined with powerful teaching strategies (2 dots)
   o Change negative perceptions about teachers
   o Provide more services “safety net” for students, language, and health, counseling…
   o Structure time for teachers to work as teams and improve effectiveness – teacher exchanges (1 dot)
   o Invitational secretaries/principals with welcoming attitude
   o Visitations to home – frequently (2 dots)
   o Team approach to education – role models, mentors community, family, service organizations and staff
     working together.
Spokesperson: Maria Ramirez
Facilitator: Sissi Horton
Recorder: Joanne Robbins

Elimination of Barriers
   1. Climate– dynamic and healthy learning environments
   2. Faculty and staff address needs of all students
   3. Culture shifts from change the kid to change the environment (faculty, staff, prof. Dev.)

   o Staff buy in to one focus Kindergarten on up at that school which follows from leadership of the
     principal
   o Full school effort for ESL (for example) to be trained to serve ESL kids or Special Ed high population –
     all know how to uniform ally meet their needs (2 dots)(2 dots)
   o Stop inappropriate referrals to Spec Ed., have an exit strategy for Spec ed. (1 dot)
   o Centralized mandate for entry and exit in special ed
   o ESL speech and language – inappropriate referrals – fix this
   o System of data collection – prioritize
   o Mandate that district do data collection making on going interventions
   o Make school dynamic and safe as per parent and student perception
   o Environment around culture of particular school suits that school by identifying needs and fund money
     to for example, print literature in various languages
   o Outreach to families
   o Diverse staff
   o Resource identified very locally and shared for access
   o Consider cultural experience – use the TV school channel
   o Identify national examples and don’t try to invent or re-invent models that work
   o Identify what works in Seattle
   o Accountability – public posting
   o Press to be encouraged bad data news, too
   o Celebrate success, students need to see success
   o Community input has some real effect
   o Incentives to remove the silos
   o Use the internet better
   o Link community groups to publicize communicate
   o Use internet with in district transitioning students from school to school
   o Stop moving principals without any parent and student input (1 dot)
   o Who requests moving:
   o Open clear explanation as of why principals move
   o Create site councils as in Chicago with parents, community members
   o Use date based decision making (1 dot)
   o Allow 90 minutes of reading for those schools that need to focus on reading (2 dots)
   o Allow individualized schools to have culturally accurate curriculum to compliment culture of school

Facilitators not identified:

Elimination of barriers to student achievement and elimination of the achievement gap! Strategies:

   o Professional development for teacher/principal, improve teacher performance/skills; How to engage
     students/Parents (2 dots)
   o Engage/cultivate community (faith based organization, community organizations, businesses, etc.)
     parents to the table to develop school improvement plan (3 dots)
   o Develop a core groups that is committed to a vision of success for all, with community and parental
     support
   o Re-structuring role of principal – team format, principal does not lead alone; better supervision of
     teachers and all staff (2 dots)
   o Re-structuring role of education director
   o Re-allocation of time (i.e. meetings)
   o Accountability at all levels (3 dots)
   o Look at schools that are successful! Visits by teachers, principals, administrations a must, partner up
     with school (3 dots)
   o Look at alternative ways to engage parents: flexible times and dates, parent can help with projects form
     home, flexible meeting location such as libraries, community centers (1 dot)
   o Schools systems look at Brown vs. Board of Ed 50 years later
   o BHAG – Big Hair Audacious Goal! 90% read at grade level by grade 3 (3 dots)
   o Shift from parent involvement to parent engagement, helping in classrooms, Saturday school, child
     development (life skills), basic needs

Facilitators not identified:

Elimination of barriers to student achievement
   o Clear process for autonomous schools
   o Culturally relevant teaching and materials (2 dots)
   o Recognition of student interest as a key learning indicator
   o Dynamic and healthy principal (1 dot)
   o Teachers trained in anti racism (1 dot)
   o Redefining achievement beyond the WASL (3 dots)
   o Schools engaging community
   o Locally relevant learning (1 dot )
   o Empowering school communities

Actions
   o Child centered learning individualized teaching (1 dot)
   o Community inclusive principal selection policy (1 dot)
   o Networking school communities with similar issues /opportunities (2 dots)

Brainstorming
   o Mentoring students teachers
   o Community relationship accountability
   o Parenting classes – opening school as a community
   o Learning community for all
   o Encouraging consistent parent involvement (1 dot)
   o School day calendar – optimal for student learning (1 dot)
   o Life skills relationship integrated into curriculum, better relationship with community (2 dots)
   o Reusing how standardized tests are used and how they reflex student learning (3 dots)
   o Inter-disciplinary classes, competency based evaluation (1 dot)
   o Whole person approach, counseling, nutrition, health, family support (2 dots)
   o Early childhood intervention: 3-5 years old (1 dot)
   o Community based support used to provide their facilities and services (3 dots)
   o Positive attitude development in parents, students, staff – self assessment site-based all working together
   o Equal treatment – teacher training
   o Reaching out to families of very young children 0-3 years old (4 dots)
   o Individual services provided, teachers aware of student’s needs and crisis’s
   o Health education provided early to educate youth
   o   Revision of health classes, better education, sex, sexuality, make it more enticing
   o   Encourage creativity
   o   Strong focus ESL parents aware of situation (3 dots)
   o   Problem solving/resolving, integrated into curriculum, beginning in K-12, state choices, think for
       yourself
   o   Teacher’s mental health, not feeling acknowledged, teachers feeling cared in order to provide students
       with support (1 dot)
   o   Expand /continue to teach students with different learning styles (2 dots)
   o   Kindergarten curriculum – lifestyles skills early on when you learn to associate with others (1 dot)
   o   Sexuality awareness in all schools (2 dots)
   o   Help preventing bullying
   o   Students will feel safe in school and not transfer or possibly drop out
   o   Current health/mental education (2 dots)
   o   Teacher training about health, racism, culture (4 dots)
   o   Teach acceptance about your person
   o   Recognizing diversity and combining with English
   o   Teaching goal setting at early age, kindergarten
   o   Acknowledge culture and find ways to incorporate it into the community, school , environment (1 dot)

All school climates are dynamic and healthy
    o Infuse a curriculum that is culturally relevant (2 dots)
    o Crisp definition of dynamic, health
    o Schools have a leader who is a cultural champion (2 dots)
    o Identify the best schools in the nation to use as a model (1 dot)
    o Assess the variable of each school to analyze specific needs , greatest gaps (1 dot)

The District leadership, principals, teachers… preparedness..
   o Training
   o Accountability for report cards for teachers, leadership, staff by community and parents
   o School identifies which principals , teachers need cultural awareness, district identifies successful
       teachers to train those who need it (1 dot)
   o In doing institutional racism – people institute NW all should attend, ongoing attendance (3 dots)
   o Assess needs will give specific goal and specific ways to reach the goals (2 dots)
   o District needs to be more creative to find resources
   o District needs to be more creative to find resources

District culture shifts …
   o Community involvement in working with underserved students, stepping up responsibility (1 dot)
   o Conduct a needs assessment (1 dot)
   o School board member term could be extended to proved better stability
   o Prioritize4 within these constraints of resources

All schools communities become actively engaged …
    o Mentorship
    o Business incentive for donations by securing student assistance during summer and or graduation
    o Reorient school staff regarding community outreach value (2 dots)
    o District could promote by advertising public awareness every one benefits.
                                 Achieving Equity in the System
Equity
Facilitator: Doug Selwyn
Recorder: Princess Shareef

   -   May pay for master teachers
   -   Weighted teacher formula (5 dots)
   -   Parent Involvement is key (4 dots)
   -   How to better educate parents to support students
   -   How can the system recognize the diverse needs of students. (1 dot)
   -   Maximize in house suspension (2 dots)
   -   Real alternatives to suspension
   -   Variety of focus behavior classes
   -   What climate changes needed:
          o Relationships between school/home (4 dots)
          o Good teaching strategies
          o Relationships between students/teachers
   -   Courageous conversations continue (mandatory) (3 dots)
   -   Culturally responsive lesson plans
   -   Funding is it being directed and used appropriately?
   -   Make sure we monitor and evaluate on going programs that relate to disproportionate (1 dot)
   -   What does the negative labeling of NCLB schools mean to families, students, staff, and board? System
       wide strategies needed to address these issues. (4 dots)
   -   What are the actual expenditures per student?
   -   Are the south end schools funded at the same level as north end schools?

Recorder Sili
Facilitator – Peter
Reporter – Lisa

   -   Look at number of students of color in AP/Honors, etc. (2 dots)
   -   Engage in diagnosis Assessment for each child and figure out where they are.
   -   After diagnosis and development contact parent and let them know where child is at (IEP) (1 dot)
   -   Clear definition of what the suspensions and expulsions results from, rules should be clear. (2 dots)
   -   Look at amount of time child is away from environment.
   -   Can policies be flexible depending on infraction? Reframe that child can learn from the experience.
   -   Create a system where in school suspension can work! (number of staff, resources, etc. ) (3 dots)
   -   Incidents where students “act out” many of student are students of color, all students should be
       disciplined not just a few

   Resources needs
   - Refine weighted student formulas and how funds are used (3 dots)
   - Philanthropy and who funds to support schools, leveling playing field for funds
   - Pooling privately raised dollars (PTA’s)
   - Surcharge of monies for private organizations
   - Pairing schools low need with high resources
   - Guidelines for what can school funds are used for ?
   - Work strategically with other systems city, CBO’s to fund services for kids filling gap in funding (2
      dots)
   Leadership and staff
   - Combat pay (5 dots)
   - Non monetary support
   - Resources, distributed equally to where it’s needed, not just dividing the pie. ((1 dot)
   How do we engage parents?
   - credit for student/teaching conference (2 dots)
   - Creative ways to give credit for students that helps parents get information from school (1 dot)
   - Evaluate accuracy of medicating students of color and side affects (2 dots)
   - Test all student for A.P.P. (2 dots)

Recorder: Patricia Lopez
Reporter: Saden Euster
Facilitator: Thalia Freamon
   - Proven effective culturally app. Such as Proyecto Saber (4 dots)
   - SOC – snowball effect partner with CBO
   - Inform parents and youth of community based services (2 dots)

Strategies – Resource needs
    - Revenue sharing (4 dots)
    - Percentage of funds raised to be shared by all schools
    - District policy
    - Partnership between schools during fund raising (1 dot)
    - Suburban and urban schools partner for a program that they want or private and public schools
        partnership.

In-school stores (cooperative)
   - art work
    - student effort
Lack of support for students in school and community (1 dot)
What systems in place (1 dot)
Expulsions/suspensions
    - disruptive behavior
Special needs students
    - Programs and service cut – budget (1 dot)
Need clear communication between schools (when students transferred) (1 dot)
    - Communication with home (1 dot)
    Do not understand norm of “dropping out. Who is accountable?
    - Parents
    - Schools


Strategies
    - 0-3 early education (1 dot)
    - Communities that care (1 dot)
    - Research proven programs
    - Support families and education levy
    - Human/volunteer resources equal distribution of staff and teachers (3 dots)
    - PTA partnerships
    - Room rental – promotion
Building stable leadership
   - Assumption and instability in younger teachers support system for new teachers (2 dots)
   - Incentives – contracts (1 dots)
   - Need good professional development (1 dot)
   - Need additional data on this issue: teacher stability
   - Parents from successful schools can support other schools (2 dots)
   - Contract flexibility on assignment of retention of teachers (8 dots)
   - Cultural competence racial competence
   - Individualized approach to teaching
   - Articulation pre-school to high school
   - Driving resources and other policies to support neediest students.


Facilitator: Moore
Recorder: Taylor
Reporter: Ferguson

Resource needs of all schools are met.
   - Financial
   - Skills of parents/community to support the neighborhood school (2 dots)
   - Paid position to allow a coordinator to develop the organization of community skills (2 dots)
   - Strategies: find what is working currently; how it can e adapted to fit Seattle Public Schools (1 dot)
   - Start with what makes a school attractive/successful (4 dots)
   - Funding needs to be assured given to the school/teachers and teacher retention (1 dot)
   - Out of school mentors: company volunteers college-age (1 dot)
   - High expectation of all students to promote better learning environment/atmosphere (3 dots)
   - School choice by transportation (1 dot)

Building leadership and staff in low in come.
   - Cultural experience – recruitment of teachers (4 dots)
   - Community involvement
   - University level exposure of diversity
   - Consistent relationships with teacher and students (3 dots)
   - Analysis of who supports schools – parents and community businesses
   - Recruit
   - Build a community (1 dot)
   - Status of the teacher is higher – parent support the teacher


Disproportionate trends in suspensions
   - Community involvement in students including after school programs
   - Why students of color are suspended/expel
   - Retention goals communicated to each student clearly (2 dots)
   - Clear understanding by the student
   - Starts with the elementary level grades (1 dot)
   - Teachers need more support/training to assist with issues
   - Training students to help them learn to portray appropriate behavior in classroom (1 dot)
   - Prevention strategies – mentoring by older student (4 dots)
   - Using best practices
   - Portland model – 30% etc.(5 dots)
Facilitator – Theresa Cardamone
Spokesperson – Maggie Crain
Recorder – Christane Elsbree

   -   One school is transferring students rather than expelling – this needs to be stopped (1 dot)
   -   Need extensive review of policy and what is current system (3 dots)
   -   Is current system up to date
   -   Is current system implemented
   -   Staff must e trained in understanding differences in cultures – work with community folks (2 dots)
   -   Expand/look at what is in place
   -   Staff must understand difference in cultural styles of participation
   -   Be aggressive in hiring teachers of color (3 dots)
   -   Free up principals to monitor classrooms
   -   Mandate implementation of policy re cultural sensitivity/ ethnic studies (3 dots)
   -   All parents need to be respected with dignity – awareness of cultural barriers – language barriers
   -   General education of parents re terms used
   -   Look at funding – are we driving resources to where it needed (3 dots)
   -   Equity is not the same as equal - equitable funding is needed
   -   Offer incentives to teachers to work in areas of high need and to stay for a term
   -   Need an individualized instructional approach have an individual learning plan for each child (3 dots)
   -   Look at data re where money are per student public and private, be transparent where money are going
       and what additional services are being provided
   -   Why aren’t money making the difference they are expected to make
   -   Seems to be inequity in funding
   -   Distinguished social needs from academic needs
   -   Teacher – parent – student triangle – open up to community support
   -   Principals direct attention to students
   -   Focus on high risk students
   -   More accountability in middle school
   -   Ethnic studies – kids need to see themselves in their students, see similarities and difference (3 dots)
   -   NCLB pressures
   -   As kids get older more competent, curriculum should be more complex
   -   Make preschool program stronger (articulation) (1 dot)
   -   Communication coordination from one school to another so that interventions can be continued have
       systems in place to meet students needs
   -   Initiate a category of endorsement for teachers cultural competency
   -   Bridge gap between teach training and schools SST
   -   Effective parent involvement plan strategy and accountability for implementing this (1 dot)
   -   Allow parents to share culture with school community
   -   District developmental report card is available to reflect individual student progress
   -   Is the union willing to assist in stabilizing staff at high-risk schools? Yes SEA is looking at this.
   -   Would the union be willing to let go of seniority in the RIF process and give greater freedom to looking
       at what teachers meet current needs of the district? (1 dot)
   -   What incentives do we use to get stellar teachers? (1 dot)
   -   Equitable access to early learning (3 dots)
   -   Schools need to welcome students whether additional funding is available or not – not all high need
       student meet criteria for additional funding
   -   Outreach is needed (daycare)
   -   Counseling – family support staff
   -   Teachers visiting between elem-middle-high school (1 dot)
   -   Teacher time for collaboration
   -   Collaborating with community resources (1 dot)
   -   Equity re AP/spectrum/APP – inform parents, etc. (3 dots)

Facilitator: Lindsay Pulsifer
Recorder: Laurel Nesholm
Spokesperson: Gary Gann away


Lack of student engagement
   - Improve curriculum
   - Increase opportunities for students to participate in programs that meet students interests, such as music,
       etc. (2 dots)
   - Improve teacher strategies, techniques.
   - Building relationships between students and teachers
   - Every student connected to an adult. (1 dot)
   - Reading ability improves behavior
   - Cultural competency of staff and faculty
   - Monitor and share data within school and with other schools to develop strategies around expulsions and
       suspensions.
   - Any contribution to a school requires an amount (some %) to a district fund. (1 dot)
   - Alliance focus money to high needs schools. (1 dot)
   - Creative leaders to market their own schools.
   - Tap resources (people) in community
   - Sister school idea to share volunteer time with other schools. (1 dot)
   - Set a reading goal district wide such as Kennewick’s 90% reading goal.
   - Consistency of goals at all schools.
   - Understanding of individual student’s development


Question 3
   - Guarantee lower class sizes
   - Compensation pool for teachers willing to commit to 3 or more years
   - Rethink role of principal
   - Stronger teachers in classes with high needs. (1 dot)
   - Reading specialists and math specialist in schools


Other strategies
   - What recommendations of today’s session can or will be implemented! Action items need to be in
       place. (1 dot)
   - Expulsion question need parental support there are programs available.
   - Mandatory session for parents of suspended students.
       1. Engagement of students parental involvement monitoring data to develop strategies
       2. Local school contribution requires to match to district fund sister schools
       3. Smaller classes, stay bonuses high compensation.

Facilitator : Nancy Roberts-Brown
Spokesperson : Colin Sexton
Recorder: Jerry DeGrieck

   -   Disproportionality exists in highly capable programs. Need to end disproportionality
   -   Plan dynamic, based on community information learn from other schools (suspensions and expulsions)
   -   Change behaviors
   -   Staff training monitoring, respond to students consistently/fairly
   -   Teacher/learning systems, make learning more exciting. (2 dots)
   -   Mentors for kids at risk as early as possible
   -   Parenting classes
   -   Lack of respect
   -   Engage with community based culturally (2 dots)
   -   Specific organizations to provide staff (2 dots)
   -   Training – work with students – staff – families
   -   Training to de-escalate difficult situations; don’t make it personal; prescribed/consistent expectations
   -   Common system – language – enforcement of fair consistent consequences – across the district . (1 dot)
   -   Family support system in place to deal with discipline/dropout – consistency home.
   -   Connect learning with homes – neighborhood
   -   WA Middle school APP only 2 African American of 88; Garfield 27 valedictorians – none black
   -   Economically privileged savvy get into APP/highly capable
   -   Need plan for equity at all levels Highly capable program
   -   Educate parents to be advocates
   -   Need access to and/or revamp entire highly capable/APP program access to these programs (4 dots)
   -   Most contributions to go to north end schools (many funds for highest need schools)WSF needs to be re-
       examined from an equity stand point.
   -   Extra money should be formulated under reaching groups – submit plan (1 dot)
   -   Give incentives to experienced good staff to stay – go to highest need schools (5 dots)
   -   Review evaluation tools of leaders, how we evaluate principals (academic data more to do with
       demographics
   -   Look at progress of students achievement in a year . (1 dot)
   -   Assignments of principals plan how to ensure that the best principals as assigned to stay at highest need
       schools.
   -   Better training for current staff ( principals, teachers, asst. principals)
   -   Look at system barriers (e.g. last to hire) of hiring the best teachers/principals/assistant principals (1 dot)
   -   Monitor training assistant principals and principals

Facilitator: Laura Wells
Recorder Joanne Robbins
Spokesperson: Sissi Horton

Reverse trends
Funding gap
Stabilize building leadership
Other Strategies
Courageous conversations – Improve understanding between teachers and students? (1 dot)

Why are kids suspended perhaps: disrespect, disruptive behavior what’s the follow up

Has effective professional development occurred to best diffuse situation? Occurs in middle school:
   - One solution teachers greet students at doorways as kids come in
   - Success comes from teachers caring and wanting kids to stay in the class, in the school (2 dots)
   - Mismatch between what happens between event and disciplinary action; kid can’t read – action start
       fight (1 dot)
   - Design policies – Do’s and Don’ts
   - Follow up on suspension – how is t resolved
   - Make parents welcome
   - Help kids resolve conflicts
   - Teach skills to transition to middle school (1 dot)
   -   Conflict resolution needs to be consistent – from kindergarten – elementary – middle – HS some or
       linked expectations include expectations for parents (1 dot)
   -   Resources and achievement (parent groups raise different money – how to address?)
   -   Require PTSA puts money in a common pot
   -   Request that they come together – create partnerships between schools
   -   Create partnerships with the community
   -   Get Alliance to find matching funds from business community
   -   Do a needs assessment and guarantee the funds (3 dots)
   -   Go to State, Feds for funds
   -   Find grant money that aligns with building’s vision


Building Leadership stabilized?
   - Make it fun to work? (1 dot)
   - Make it meaningful to come to work?
   - Recruit faculty and staff who reflect culture of students and family
   - Provide training that improves communication with parents and children (this differs)
   - Stop rotating principals (3 dots)
   - Ensure money are stable so family support workers, counselors and assured their positions
   - Establish incentive system to stay in “difficult” schools see Charlotte-Mecklenburg for example (2 dots)
   - Have onsite agencies such as Campfire USA to be present with in schools in need (1 dot)
   - Hold district accountable for hiring diverse staff (1 dot)
   - “Grow our own” Get HS students to T.A. (2 dots)
   - Expand Team Read


Other ideas
   - Accountability system – ensure Special Ed students do not remain in Special Ed and that individual
       goals are met
   - Teachers have duty free lunches – incidents occur during recess – how to improve/change?
   - Teachers must be in the hallway before class greeting students as they enter (4 dots)
   - Identify top strategies
                                        Effective Leadership

Facilitator: Brianna Lewis
Recorder: Theresa Cardamone
Reporter: Gary Gannaway/Dulce Herra

Highlights of Group Work
   − Team/community approach rather than top-down
   − Cultural competence/racial awareness
   − Motivator for teachers, students, parents
   − Awareness/openness to value of non-college bound student needs, growing citizens
   − Grow your own principals, internships, mentors
   − Accountability and implementation of community decisions


Leadership characteristics
   − Dedication/commitment
   − Instructional leader
   − Integrity/open-mindedness (1 dot)
   − Team leader/team player (1 dot)
   − Connects well with community (1 dot)
   − Courageous
   − Awareness/openness of non-college bound student needs (3 dots)
   − Open/honest communicator
   − Delegator
   − Accountability and implementation of community decisions (2 dots)
   − Good listener


Leadership structures
   − Team/community approach rather than top; down (5 dots)
   − Role definition/avoid burnout
   − Decision-making matrix (assess current structures) (1 dot)
   − District policies to guide site-based management, i.e., minimum requirements for diverse offerings
   − Work between schools to improve total offerings/teaming cooperatively “sister schools”
   − Open doors for help from community organizations “no school is an island”
   − Creative use of community resources—partnerships beyond dollars
   − Listen to voices of parents, community, and businesses—anyone who will help us do our job
   − Timing of resource offerings—district “resource coordinator”


Principal selection
    − District timing is late compared to other districts
    − Grow your own principals “internships, mentoring” (2 dots)
    − More uniform criteria for principals to share donated wealth
    − Site-based control of hiring




Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)
Leadership characteristics
   − Collaborative
   − Good listener
   − Cultural competence (3 dots)
   − Race competence (3 dots)
   − Ability to develop leaders within the school team
   − Understanding of shared leadership
   − Willingness to be accountable
   − Motivator—teachers, students, parents (3 dots)
   − Student centered
   − Creative with resources


Leadership structure
   − Leadership teams vs. individuals
   − Separation of management from instructional leader (2 dots)
   − Assess current structures before moving on
   − Loose/tight—direction firm; method flexible (1 dot)
   − Curriculum consistency
   − Resource coordination, make use of the energy in the community. Make these resources part of school
       teams (1 dot)
   − More aggressive, earlier recruitment
   − Internal ways to grow principals
   − Way for principals to assess what makes working for Seattle Schools good/bad



Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

Qualities of principals
   − Leaders not managers
   − Competency in anti-racism
   − Community is honored by principal (has an on-going role)
   − Hiring and selection process is significant to success of principal and schools
   − ?’s – Recruitment efforts
   − ?’s – Process for selection
           o Through teacher job fair
           o For principals, people want to come to Seattle
   − ? – Timing of SPS decisions—Is it competitive or does it follow other districts?
   − Problem is to identify people to meet the challenge


Attributes of principals
    − Knowing kids’ names
    − Keeps tight reign on discipline
    − Open to parents
    − Not make idle promises
    − Building-based decision-making is supported
    − Promote community involvement
    − Continuity


Question one
   −   Support from community is important which allows principals to create a vision. It promotes
       collegiality in and among staff.
   −   Provide on-going support through mentors
   −   Leaders not managers
   −   Leaders inspire vision
   −   Coaching role
   −   Ability to examine practices
   −   Structure and support to make all of this happen (four points above)
   −   Take managerial function off of our plates
   −   They should be instructional leaders
   −   More coaching
   −   Know of successes elsewhere
   −   Principal workload is a consideration
   −   Attract skilled, dynamic people who are creative in their thinking
   −   Principal trust teachers
   −   Set atmosphere which allows for creativity
   −   Principal workload considerations so that they can be instructional leaders not managers (1 dot)
   −   Courageous conversations around race (principals should be able to engage in this—anti-racism training
       more specifically (1 dot)
   −   Principals need to know strengths (budget as an example)
   −   Principal selection process (assignment vs. interviewing prospective candidates) (1 dot)
   −   Sets climate and tone (?) should principal fit into existing culture or be able to change it?
   −   How are principals selected?
   −   Community participation in selection process sets a positive tone for schools. If it is not allowed, it
       could set principals up for failure (1 dot)
   −   Where is the balance between building-based and non-building based decision-making?
   −   Include students in selection process


Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

   −   Fill in gaps in communication with community resources that can reach minority and low-income
       parents
   −   Parents and community need to be communication priority for each school
   −   Students and parents, teachers, and school administration must work together to make decisions for a
       school
   −   Every school deserves and requires a strong principal
   −   Principals need to be leaders by modeling good leadership and involving others
   −   Same for a superintendent—lead by example


Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

   −   Leadership by example—need/have superintendent as model (1 dot)
   −   Principal leadership across the system has too much variance
   −   Principals need strong communication skills and a focus on communicating with families (5 dots)
   −   Principals also need to be leaders by leading faculty to be leaders (2 dots)
   −   Students, particularly older students, must all pay a role in helping lead a school (3 dots)
   −   Centralized and decentralized: what is best done locally, what at higher management office
   −   There is confusion about which decisions are made at each level
   −   Facility questions: centralized or decentralized?
   −   Principals have facility responsibility but not the tools
   −   More parts of schools should be involved in decisions, but which decisions
   −   Site-based, broad-based decision-making need support for those involved; it doesn’t take away from the
       educational work
   −   Decision-making should be participatory but developmentally appropriate
   −   How can we create more consistent quality in our principal pool
   −   We must have consistently responsive principals (1 dot)
   −   Fill in with community resources that can help principals to reach all aspects of parent community
       especially minority and low-income parents (6 dots)
   −   Coaching works sometimes
   −   Oftentimes schools which are weak have weakest principals
   −   Every school deserves and requires strong principals (2 dots)
   −   Does district need more flexible personnel rules to involve uniformly strong principals



Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

Principal preparedness
    − Principals important in setting tone of school (3 dots)
    − They do have an impact on performance
    − They need training in best practices, broad range of topics, cultural competence, diversity (2 dots)
    − What is current training and development program?


Decentralized decision-making
   − Building-based decision-making is directly correlated to outcomes
   − “Empowerment” vs. “abandonment” / accountability (clarity about expectations/when to ask for help) (3
       dots)
   − Building-based decision-making should incorporate and involve the local community/parents
   − Responsive to all stakeholders, but captive of none (1 dot)
   − Place high priority on good communication skills


Community involvement in principal selection
  − It is important to involve community in this way
  − “Community” equals all relevant stakeholders (1 dot)
  − Hiring and ongoing evaluation
  − There may currently be inadequate process for community involvement (including non-English-
     speaking, ethnic/cultural)
  − Balance superintendent role and responsibility with community involvement (3 dots)
  − Review/revise current processes for community involvement



Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

Conclusions
   −   The principal job, especially at the high school level, is too big. Job restructuring of duties and
       responsibilities is critical.
   −   Alliance and support of principals come primarily from community buy-in and involvement in decision-
       making
   −   Look and review pay practices and differentials in pay scales

Discussion
   − Principal shifts should happen with knowledge of community stakeholders (1 dot)
   − Alliance and support of principals come primarily from community buy-in and involvement in decision-
       making (5 dots)
   − Principal job, especially at the high school level, is too big. Job restructuring of cuties and
       responsibilities is critical (7 dots)
   − What district support is available for principals? (1 dot)
   − Balance long-term staff at a school with the introduction of a single “new” person “the principal”
       coming into a school (1 dot)
   − Criteria for excellence in a school building – characteristics
           o Community makes their own choices, choose their own path (1 dot)
           o Skills and experience—mix is compatible with school demographics (2 dots)
   − Evaluate long-term elementary principals who have watched students develop as possible high school
       principal recruits
   − District needs to take responsibility for “polluted” school cultures and environments that need to be
       consistently addressed, they should not be allowed to fester (3 dots)
   − More flexibility around who is chosen and selected as principals which may currently reside outside of
       present day human resources standards (2 dots)
   − Look for pay practices and differential in pay scales (5 dots)



Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

Building-based decision-making
   − Hiring/staff selection
   − Principal as building leader who engages staff and children in educational process (7 dots)
   − Must have people in the building who care (5 dots)
   − Recruit and develop talent
   − Building an environment in the school that supports nurturing children and communities
   − Leadership development within school/city
   − Strong dollar management or ability to hire someone with that talent (2 dots)
   − Students receive support when they exhibit leadership in discussion of racial issues


Accountability structure
   − Ensure multiple measurement periods
   − No surprises
   − Assessment for kids and staff
   − Parents involved with assessment of principal and staff (1 dot)
   − Principal responsive to students learning needs and develops plan


Resources structure (2 dots)
   − Workload
   − Financial support
Community involvement structure (3 dots)
  − Identify current resources
  − Develop formal relationships


To make it work (1 dot)
   − Commitment
   − Communication
   − Access to information
   − Link hiring criteria with knowledge of: (2 dots)
           o How students learn
           o How they develop
           o Culture of students in building
   − Establish climate in school
   − Performance/expectations must be clear – know what you are teaching and measuring
   − Understanding of multiple assessments—useful, meaningful
   − Providing professional development for staff and know importance of professional development for self
   − Skills to involve entire community


Facilitator: (not listed)
Recorder: (not listed)
Reporter: (not listed)

What a leader looks like
  − Good communicator
  − Good collaborator (2 dots)
  − Willing to take a risk
  − Knowledge of best classroom practices
  − Willing to share power (1 dot)
  − Able to influence and motivate and inspire staff
  − Able to support district initiatives
  − Able to support building mission and vision
  − Honest
  − Able to admit mistakes (2 dots)
  − Firm, fair and consistent
  − Able to recognize abilities and strengths of staff and support and best employ them
  − Model courage, honesty, respect, etc. for students and staff (1 dot)
  − Honor and celebrate teacher effectiveness
  − Visionary leader (1 dot)
  − Inspirational leader (3 dots)
  − Strong strategic plan with buy-in (2 dots)
  − Should demonstrate ability to maintain focus on eliminating the gap
  − Support for principals to carry out district initiatives (2 dots)
  − First year principal services (mentoring support, etc.) (5 dots)
  − Grow your own (2 dots)
  − Parents included on building leadership team with adequate training for all (2 dots)
  − Co-principalships
  − Clear and transparent process so decisions/recommendations are clear (4 dots)
  − Continue funding release time for participation in building leadership team (including classifieds)
  − Clear understanding of principal selection committee priority
  − External hiring committee
Facilitator: Colin Sexton
Recorder: Helen Powell
Reporter: (not listed)

   −   Support position in school to help principal with building issues/operational issues
   −   Restructure principal’s job description to provide leadership to teaching staff, focus on student
       achievement (5 dots)
   −   Community participation in selection process
   −   Enforce the selection polity—if community is to be involved, they should be allowed to be involved (2
       dots)
   −   Business model: (5 dots)
           o Product development/evaluation of results
           o Leadership and evaluation of teaching staff
           o Promote school in/to community
           o Develop school/community partnerships (3 dots)
           o Financial manager
           o Withstand customer evaluation
   −   Training within district to provide principals with key skills for our district – the time is now! (2 dots)
   −   Report out on leadership improvement initiatives on website
   −   Create demand to higher ed to train principals for our needs—qualified right out of higher ed (1 dot)
   −   Streamline hiring process—eliminate system barriers (6 dots)
   −   Focus on finding true leaders
   −   Promote leadership as a quality: (8 dots)
           o Nurture strengths in teachers
           o Utilize and value parent strengths
           o See the big picture and articulate vision
           o Engineer shared goals
           o Develop/find resources
           o Properly evaluate results (success/failure)
           o Motivate all/inspirational (all= teachers, staff, students, parents, community)
           o Empower others
           o Know how to lead change
           o Develop others to be leaders
   −   Provide feedback and collaboration with superintendent and Board
   −   Have district leadership (education directors) willing to listen to feedback and willing to collaborate with
       principals
   −   Listen to solutions suggested by principals
   −   Ability to identify inequities and remediate inequities (one of the leadership qualities) (1 dot)
   −   Process for providing feedback to district about effectiveness of principals (good and bad)
   −   Eliminate “environment of intimidation”
   −   Ability to provide effective leadership of classified staff (transparency)
   −   Superintendent keeps close pulse on effect on faculty and staff (1 dot)
   −   Provide technical assistance to school staff to develop and carry out effective budget and quality
       assurance (6 dots)
   −   Publicize (in plain English) the structure of the school district’s bureaucracy – where to go, who to call
       (1 dot)
   −   Include community in organizational structure of district to ensure community voice (psychological and
       legal structures to ensure community voice is selection and evaluation
   −   Appreciation of complexity of principal’s job
   −   Remove administrative/procedural barriers to allow hiring of the very best candidates
   −   More transparency from Alliance for Education about how decisions are made—List serve for Alliance
       issues—seek community input (1 dot)
                      Stabilization of the District’s Financial Future

Facilitator: Jane Fellow 329-6588
Recorder: Carlos Estrada
Reporter: Jaden Uster

School Closures
   − Closures—up to 11 elementary buildings
   − Smaller schools—community helps achievement


Save money
   − Transportation choices/costs
   − Combining K-5, 6-8, 9-12 into 1
   − Building?, hybrid buses—cheaper gas
   − Increasing market share
   − Endowment through capital sales
   − Renting space in schools—pressure on School Board to “do well”--business decisions to generate
      income—selling long-term leases
   − Connecting with community through the schools


Can we take on debt?
   − Have maximized taxation
   − Increasing taxing by 1 cent


Fundraising to help individual schools
   − Grant writing committees within schools
   − Communities of interest getting involved to supply needs
   − Revenue sharing


Core activities preserved (after-school, etc.)
   − Don’t cut down on fundamental programs that improve achievement gaps
   − Decrease dropout rates
   − Decrease schools (facilities) if they still accommodate student’s needs
   − Distribution of programs



Facilitator: Thalia
Member: Dian Ferguson

School Closures
   − If we close schools, will there be a priority to paying teachers and having smaller class size?
   − How will we use closed buildings (community space, leasing to non-profits)?
   − What shape the school is in will be considered for closure.
   − School under-enrollment should not trigger a school closure
   − Schools that serve bilingual students and neighborhood children should be priority for saving or keeping
       open, especially in the south end (1 dot)
   − Central locations for districtwide programs


Revenue Ideas
   −   Create programs that are found desirable in schools that are under-enrolled, similar to those in the
       private programs
   −   Where can we find private funds for schools? Is it feasible—joint-use agreement around revenue
       producing with schools from private sector. Leasing space to programs after school etc. “Cause related
       marketing.” Keeping in mind mission and purpose of school. (1 dot)
   −   Co-operative stores run by students to sell student-made products (art, clothing, music, etc.)
   −   SPS should have a lobbyist that is working on issues to bring revenue into schools, i.e., state income tax
       and I-884 1-cent tax for P-16 (1 dot)
   −   30% of all donations goes into common fund and distributed equally among schools


Transportation
   − Popular programs should be replicated locally to keep costs of transportation down
   − Need more alternative programs in the should—possible to have parents volunteer contributions for
      transportation (1 dot)
   − Support levy to keep choices for students/families
   − Borrow money as a bridge to greater district enrollment
   − Reduce senior administration to save funding
   − Increase autonomy for school success



Facilitator: Joe Drake

   −   Increase revenues by charging market rate
   −   Revisit leases
   −   Reassess district’s property holdings and potentially selling holdings
   −   Look at interim sites
   −   At high school level, use metro instead of school bus (3 dots)
   −   Utilize buildings better, should be environmentally friendly, partnerships with other organizations to use
       buildings (not closing buildings) (1 dot)
   −   Campus configuration for schools to stabilize community, reduce transportation (feeder pattern
       configuration) (1 dot)
   −   4-4-4 configuration—choice offerings are in each configuration / transportation savings vs. program
       costs (5 dots)
   −   Fewer unique programs
   −   Attract students to public schools (3 dots)
   −   Attract middle school students or retain (5 dots)
   −   Keep ESL students in district (2 dots)
   −   Incentive for early retirement
   −   Retention of high quality staff
   −   Merit pay
   −   What motivates parents/students to choose certain schools? (1 dot)
   −   Look for dollars from outside entities, industries, businesses (1 dot)
   −   Reducing # of schools/buildings we operate (4 dots)
           o What are the next closest schools to the schools possibly being closed—how to least affect
               community
           o Do it in a way to keep communities stable (2 dots)
           o Potential enrollment loss if schools are closed (opt for private school)
           o Impact of school closure and school size on serving children (1 dot)
           o Middle school needs to be focused on, improving service, retaining students (8 dots)
Facilitator: Sili
Recorder: Lisa
Reporter: Ed

Reduce number of buildings
   − Close “boutique” schools or put in shared facilities (2 dots)
   − Start with what serves kids well (2 dots)
   − Don’t let crises drive decisions
   − First criteria: demonstrated educational effectiveness (4 dots)
   − Combine small schools (1 dot)
   − Have co-principals (1 dot)
   − Excellence in every neighborhood school (1 dot)
   − Identify arbitrary constraints – costs mandated by laws, bargained agreement, etc.


Funding
   − Take advantage of community resources and facilities, incorporate into system
   − Make budget information accessible to lay people (parents)
   − Look at impacts of funding decisions on other budget areas—schools/prisons
   − Zero-based planning—if starting a new district, what would we do? (1 dot)


Reducing # - How we measure success / Effect of closures on student achievement
   − Use research-proven strategies (i.e., small schools) (1 dot)
   − Separate number of schools from number of buildings (1 dot)
   − How do we keep neighborhood schools?
   − Use other developments, i.e., South Lake Union
   − Co-locating/compatibility of programs


Transportation and School Choice
   − Why taxis? Can’t we be more efficient? (1 dot)
Excellence in every neighborhood school
   − Equity among schools, communities (5 dots)
   − Tell parents how much their child’s transportation costs—can we offer trade-offs? Tax breaks? To
       schools/individuals?
   − Who really needs transportation?
   − Transportation costs included in fiscal notes for new programs.
   − Fully utilize Wilson-Pacific— Homeless? Small programs?
   − Ask for donations



Facilitator: Joanne Robbins
Recorder: Helen Powell
Reporter: (blank)

Transportation
   − Increase efficiency—full busses, reasonable distances
   − Reduce number of students on yellow busses
           o MS and HS use Metro (MS if they can do it on one bus) (7 dots)
           o Reduce after-school activity busses, not part of district budget
           o Consider other options for school start/end times to use busses efficiently
   − Look at other models for choice to reduce transportation costs
   − Identify students who are assigned to busses who are not using them/reallocate routes, opt-out of district
      transportation, or use Metro (4 dots)
Building Usage
   − Why are schools small? Low enrollment or under-enrolled schools—close or increase enrollment.
   − If going to large schools—create small schools within a large school
   − Equity—don’t close schools with “quiet” parents (1 dot)
   − Determine where students live, building condition, close buildings based on logical criteria (4 dots)
   − Self-contained Spectrum School in every cluster
   − Replicate high-demand programs in every cluster (6 dots)
   − Improve school atmosphere/culture/leadership
   − Superb leadership at all schools
   − Accountability (2 dots)
   − Quality, affordable before- and after-school programs adjacent to or inside each elementary and MS to
       reduce transportation costs between school and daycare—parents provide transportation

Other Strategies
   − Look for “new” funding sources
   − Be pro-active, not re-active (3 dots)
   − Look at cost per successful student
   − Using resources of volunteers/non-profits already at school
   − Increase voter registration and voter education to prioritize educational issues/lack of funding for
       essential services (7 dots)
   − Take systemic approach rather than bandage approach
   − Grant funding/endowment funds/foundation funds (1 dot)
   − Funds from surplus properties, move funds from capital to operating (1 dot)



Facilitator: Pat Cleary
Recorder: Sharon Rodgers

   −   Reduce number of schools/buildings
   −   Reduce choice transportation
   −   Sell off excess/unused properties (3 dots)
   −   Sell off schools properties with high prices
   −   Rent or lease underutilized properties (3 dots)
   −   Eliminate Education Directors
   −   Don’t consolidate leadership
   −   Re-examine policy of providing free transportation: sliding scale, discontinue at age 14, charter busses
       from Metro for some routes, combine w/Metro routes, make metro busses work for students. Keep
       school choice. (7 dots)
   −   Look into bus passes instead of yellow busses
   −   Public/private partnerships to generate revenue and avoid expenses (3 dots)
           o Hire high school kids to prepare for summer work in parks
           o High school classed training them to handle e.g. accounting
   −   Assess high cost programs for effectiveness and report back to buildings
   −   Opt-out option for kids and consolidate routes (no more “ghost riders”)
   −   Outsourcing: from yellow busses to Metro, reduce fixed costs more to variable costs, mail
   −   Review salary levels in response to current financial difficulties
   −   Open choice to all schools—all-city choice to all schools, combine busses
   −   Restructuring grade/schools (K-6, 7-12 / K-8, K-12) (2 dots)
   −   Moratorium on opening new schools and programs
   −   Assess whether economically feasible to maintain transportation to all-city draw schools
   −   Bring closure to all open situations (New School)
   −   Use under-utilized facilities and open choice to all students to programs of interest to them (especially
       HS kids who can use Metro) (4 dots)
   −   Look at array of high schools as different campuses of one institution (can spend different days at
       different facilities)
   −   Look at cost-effectiveness of Special Ed programs consolidating students to one school
   −   Enroll to efficient level all Special Ed programs (not under or over)
   −   Ride sharing
   −   Combine Superintendent and Chief Academic Officer by having Superintendent who is educator
   −   Run on year-round school calendar (so not so much catch up in Fall, maintain teachers as year-long
       professionals) (2 dots)
   −   Encourage building leaders to market their schools to recruit more low-cost assistance (e.g. tutors from
       community)
   −   Examine how to reduce legal expenses
   −   Retention strategies to save training costs
   −   Moratorium on training costs and review effectiveness of training programs. Dollars to most effective
       professional development programs
   −   Review sporadic professional development days (costs associated with kids not being picked up, half
       days)

Closing buildings factors (2 dots)
   − Public relations/outreach to explore/explain why buildings are closed
   − What are other alternative uses for underutilized portions of buildings that would enhance that school’s
       attractiveness and increase revenue. For example, pre-school programs.
   − What would it take to enhance proportion of kids in public schools? (1 dot)
   − Look at maintenance costs taking into consideration history of capital expenditures in that school


Increasing Revenues
    − Increase market share
    − Full-time lobbyist to legislature to increase revenue (3 dots)
    − All-district enrollment fair to advertise all-school programs to everyone
    − User fee (sliding) for school bus transportation (1 dot)
    − Share more information about policy processes at SPS
    − Marketing strategies to share positive aspects of SPS
    − Using interns instead of substitute teachers (or other functions) (change union contract? State law?)