srving Students by Bringing Educators Together Statement of Purpose The Boston Compact is district, charter and Catholic school educators working together in order to provide all families with enhanced access to high-quality schools, all students with excellent instruction and all schools with equitable operating conditions. For families, Compact partners simplify enrollment processes and catalyze a citywide community of diverse, high-quality schools. For students, Compact partners collaborate to improve outcomes for historically underserved children, particularly English language learners, students with disabilities and Black and Latino boys, We share data as well as effective teaching and school leadership practices. For schools, Compact partners identify and advocate for common ground solutions that work for district, charter and Catholic school sectors, These include sharing responsibility for students with “ 'gher needs as well as promoting increased educational funding for Boston students in al sectors History and Leadership In September 2011, the City of Boston, Boston Public Schools and the Boston Alliance of Charter Schools signed the Boston Compact. In April of 2012, the Catholic schools in Boston followed suit ‘and the Compact grew to cover about 93% of school-age children in the City. The Compact has run a Variety of initiatives focused on sharing effective instructional practices as well as streamlining operations (e.g, transportation, facilities and enrollment). A Steering Committee of twelve members, four from each sector, leads the Compact. Additional educators participate through subcommittees and Compact initiatives. The Compact’s fiscal sponsor is the Boston PIC ‘The Steering Committee is currently engaged in a long-term, sustainability planning process to define the next phase of cross-sector work tfoBostonPiC-2OWverSrest Botan, A219be Boston Compact Serving Students by Bringing Educators Together Announcing the outcome of an exploratory process regarding common enrollment for Boston ‘The Boston Compact brings district, charter and Catholic school educators together in order to pursue equitable access to high-performing schools and excellent instruction forall students. Over the past several months — with the support of the BPS Superintendent, the Boston Charter Alliance, and the Mayor’s office —a group of district and charter educators meeting under the auspices of the ‘Compact has begun to explore how a common enrollment system for district and charter schools could advance equity and excellence in the city Recognizing the history of student assignment in Boston, the Compact’s group of educators, believes that a common enrollment system — which we have tentatively titled Enroll Boston ~ represents the logical next step in increasing equity and access for students and families. Through our discussions, we have reached consensus on the goals that Enroll Boston could achieve, and the guiding principles that could inform a specific policy. Before we advance further, the Compact, and the Mayor's Office want to engage a broader set of stakeholders, Why do this? A common enrollment system for public schools would achieve three goals for education in Boston: : 1, Better realize the promise to families of “quality schools close to home”: Both BPS the charter sector offer high-quality school options for families. But there are not enough high-quality seats for every family, and the distribution of quality seats is inequitable across neighborhoods — challenging the stated vision of “quality schools close to home.” ‘Meanwiile, there are high-performing charter schools located disproportionately in the neighborhoods where families need better options (e.g. the Circle of Promise) — yet these schools, under currert state policy, cannot offer preference to families in those neighborhoods, 2. Simplify the process of enrollment for families: A common enrollment system would ‘mean one application, one timeline, and one offer that allows families to choose and list preferences for schools across sectors — instead of today’s fragmented process, which especially disadvantages families with less access to information 3. Assure all stakeholders that there is a level playing field between sectors: Enroll Boston ‘would provide one sct of rules and procedures for both BPS and charter schools in enrolling students. All participants embrace a shared responsibilty for serving high-need students, including students who are English language leamers, have disabilities and/or arrive midyear to the City What do we agree on? Our group agreed to key parameters that would establish a basis for community engagement and policy design, all with an underlying focus on creating a system th better serves families: eloSoston PIC 205 Steet_ Boson MA 2108Baston' Cont fait Se eee ‘© Maintain the Home-Based system to provide consistency for families: We do not seek to revisit broader questions of student assignment in Boston, especially with so much time and energy having been spent so recently to educate families. . le families with greater access to more quality schools cl by integrati charters into a unified Home-Based process: This would simply inerease the number of schools that could appear on a family’s list of options. Family choice (the ability to rank schools) would continue to drive student assignment, if family wants to attend a district or a charter school specificaly ‘+ Ensure that families continue th district and charter. In addition to providing access to all schools in a one-mile radius around a family’s home, our group has discussed tht students will have both top tier district and charter schools close to home on their list of options. ‘+ Increase options for famiiies who are under-served, lies of children with s needs: Both BPS and cherter schools would agree to open up seats for “latecomer” students that arrive mid-year, who today can choose only among schools that are under-selected in the main enrollment process. Charter schools also would increase their capacity to serve high-need students with disabilities and English language leamers. Participating schools ‘would coordinate their services to meet that citywide needs ‘Minimize disruption for families already enrolied in a school: Sibling preference for any student currently enrolled in a district or charter school would be honored going forward. What remains outstanding? Several important issues remain open, and require resolution in order for Enroll Boston to become a reality. State policy that govems student enrollment for charter schools would need to change tc allow charters to participate in the Home-Based system. Further detail is required on issues of funding, both for the cost of implementation and the cost of serving students with special needs, Finally, joining a common enrollment system would require votes of the BPS School Committee and individual charter school boards. We seek to work with school, city, and state leadership to help achieve those changes, in the best interest of fairness for families, What are the next steps in advancing Enroll Boston? ‘Through our exploratory process, BPS and the Charter Alliance have agreed that there is sufficient shared vision to develop a full implementation plan. At this point, we need community input. We are working closely with the Chief of Education to vet proposals for community engagement as ‘well as strategic media communications. Our aim is for the Mayor to announce his interest in this policy this winter and launch a ublic conversation through the spring. The public input would inform and run simultaneously with the development of a detailed implementation plan and MOU “etween schools. Ideally, the School Committee and charter boards would vote on a memorandum vf understanding in June, allowiag ample time over the summer and fall to prepare for a unified enrollment system launching in November 2015. clo Boson PIC 20th Steet Baton, A208péstdntCdnipakt Serving Students by Bringing Euctors Together 2018 COUPACT BETWEEN THE CTY OF BOSTON, [BOSTON PUBLIC SCHOOLS, BOSTON CHARTER ALLAN AND ARCHDIOCESE OF BOSTON curisroRy Four years ago, we signed our first compact wth he intent fo put the needs ofall students before the needs of any schoo! and to inaugurate a cure of collaboraton. We pledged to add value to the families of Boston as well 8 to adress dificult operaonal chalenges. Then, as now, wo recognized that nether the dsc charter nor Catholic schools were adequatly preparing al students for succes in post-secondary education, carr and civic He, We have found that we ae batter at eating the needs of students and famos across the iy when we werk together. Our teachers and leaders have identified and implemented effective strategies ranging om teaching particular Algebra skis o students wth dsabilies to proving Engish language leamers wih rigorous cuca and helping families navigate multiple enrolment systems by providing information in one lace. By sharing information and engaging colaboratvaly, we have shied charter school drop-ofimes and saved the Boston Public Schoo ove $imiyearin tansportaton costs. Bol BPS and Catale schools have leased bulngs to charter schools, providing thse communities with greater stably and the systems with new revenue for undrubized space. Most important inthe Compact’ frt phase, we ereated venues in which educators and administrators got to know one another, recognized shared values and challenges, and bul strong ‘working relationships. Numerous Compact sucoeses were vise" — they were conics avoided because we ‘communicated direc) with one antier and found shared solutions. While proud of ou accompli, Urs nae fr bolder cultural ane systemic changes cea ous, Colectvely, ‘cur schools are not adequataly preparing our English ianguageleanes, students wih disables and Black and Latino boys to thrive as adults. We stl demand too much of fais in tying to determine and enroln the best-f shoals for thr children Our students deserve more high-quality teachers of color thatrefct the demographics of cur racial and inguistcally diverse iy. We all know tat students, families and educators would be better served itwe could redirect funding nd energy focused on ransprtaon and faites to classroom instruction, Today, we celebrate the progress we have made and recommito Boston's chien and fale, We pledge to build upon the strong foundation of crss-sactorrelaonships we have bit and leverage ito conte sifting the calture in or City to one of calaboraton ‘ur son Tha Boston Compact envision our Cty 2s one in wich every student tions a school that provides hiner with effective, high quaity and responsive nstucontalored to hisher individual assets, talents and needs, Through a ‘verse and coordinated patoliofsthoos, we envision each student graduating fom high school prepared for post-secondary education and carer success, clBesionPic —20lWer Steet orton, MAIN8 :Pee AT aETES Boston Compa t Seng Sent bu Binns eter axon Whee dsb cre and Cte shan Bast sho apo nr anf smal pelos epcter lay, we i nap cr pee sues ans a earn but Sotto vot andere We remain convinced that sehzols are the uni of change in improving academic and social outoomes for students across the Cy, Therefore, we wil deepen our partnership to provide familes with an aay of school choice and ‘educators wih professional support all tages oftheir careers. \We recognize Boston's exceptonl history and potential forcing improverentin our own schools, (Our theory of action holds that by buing relationships, collaboratively seting goals and working towards them, we \wil shift the cute of educaen in Boston to one that draws upon - and enhances - fhe strengths of our porto of schools and enables us to have significant impact tacking barr. oun wor (ur renewed Compact willhelp adress three barriers to student achievement shortage of school quality, opportunity end achievement caps, and lack of family-friendly, equitable systems. We have outined four goals for the nent thee years: Goa Increase the Number oHigh Quality Schools and the Number of Students Educated in High Quality Schock Collaborative Sratgies: + Adopta shared language and thecry of change developed by principal in conversation withthe Mayor + Build strong teacher relationships across schools and seco to facitate the sharing of information and focive practices + Work to ensure thatthe student population i refctd in the cversily of schoo sat + Participate inthe Uayors eft for high quality, Universal Pre-K actos the Cy endineoch sector Goa I: stabi Callecve Responsibly for Closing Opportunity and Achievement Gaps Collaborative Svatgies: = Enhance capacity ofall chodls to serve students with csabites, Engish language leamers, and Black and Latino boys + Analyze student cata regarding subgroup engagement growth and perfrance to identify school sites or eassrooms wi potentially promising pracices + Engage teachers and administrators in exploring, sharing and scaling affective practices fr rationally underserved populations + Track and share aross-secar school collaborations inthe ity of Boston cfoBostonPIC 20tverStest Boston, MAO2108 2Baston'Com Pp: att Goal: Develop Famiy-Frendly,EqitableSystoms to Access High Qualty Schols Close fo Home Colleboraive Strategies: "= Provide families wi mor quaity schools cose o home and continvousy improve the enrolment process ‘+ Build consensus fora common set of measures that are publ and ready availble to failies as ‘hey determine the appropriate schools fr thelr parcular children * Plot cross-sectr family engagements to help ensure pracces and systems are equitable and effecve * Host an annual s-sector showcase of high schools fo reduce the fot required to exper al high school options GoaliV: Reorent toa Citywide, Coodinated Potilo Planning Process * Colt and joy analyze data about community education needs and desis, including curent and ‘rojectd student enrolment demographics by neighborhood * Consider al thre sectorsin transportation, faites, schoo siting and grade configuration plans * Develop a system for shaing student records when studens migrate botuoen secors un MEASURES \We wil have met cur goals whan ovay student in every neighborhood can accete and attend aechoo! that prepares them for post-secondary edtcation and career sucoess in way that moots thsi individual needs and assets. While isis subjectve goal we have several ky indicators of sucess: ' A.citywide improvement in measures adopted by the Boston Opportunity Agenda and shared in ‘annual report cards, suchas third-grade reading proficiency high school completion and post- secondary enrolment and cogre atizinment *Amvinereasein the numberof schoos that (ose gaps and?) improve outcomes fr history underserved groups including Engish angtage learners, students wih disables, and Btack and Latin boys, as ‘documented by the Boston Opportunity Agenda in annual repr cards beginning with the lenuary 2017 edton "= Adocreasein the efit requd o enrol student in an appropriate schoal, an increase in families’ Identify, catalyze and catalogue cross-sector partnerships and lessons learned + Convene schoo! partnerships annually to showcase their findings with broader school community Shared Informatien and Data: Bull Infrastructure for Information Exchange that Drives School Quality and Transparency) = Centralized Student Database (part of Enroll Boston that includes Catholic schools) = Comparable Schoo! Performance data (same standardized tests used) Better Equity through Resource Sharing + Citywide facilities planning includes al three sectors, shared conversationsabout school stings and grade configurations + Annual shared teachers of color recruitment fair Advocacy Agenda: legislative changes that will enable a powerful portfolio of schools + Potential shared advocacy for reformed funding formula + Potential proposed compromises on controversial topicsQuestions: Length of time the new compact will cover (3 years?) ‘Thoughts about the draft categories, need to refine into measureable goals Commitments from individual sectors& tai eet Boston Compatt Soring Suds by Bing Edits Tote ‘Statement. of Purpose OPTION | The Boston Compact brings district, charter and Catholic school educators together in order to provide all familes with enhanced access to high-quality schools, all students with excellent instruction and all schools with equitable operating conditions. Forfamiles, Compact partners oslabonte to simply enrolment processes and to catalyze a ctywide community of divers, Figh-ualy schools For students, Compact partners work gether o improve outcomes fo historical underswved chide, particularly English language learners, studonts wih dsabiies and Black and Latno boys. They share data a wel as effective teaching and school leadership practices. For schools, Compact partners identity and advocate fr common ground solutions that maximize support and resources forall schools and students, patully thosein highest need OPTION 2 The Boston Compact convenes district, charter and Catholic schools to do together what we cannot do alone. We provide families and the public with shared and streamlined information. We collaborate to so that all schools can serve all their students better. We embrace common ground solutions that strengthen all schools.Boston’ ~ sving Students by Bringing Educators Together edna dake Enrol Boston Mesting ‘Ye oon Tardy denuery 28, 2018 (ty Hal, Room 608 Objectives "= Connacen Comat’ long tem planing process = Siaeinirmaton about conmaniy engagement optons lan fora meating wih Mayor Wash Paende ta Wiecome & Agenda Review 1105 ‘Confer about Conpac’s Susana Planing/Staomant of Purpose 1120 Review Enrol ston curt and community engagarent propel 1140 ‘Discus Mayoral Meat (uth School Commitee Chat?) 1185 Recap Next Steps ven Adjourn “Tablet Contents 4+ Dra Statement of Purpose a + Onepage Summary of Propel Concpt : pa 4+ Drak Messapng Dome... ce pa + Aatipated Oppaion.. 8 + Commuity Engagement Props fom Sreteay Mats. 8 + Nees tom Nl Nae Eastin Fontan. — See eeeey i ‘Sif Refctons on genet = pt dea! Tinaine for Advancaent . pM£5 iki 2% Boston Compact eins Bina Eso Announcing the outcome of an exploratory process regarding common enrollment for Boston ‘The Boston Compact ings dsc, char and Calc school educa together reo pursue equi access to igh pcoming ‘choos and excelent instruction fr al studerts. vere pas soveral rots - wh he suppot ofthe BPS Supaintndat, the Baton Cate Aliance and te Maya’ ofce~ 3 goup of dtc and chartr educators mooting under the auspices of ie Comet has begun {o eer how a common erlient syst rds and chart schools could advance equity and excalenoe in teal. Recognizing the hist of student assignmerin Boston. the Compact’ group of eds betes that conmon eralinantsystan — which we have tentative Enrol Boston ~ represen elogl net stp in nereasngequly and acess fr students and fais. “Through ou escssins, we have reaches exnsesus one gol that Enol Basin cou achiev, and he guing rinopes hat could inform aspect poly. Before we ackance fre, he Compact andthe Mayas Ofc wat to engage a broader sal of sekaholes. Why do this? We bove that a. common enn syst fx publi schools would aciove tos gol fx edvston in Boston ‘L-Bettr realize the promise to tamil of ually schools close te home”: Boh SPS andthe carter eatr ole hgh-qaty schoo opin fails. But there ar not enaugh high-quality seats fox evry fay, and he stbuon of quay seats inequtable across neighvoroods-chalenging the led vision of ‘quay schol dose thar” Means, the are tigh- peroming charter choos located depoporznatl inthe neighborhoods whee fans need bat opton (2g the Cl of Promise) - ye fese schools, under surent sat poy, cannot ofr preerence to fais in hose neighborhoods. 2._Simplify the process of enrclimentfrfanlis: common enoient system wauld moan oe appa, one alia, and ‘10 ofthat allows falas o chose and et refrencos fr schools acass sects insted of ny ragmentd process, ‘hich especialy dsacvantagos ames witless acces Infrmaten 43. Assure all stakeholders that thee a level playing field between sectors: Ewol Boson would prove one st of ues and ‘rcedies for both BPS and charter schoolsineling students. Al parpans embrace a shared respons fr sting igh-need student, ncung studens who are Englsh language lamers, have dais andl rive midyear the Cy, What do we agree or? Our prop agreed okey parameters tet woud establish basis for communty engagement and policy signal with an underyng fous on creating a stem ta ete eve amis: ‘+ Matai the Homo-Bas6dsytom fo rode or fama: Wo do not sak to est broader quesons of student assgnmontn Boston, especialy wit so much ine and energy having been spe so recent to eueate ais. + Prov fais with groator acoso mare qual schools cso oe by nsraing chars ino aunod Home-Based process: This would snot creasethe number f schools that ould appear na fami of pons. Family coe (he ably fo renk schools) would connueo dive student assignment if fay wants oad a dit ra chart schoo! special. + Ensure hat faites cntne fo have opis thy vole in both dtl and char school: In aon to providing acct fa Schon in # one aus around e emily home, or group has cussed tal students wil have both op ter dsc and charter schools cose to hameon tor Est of pons + nore ootons for fails who ae und ssned, and fais of ikon wih pont noeds: Boh BPS and charter schools ‘wou 976 to open up seas fo latcomer sient that aie mihyear, who today can chose only among schol hat ae under salected in the main erlinen process. Charter school also would ncease her capac fo Sve tgh-naed sins ith lsobltes and English nguagelbamars. Papin schools wuld cornet thar sees fo moe hal cywide neds + Mrimize Supt fr fais toad ero in ‘Shing peerence for any student cureny nal na sc or ‘har scheol woud be honored gig foward What remains outstanding? Several import ssus ronan cpen, and equi esclutn in od fox Eno Beton o become ety. ‘Sle plc thal governs student erlment fe hart schools woul ned to change to alow chats fo patpats nthe Home-Based system, Further detalisrequred on sues ofundng, bat for th cost of mplreratin andthe cst of aningsticets wh spel needs. Fnaly, joing common snrclinentaiem woud equte vols fhe BPS School Commit and india har school “ari. We seek fo work with schoo ty, and sae leadership to elp ative tose changes, in the best inrest of aes fox fais. We ak fora contig 0 conversatin wih rete paripaton a te communitypastdiiednipace Serving Students by Bringing Educators Together To: Rachel Weinstein, Boston Compact Fe: Jennifer Calloway, Spitfire Re: _ REVISED Enroll Boston Message Platform ‘The cra message platorm blow previes 8 postorng sateant forthe mpaus and purpose of gle envaiment system for fe Boston Public Schools (2PS) an pb char shod. The fama Spire recommends is designed thighight fhe vaueprposton. ‘Aadionaly, wove cuted quesSonstha wil kly arse and considerations for acommunty engagement process. [Message Platform J “Tne message plato has four main pois: The Nowd: “The Need This messope pint explains a rele or neod hat cure exists, he need he enckment system wil mec. What We Ar Doing. Tis message pit dlneses what the Mayris doing to adres the need o problem ‘Ask- This message pti ocused on geting th age ausinces oc someting. The"ask should be specc and doable for target susncos ‘Vision - This message fin exolans the end resut of ht the Mayo and his pares hope fo accomplish, While the BPS Heme Based asignent la has increased opportunites for fami to access quay schol ose fo home, n overs ara of ou ty te damand 6 aaweighs Be number of sees vale + Atte same tine thre ae hgh pcaming charter choos located in the neighborhoods where fais ned mare optons, + The challenge udor stato law charters reno allowed lo provide a neighborhood preference, s instead eal students tough a clyde lor that resutsna random solecton of student + Theet stp names outer dress education acoass and eat fr Boston fais. ‘What We Ara Doing: Ask: “Toincrease opportitis to acess quality schoo, the ayer and Compact are explang whether adding hater schoals tothe Home Sasad assignment plan can prove mre fans win pronisng opto cles to home. + Inducing charter schol in the cure asigmentsystom can sil th elinent process an siandaize one sof res hat PS and charter schoo allow when enolingstuters. ‘+A gle enlrent standard can als ge educaten stakeholders clear ok ito how BPS and charts are sharing responsi fo senvrg alc sudnts, especialy tose wi te highest needs, ‘Before we make ay econ we want thea om fais, educator and alu edcaonparnes.pbstdn! domplate ving Students by Bringing Educators Together Vision: ‘+ There wit be a conmunty engagement proces and wo wl have eal oon, With n eas, mre transparent enna proces fo Sand charter schooks, amis Browghout he oy wl have rater acess ohigh quay school opts close fo hone that mest he cisrrsneeds. (Tough Gueeone J What if dort want my tld going to a charter school, wil have the chance to opout? Tiss on ofthe dcion points whe we wan community pit AS the ial proposals uted you dont wat your cd to a charter schol, yu woud nt rankany of the char schon your ist asa preeenc, Given ha all chat schol in he ‘ly have waits, you woul then hae aknoet no chance of being esigned oa chat, The eas to incease quay chicos ‘or falas io sand your ido close to home, you don want choose a charter fr your hid tecnica you dort have a 's every charter school inthe city participating? not, why? Ye city decides to move foward wih is proposal wear hope he vast majorly of carr schol wil parca. Charter schools, as independent LEAS do hae fe rt to opno is system nda (as des BP). ner cies tat ave sidar systems, roughly T% cf charter schools priate in the fist yon. Wo would tive fr a sil een Boston, expecting Hat, asin bor is, charter scoos alia hd resovabons aba the dst adnnsring ter lties woud in Subsequent years aftr soo hat process went Wa ‘now thers going to be a community engagement proces, what exactly are you secklng ae input on? Le. what decisions ae stl being made andwhet things are already n stone? ‘Bath the disc andthe chara chal supprt a communiy engagement process to encourage as many poosa as possible to have thelr ic beard Tho are anaes faces otis proposal we wart conmun nut on: suchas how he it fr fails gels made, ogists fo waists an stents who eter midyear, and what works best fx ares of students wih abies and English language leamers, Core to the concapt we wnt input ons ang chars o BPSs Home-Based assgnant ane. we ae nt ea whole new assignment ste), Adon we wat his procas guided bya shard responsi between scan chart forall stunts, Induing students wi dle, Englsh anguage lear, and students avin mi-ye. How did this proposal et developed and who was a the table? Did the teachers union havea say and were any other parents or teachers involved? The Bosion Corsa a paneshipteveen educa inthe ds, charter and Cathal schools dewoped the oteapt proposal. Tis Compact was cried sa way fr education stakahiders rm th too socks fo advance a sare amimtment ‘exalt accss to igh-quatyscoas nd excelent inetuctn fr all stsents. These educators bev ading cater ‘schods to 3S Home Based assgrant can prove mare falas wh promising opts cose to hae and singly bs acess forthe many falls who have crn in moc than on sot.Bastan Compact iors Together Serving Sutlents bu Bringing Ed ‘5. What evidence do you have that this wll work? Hos this boon done before, and if so what were the results? Yes his hes been don belo thee ae smal numba fis with one ecient process ods and charter schoo. Denver for example ne pet some eile wae abet export navigate fl complex syste bt most ais and tudes win te highest needs ware st without cp choke. Theinodcton af ane enrolment system made the procs fare, teeth years improving and he dicts earning how to make it even eas frais. 6, Is ttre that BPS is developing anew definition of what makes a qualty schoo! the irs]? Whats it and why? ‘Yes, BPS has boen wrkng ena measure for quay schol, whic includes a number o factors beyand academic achievement of dens. One ofthe poy considerations el o be worked cutis how arte chooks willbe worked in he assignment ‘Syton—aieher fey wi bemeasuesaccoring to he guidelines detarrine by BPS, oan, potential statewide mesure. ‘7. What would be the Impact en racilethnc enrollment patterns in schools? Utinately, rail and enc exllentpaties willbe infuenced by which schools students select on te applica. Hoveveron average, ecauto of the aon of igh peonning char schoo (eg. the Ce of Promise, student ng in ‘hose areas wil have ges access to hse schoo, In aden, poe poss inthe Etro Boson system shoul rove ‘moe eautable acess tigre peroming schools for Special Education siden, Englsh Language Leames, and Tatecovers* {D he sytem (aho dspreporonaay have greater needs), Who spaying for Enrol Boston? Foundation grants ae supgoting to explora process and may also hp wih onetime imlemeniaton costs. Seeause the infestucur forename poecece exe fer both Sect nd carer schoss dey. and bars paricpsing char schoo ttul no longer need fo operat parts of tha enrolment process, we woul expec total oss tothe sytem to be rughly neva, ‘The planning process wil ets assumplon, andi addtional cntoutnsaerequied to fund the process, an equtable apyoach fo dteining costs wil be developed 9. Wall BPS school participate? “Thorues willbe the same fords nd chart schools. Schoo stir charter- wth spel programming (eg, music {oa} may have large calsinant areas inthe evlment system because the supply of specaled seas lite aoss the Cy. Otver schools wth spac prgranming (eg. exam schoo) fat mest inbe-dtalld eter, may coniue to have ‘ptcaons. These are some ofthe stuns about wich we seek community inpu 10, Will have more schoo choices? ‘Stuer wil have mre chices on that application Es as chars ae brought into the home-based stan. Alstudenswilbe (usando have atest tr high-performing ti schools and te high-performing charter choos on thks. Hower, ‘Sint wl ro longer be abl to apply to al chara schoo in he ct because n most cases, charts wil have a neighborhood Caithment sean orto comply wi the erolmet goal of creaing system that of higher quay seats cosro home.pastdrtConipatt ‘1, Why fs Enroll Boston a goo ia the ehilran inthe City of Boston? With an cai, mre transparent eralmnt proces fo BPS and charter schools, fais toughout the ty wilhave gear ‘acceso high quality shoal opis fat mes te cides neds dose to home, Errol sion does dessa cur ‘educaton issues, bis the net ogcal stop toard eat. (Crm Engagement Conieraons ‘The Compact wit ned to wor out the parla fa conmunty engagement process wih be Mayor's ofce. Based on provi expences wi the ling out the BPS Home Based assignment pana commun engagement process shoud consider he ooing: |. Announcement by he Maye athe isworkirg wth BPS and he carte choline Compact o exports proposal andwhen and how thecal coll feedback | Compact aes highs version ofthe ropsa ta oun the aca fhe proposal hatte Mayr andthe _etcaton partners woud it feedback on TL Hostiou to sic meetings rund tables around the Cy noua locations such as freris and in lifeent languages, prienaly each wi spec isu io be scusod Note what wi happen wh he feedback. IN. Invite itn carmen (per and enn). V. Release a more died ipsa tet ays cutin the begining how commun inpt fated into tho fal version, Include a tireline frwhat happens next.péstdnedntfate LIKELY OPPOSITION TO ENROLL Bt “Anthro of view. ‘Adopng Ent Boston woul be ante tp in th corporate reform agonda hat weakens pubic education, and atoms to hané ‘over ur communis to carer schools who arena ccourtatle othe cy. This proposal plays ino the hands of charter advocates ‘who want sae fe char cap Fed, anditis alr precursor BPS dosing schools and ging away faites to charters. This proposal i mean thal im and mane fom BPS wi now be spent aiding charter schol. wil mean fat even mae fais with _Ssabios et seni to charter chek hat ar nol preparod to sve than, wh tose fais ineviably being sent back to ewer and more resource-starved bic ech, Insinad of wasting enry on proposal Ie is, BPS shouldbe focused on dearing up its ‘oun house ting around schoo tht nod to improve, ed ares the noo of underserved studs. hse idea was is, ‘and whose moneys bind? sono vow. ‘Charter etane wore ceo to xpd te school choices avalabe to families anda promote competion and inovaion that would improve al sthels. Enroll Boson a tp in the wrong doctor: it actualy Enis chice and reduces camgetton, Todey, paren's ‘an ook acess al charter schools ine cy and apply to ny schoo hats ther for ter ld. A charter schools are obits torun a lotr thats asf andvanssrent as possible: a students at apoy have ay equal chance of adrission. Under Env Boston, parerts woul se ths rub of carter schools avalte to hem dramaticalyreduood nd today’ transparent tory process replaced a comput base gor that ew parents understand. Resoarh hows hat Boston asthe tghest- pefoming charter Schoo sectarin the cou. Why would we ever want oli paren acess to thal? POTENTIAL COUNTER POWNTS. “The goal of Cot Doston is to nove beyond “abil ve. char” gh, ante to bul a community of school and st of polis thal lok cose a students atendng publ schools nto cy, and creat stucures tat are in theres ofl fais Eno Beton a shotin the am in tare of ado quality dose ohare busy no means tefl scan. BPS continues o work on improving schol quay aco he beard (a do charter ard Cath schoo) ‘Today’ system cetes enemas conpety and challenges fr bi file and schools, with duplication of eft and waste Cfresoures. Tare ae 20K stidents on charter soa al Es nealy 40% of BPS ital ontient. Almost al of hese stders fo prtipate inthe BPS assignren: rocess, making fanesnaigale mull meine and mutiple poceses, whe schol face real unoetsiny stout which students ey wi actualy seve. nel Boston does nat aver BFS schools char schools i faves farily choice, Any school hats raked highly by families wil conte to have nochange in lings seas. The propel or Ena Boson ides important pladgos to bolster quty across iy. Iwi be easier tan ever frais ‘ith low incomes and English Lanquae Lame studens to leam aba al the schoo ops, addressing conc that acces to information abou chatrschols uneven, And char choos have commited, asa par of Evol Boston, to buldng even grater ‘capacly ose th highest need calor of stusens with dsabltes as wal as students ang midyear n they Foc fais who prt tha tity to al fo char schol, the Enrol Boston proposal ines ingot steps to ensue ‘hat ails’ soos fo charter school aman esta, Sing preference wl conve o be honored fo fais ofa curenty ‘errled stirs. Al fais wi ava subso of carr schools onthe fst of aval schol. And the chances of bang ‘Scxepod fo char soho! you rank highly ~ shaudncesse ve. the cunt salon whae the number of applicants at many ‘har schools vay excneds the nner of avaiable sot,Baston! ddttike To: Rachel Wensen, Boston Compact From: Liz ©Connay,Staogy Matos Re: Propsalto Support the Basten Conpacts Community sreach& Consrnicaton Satgy Dale: January 13, 2018, ‘Thank you for considcing Sratogy Mat fr our poring community engagement proces regarding sudetassignmant. We have cansve experience woking with orgnizaens to develop and ipleren staleic communications andi etabish, nuts and manage complex partnerships. ‘Stetegy Mattes, Lis cerfed woman-omed consuing group that wrk wit isson- Impact on participating teachers and school leaders > Impact on student experiences and performance > Impact on school culture, programs, and operation ‘+ What recommendations would you make regarding the education of your target student population? ‘+ What lessons have you learned regarding partnerships and cross-sector collaborations? + What impact did the partnership have on cross-sector knowledge and understanding by the participating school leaders and faculty? ‘+ How interested are the participating schools in continuing the partnership and for what purposes? ‘Ulimately, the success ofthis partnership would be determined by ts contribution tothe three general purposes of Compact partnerships: advancing the educational goals ofthe Compact, promoting greater cross-sector knowledge and understanding, and improving the capacity ofthe Compact to support effecve cross-sector partnerships. Clo Boston PIC 20iverStt Sesto, MACROS Pageatpastdaddnipate Serving Students by Bringing Educators Together Executive Committee Call 4-2p, Thursday, July 16, 2015, 712-432-0140, 370694 1 Debrief Steering Committee Meeting = Updated draft compact + Community outreach prior to September (prewire list, Ross template for constituency's Interests, fears, incentive to explore) + Not/to share detailed workplan Il. Discuss National Cenceron Time and Learning ~ Potential School Partnership/Network IL, Review FY15 Budgetand Guide FY16 Budget Development IV, Check-in on Assorted Marcers = Mayor looking at dctober 5 event + Selection of strategic communications firm(s) eoBeston PIC 2ver Street Boston, 02108