Facilities Condition Assessment and Facilities Master Plan

Communication and Participation

Stakeholder principles and core value statement guiding the process

Developing an equity index is impossible without centering the voices of those adversely affected by historical inequities. Through co-building workshops and dialogues at the local level—parents, vested stakeholders, and community champions asked the planning team to focus on institutional practices and the production of unequal educational outcomes for students of color, students with disabilities, English learners, foster youth, and homeless youth.

As SCUSD’s Core Value asserts that “[w]e recognize that our system is inequitable by design and we vigilantly work to confront and interrupt inequities that exist to level the playing field and provide opportunities for everyone to learn, grow, and reach their greatness,” an equity framework must be an institutionalized principle for all District facilities planning and in the prioritizing of capital projects funding.

What workshops and dialogues did we conduct?
Click here to see an overview of communications and community engagement.

What did we learn?

These workshops and dialogues revealed the following insights:

Inequities in funding

The District has been challenged with funding inequities in past capital programs, with project funding flowing to well-resourced schools, sometimes at the expense of poorer performing schools, which serve more racially diverse students and those from families with lower socio-economic status.

Additionally, to some degree in past practice funding priorities have become entangled in the process of parental advocacy, with knowledgeable, well-connected parents gaining the support of administrators tasked with project allocating funding, which produced noticeable results.

Movement of students out of neighborhood schools

Further, recent school closures, which forced students out of their neighborhood schools, and open enrollment contributes to the “swirl” of students moving out of their neighborhood schools and to attend their “choice” schools. Consequently, the movement of students out of their neighborhood schools confounds the ability to properly analyze connection between facility adequacy and student success or to use school enrollment as criteria for prioritizing capital project funding.

Moreover, with parents either able to, or forced to, choose schools across the District, neighborhood schools, which contribute to the economic and social well-being of entire communities, begin to lose their identity as important civic anchors and hubs for interpersonal and social connections.

Ultimately, these patterns of systemic and inequitable allocations of material resources have negatively impacted students, families, and neighborhoods of color.

Four Principles developed by the Core Planning Group

To effectively “confront and interrupt inequities that exist” and begin to “level the playing field” in ways that are consistent with the LCAP’s guiding principle to “improve outcomes for all students and close the significant performance gaps between student groups,” it is critical in prioritizing facility projects to:

Principle 1

Ensure that the voices of students, parents, and community members – all of whom have informed insights and knowledge - inform District planning.

Principle 2

Utilize student, neighborhood, and school site demographic data, as opposed to enrollment numbers.

Principle 3

Closely align the goals of the LCAP, which has been collaboratively developed with parents, students, and community members, with facilities priorities in ways that in turn prioritize the same student groups as identified in the LCAP.

Principle 4

Be visionary as well as practical (e.g., fully implement even modest projects, set baseline standards for all schools, and account for long-term maintenance and operations).

Workshops and Dialogues

District Focus GroupsMeeting Dates
Board of Education
Presentation. Special Board Meeting.May 2021
Presentation. Regular Board Meeting.August 19, 2021
Presentation and Approval. Regular Board MeetingSeptember 2021
Community ForumsAugust 3, 2021 @ 6pm
August 4, 2021 @ 12pm
August 5, 2021 @ 3pm
August 10, 2021 @ 6pm
August 12, 2021 @ 6pm
Core Planning GroupJanuary 20, 2021
Parent, District Leadership, and Community Partners, including representatives from African American Advisory Board, Bond Oversight Committee, Community Advisory Committee, District English Learner Advisory Committee (DELAC), and community champions for neighborhood well-being.February 17, 2021
March 10, 2021
March 24, 2021
April 28, 2021
May 26, 2021
June 16, 2021
Steering GroupSeptember 11, 2020
District LeadershipDecember 9, 2020
District Focus GroupsNovember 1, 2019
Leadership, Security, Athletics, Nutrition, IT, CDC, Special Ed, CharterMay 1, 2021
Educational Design GroupOctober 1, 2019
Educators from all grade levels from across the District with expertise in supporting LCAP student priority groups

How do we identify funding priorities using our Core Value Statement?

In its core value statement, the District commits itself to confronting and correcting systemic and historic inequities that exist to “level the playing field” so that each student has a full array of choices for their educational aspirations. To that end, the facilities staff seek a rational, data-informed, and systemic method of allocating funding.

Further, staff seeks to provide a transparent and equitable process for the distribution of bond funds as a way of demonstrating a long-term commitment to the voters, parents, and school community.

By using established
equity indicators

Learn More
Meet the Team
A diverse group of experts and community members
Planning Timeline
The planning teams have met regularly with community and school leadership.