LCAP Vision Alignment
IMPACTFUL ACADEMIC PROGRAMS. LOVE WHOLE CHILD. HONOR FAMILIES. We can create schools that prepare Black and Brown students in East Oakland to attend and persist through competitive colleges and universities of their choice by ensuring that our students are known, loved, and valued; their academic confidence is anchored in mastery of knowledge and skills on rigorous learning tasks and texts; and their evolving self-awareness leads to a commitment to be changemakers in service of a more just and equitable world. | |
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3 Strategic Priorities for 21-24 (LCAP)
Summary of Focus Areas for LCPS’s Strong Opening and 2021-24 SY:
Build impactful academic programs
We use rigorous, standard-based curriculum, aligned data and assessments, and intensive instructional coaching to ensure college and career readiness for all students.
Love and support the whole child and center their humanity.
We respond to students’ individual needs through integrated SEL, Tiered Systems of Support, and English Language Development (ELD).
Honor families as experts in their students’ lives.
We partner with families to support our students’ academic success through streamlined communication, equitable access to technology, and opportunities for shared decision making.ng.
| 2021-22: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
QUALITY All Students, every day. | Priority #1: Educational Justice and Excellence: Dramatically improve the quality of our academic program, address disproportionate performance by student subgroups and achieve non-racialized outcomes of our academic program through System-Wide Tools and Processes and Teacher, Leader, and Staff Development. | 1. Our students are learning, equipped with SEL skills and meeting performance targets to succeed in college. |
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2. We grow and develop in the service of our students. |
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CULTURE All Belong. All take responsibility for equity. | Priority #2: Culture of Shared Responsibility for Equitable Outcomes: Create a high performing team culture grounded in equitable outcomes and develop yearly Action Plans grounded in our Diversity, Equity, and Inclusion Pillars and Commitments and LCPS Board Resolution to Promote Equity and Anti-Racism and combat Anti-Blackness. | 3. We create safe, inclusive, and equitable conditions and outcomes for all of our stakeholders. |
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IMPACT All in. In Oakland. | Priority #3: Powerful Community Engagement: Build community, stronger relationships, and political presence in our Oakland Community, shared leadership and decision making with our students, families, and staff through effective decision making processes and formal structures, including School Site Councils (SSC/ELAC), and follow through on our material revision to serve our community’s students and families that qualify for McKinney Vento | 4. We guarantee our commitment to Oakland children and families. |
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Priority #4: Strong and Sustainable Operational, Technology, and Financial Models: Ensure strong, sustainable support of LCPS schools, staff, and families. | 5. Our students are at school and engaged every day. |
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6. We have a sustainable financial model. |
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Priority #5: College and Career Readiness: Dramatically increase the number of College and Career ready students as measured by A-G completion, 4 year college acceptance, dual credit completion, and cohort college persistence/6 yr graduation rates. | 7. Our students and graduates are college and career ready. |
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| 2021-24: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
QUALITY All Students, every day. | Priority #1: Educational Justice and Excellence: Dramatically improve the quality of our academic program, address disproportionate performance by student subgroups and achieve non-racialized outcomes of our academic program through System-Wide Tools and Processes and Teacher, Leader, and Staff Development. | 1. Our students are learning, equipped with SEL skills and meeting performance targets to succeed in college. |
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2. We grow and develop in the service of our students. |
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LCAP Strategies / Actions | Driver |
Curriculum and Professional Development (1.1): In partnership with EL Education, provide professional development for the implementation of EL curriculum and program components, leadership core practices, and Student Engaged Assessment (SEA) practices. | Chief Academic Officer |
Curriculum and Professional Development (1.2): Support teacher knowledge of CCSS-aligned curriculum through Professional Development in the following ways: LCPS Curriculum Institutes, publisher training, coaching, observation and feedback cycles, and Professional Learning Communities to continually improve curriculum implementation and standards alignment. | Chief Academic Officer |
Curriculum and Professional Development (1.3): Focus on K-12 literacy programming through professional development around the science of reading, structured literacy practices, and early literacy dyslexia screening. | Directors of Academics |
Data and Assessment (1.4): Monitor student proficiency and growth in reading and math courses through course grades, triennial interim assessments, and norm-referenced assessments; refine and leverage data management systems to identify and support students in need of interventions using multiple measures. | Chief Academic Officer / Chief of Staff |
Instructional Development and Support (1.6): Leverage the Leadership Teams to focus on deep support of Math and ELA instruction through coaching; systemize data meetings and student work analysis; aligned professional development, and academic progress monitoring (APM) leadership meetings. | Chief Academic Officer |
Instructional Development and Support (1.7): Teachers with Preliminary credentials are provided with Induction training and an Induction mentor to ensure they clear their credentials within the term of licensure. | Director of HR / Talent |
Instructional Development and Support (1.8): Provide professional development for all teachers on MTSS, and provide and assess targeted interventions for students identified as needing additional support through MTSS on a monthly basis. | Senior Director of SPED / Director of Student Services |
Addressing Post-Pandemic Unfinished Learning (1.9): Create supports and systems to address unfinished learning through in-class tier 1 interventions, expanded learning programs, and study hall | Chief Academic Officer / Senior DIrector of Finance |
Instructional Development and Support (1.10): Identify a common set of high-leverage instructional practices observed across all LCPS classrooms as measured by weekly walkthrough data. | Chief Academic Officer |
| 2021-24: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
CULTURE All Belong. All take responsibility for equity. | Priority #2: Culture of Shared Responsibility for Equitable Outcomes: Create a high performing team culture grounded in equitable outcomes and develop yearly Action Plans grounded in our Diversity, Equity, and Inclusion Pillars and Commitments and LCPS Board Resolution to Promote Equity and Anti-Racism and combat Anti-Blackness. | 3. We create safe, inclusive, and equitable conditions and outcomes for all of our stakeholders. |
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LCAP Strategies / Actions | Driver |
English Language Development (ELD) (2.1): Provide Newcomers and English Language Learners Integrated and Designated ELD instruction that is targeted toward their proficiency level, aligned to the ELD standards, and designed to support their content-area achievement; Support ELD instruction through monthly ELD meetings and the implementation of ELLevation to track data, communication, and evaluation of our program. | Chief of Staff |
Special Education (2.2): Provide professional development around inclusion so that students are supported through increased collaboration with general education teachers and involvement in lesson planning & data analysis, opportunities to provide direct instruction aligned to the curriculum students are learning and in support of individualized IEP goals, personalized, student-specific, direct intervention. | Senior Director of Special Education |
Special Education (2.3): Refine moderate-severe programming balances inclusion with increased opportunities for direct instruction targeting individualized goals in support of building independent living skills and student’s post-secondary access. | Senior Director of Special Education |
Special Education (2.4): Provide transition planning and services that begin in 9th grade and move through high school and/or age 22 (when appropriate) done in collaboration with Department of Rehabilitation and other outside agencies; clearly articulated pathway to graduation for participating in certificates of completion. | Senior Director of Special Education |
Student Support and Services (2.5): Refine our Tier 1 student support aligned to EL Education character development framework anchored in LCPS core values. This includes an aligned crew curriculum, 3-5 consistent culture routines, and explicit instruction on SEL and behavior so that students are supported socially, academically, and emotionally. | Director of Student Services |
Student Support and Services (2.6): Teach and implement restorative justice practices as a way of preventing and responding to social-emotional and behavior needs, which includes aligning discipline procedures to support consistent application of restorative actions and consequences. | Director of Student Services |
Student Support and Services (2.7): As a part of the MTSS process, Utilize universal screener and social-emotional/behavior data systems to identify students in need of additional supports and provide access to effective tiered interventions. | Senior Director of Special Education / Director of Student Services |
Teacher/Staff Effectiveness and Impact (2.8): Support LCPS’s equitable outcomes through Diversity, Equity and Inclusion PD, active recruitment of Teacher residents, and the development of a teacher evaluation and career pathways framework / leadership performance management system. | Chief Operating / Chief of Staff |
Teacher/Staff Effectiveness and Impact (2.9): Refine and implement teacher retention bonuses and stipends. | Chief Operating Officer |
| DRAFT - 2021-22: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
IMPACT All in. In Oakland. | Priority #3: Powerful Community Engagement: Build stronger relationships and political presence in our Oakland Community, shared leadership in our students and families through effective School Site Councils (SSC/ELAC), and follow through on our material revision to serve our community’s students and families that qualify for McKinney Vento. | 4. We guarantee our commitment to Oakland children and families. |
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LCAP Strategies / Actions | Driver |
Family and Community Engagement (3.1): Organize SSC, ELAC, and empowering parent learning events based on parent interest, need, and school goals, and support school events such as Student-Led Conferences, Black and Brown excellence events, and community experiences. | Chief of Staff |
Family and Community Engagement (3.2): Hold twice yearly “State of the School” and “Family/School Advocacy” meetings with families (led by Site Administrators) around areas of school focus to share data and get input. | Chief Academic Officer / Chief of Staff |
Family and Community Engagement (3.3): Train families in use of Family Portals of our SIS and LMS systems and provide access to and training around student data to better keep families informed of student progress, grade level updates, and school and community events. | Senior Director of Technology / Chief of Staff |
Family and Community Engagement (3.4): Provide bilingual translation at all parent meetings and Student-Led Conferences as needed. —Provide translation and interpretation services. | Chief of Staff, Director of Technology |
Family and Community Engagement (3.5): Train staff to engage and support families including a McKinney Vento liaison. | Director of Student Services / Director of Development |
| DRAFT - 2021-22: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
IMPACT All in. In Oakland. | Priority #4: Strong and Sustainable Operational, Technology, and Financial Models: Ensure strong, sustainable support of LCPS schools, staff, and families. | 5. Our students are at school and engaged every day. |
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6. We have a sustainable financial model. |
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LCAP Strategies / Actions | Driver |
Attendance (4.1): Align attendance procedures and identify and support students at risk of chronic absence to ensure high attendance and reduce chronic absenteeism. | Director of Operations Senior Director of Special Education |
Operations (4.2): Implement operational procedures to support student learning, including training staff on operational procedures regarding health and safety protocols, ordering materials, and maintaining materials (books, supplies) necessary to support strong school operations. | Director of Operations |
Food Service (4.3): Promote access to Food Service programs, with a focus on nutrition and meeting goals for 90% to 100% of student meal participation. | Director of Operations |
Technology Support Systems (4.4): Support technology systems and infrastructure (including hardware, software, and data systems) that support student learning, including: 1:1 chromebook access, home internet connectivity, SIS systems, LMS systems, Independent Study platforms, and other EdTech platforms and programs; with a specific focus on ensuring that 100% of all LCPS families have accessibility to devices with internet access and complete necessary technology trainings to access, monitor, and engage in their children’s academic progress. | Senior Director of Technology |
Technology Support Systems (4.5): Hire technology staff to support family, students, and staff with technology systems and infrastructure. | Senior Director of Technology |
Human Resources (4.6): Provide Professional Development in support of non-instructional roles. | Director of Operations Director of HR / Talent |
Facilities (4.7): Maintain facilities that support high quality student learning; Improve learning spaces to support ongoing health & safety guidance. | Director of Operations |
Expanded Learning (4.8): Run high-quality after-school programs aligned to increase academic achievement, student well-being, and extracurricular activities. | Director of Student Services |
| DRAFT - 2021-22: Our Organizational Alignment Priorities and LCAP Goals | Our Objectives | Our LCPS Key Results / Annual Measurable Outcomes |
IMPACT All in. In Oakland. | Priority #5: College and Career Readiness: Dramatically increase the number of College and Career ready students as measured by A-G completion, 4 year college acceptance, dual credit completion, and cohort college persistence/6 yr graduation rates. | 7. Our students and graduates are college and career ready. |
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LCAP Strategies / Actions | Driver |
High School Programming (5.1): Provide and support LCPS students in taking and passing A-G approved course series, including implementing new courses focused on increasing college preparation, dual credit, and intervention support structures as part of master schedule redesign. | Chief Academic Officer |
High School Programming (5.2): Continue alignment of LCPS College and Career programming with EL Education programming; align 10th and 12th grade passage structures to the Graduate Profile, rigorous case studies and expeditions, and focus on Student Engaged Assessment practices. | Chief Academic Officer |
High School Programming (5.3): Continue to improve Measure N Pathway, including building out of integrated projects, work-based experiences, and pathway articulation with Peralta Community College. | Chief Academic Officer / Director of College Programming |
High School Programming (5.4): Offer sports as a supplement to promote student engagement and inclusion in High School activities. | Chief Academic Officer |
College/Career Programming (5.5): Develop and implement a clear K-12 vision and articulation of our College and Career programs aligned to our academic model, with strong execution of our 11th and 12th grade program through our College/Career Seminar program and partnership with Destination College Advising Corps. | Director of College Programming / Chief of Staff |
College Programming (5.6): Develop and maintain a strong relationship with Peralta Community Colleges; offer dual credit courses aligned to our academic model and career pathways with a focus on offering college programming in the core day and during summer programming. | Director of College Programming |
College Programming (5.7):Ensure that college and career seminar classes successfully prepare all students for multiple post-secondary pathways (2-year colleges, 4-year colleges, CTE programs, union apprentice programs); support, oversee, and monitor monitor college and scholarship application processes for their cohort through participation in College Seminar classes, Crew, and workshops for students, parents, and staff. | Director of College Programming |
College Programming (5.8): Ensure all high school students participate in college visits and have the opportunity to access local partnerships that allow students to explore their future interests (major/career choices); provide additional academic, financial and socio-emotional support to pursue post-secondary educational opportunities. | Director of College Programming |