Focus Area 1: 

Foundational Program

Focus Area 2: 

Systems and Structures 

for Student Support

Focus Area 3:

Resource, Talent Management, 

and Communications 

1.1 Student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk

�1.2 Learning is aligned to and supported by grade-level standards and clear policies 

�1.3 Relationships are built or improved to support learning and supportive environments�

2.1 Every school and teacher provides the academic, social/emotional, and culturally responsive support each student needs

�2.2 Educators have time to collaborate and grow in service of student learning

�2.3 School teams consistently support equitable student outcomes

�2.4 School and student schedules  create equitable access and learning opportunities

3.1 Finance: provide long-term financial stability necessary to maintain core programming and services

�3.2 Talent Management: Build a focused and diverse team where all positions are fully staffed with qualified personnel 

�3.3 Communications: Use accurate, transparent, and engaging communications across multiple channels to support AUSD’s students, staff, and families. 

Places for Engagement

• Community Advisory Committee
• Academic Committee
• AUSD Ed Tech
• DELAC
• Communities of Practice – PLC Leads, Grading for Equity, Literacy Framework, Math Task Force, Principals, Assistant Principals, Coaches, Intervention Leads 

​

• Bond Committee
• Measure A and B1 Committee
• Student Focus Groups
• LCAP Listening Sessions
• Special Education Listening Sessions
• LCAP survey
• Community Roundtables and Parent Support Groups 

​

​

Families

Students

Teachers/Staff

1. Mental Health Support
2. Equity and Inclusion  
3. Educational Support and Preparedness 
4. Staffing and Professional Development
5. Community Engagement and Parent Involvement

1. Desire for Increased Class Choices

2. Importance of Counseling Services - Mental Health

3. Focus on Creating More Engaging Classroom Environments

4. Combination of Support Services

5. Staffing and relevant curriculum

1. Equity and Inclusion in Education

2. Professional Development (PD) and Collaboration

3. Curriculum Development and Integration

4. Technology Integration and Digital Literacy

5. Special Education Support and Training

6. Social and Emotional Learning (SEL)

7. Data-Driven Instruction

8. Community Engagement and Support

Foundational Academic Program:

• Desire for Increased Class Choices
• Focus on Creating More Engaging Classroom Environments
• Curriculum Development and Integration
• Technology Integration and Digital Literacy
• Special Education Support and Training
• Culturally responsive teaching, inclusion, and universal design and learning
• Data-Driven Instruction
• Expanded Course Offerings that support real world application and alternative pathways
• Retaining and attracting teachers who reflect the diversity of our student population

Family Engagement:

• Enhancing communication channels for two-way communication between parents and the district
• Transparency regarding funding 
• Improved information on alternative pathways and transitions
• Improved communication on how to access student support processes, including 504
• Consistent best practices on family engagement across campuses
• Parental Support: More support for parents unfamiliar with the American education system

​

Student Support Services:

• Mental Health Resources
• Academic Counseling Services 
• Combination of Support Services
• Equity and Inclusion and support for historically marginalized groups; LGBTQ+ students, English Learners and Students with Disabilities
• Social and Emotional Learning (SEL) Integration
• Aligned Professional Development
• Restorative Practices and Behavioral Supports
• Teacher Training to Support collaboration and Response to Intervention

​

​

Create and Improve the foundational education program where student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk. Student learning is driven by grade-level standards and tasks that support critical thinking, connections to real world concepts and developing healthy relationships.

We work to build relationships between families, students, and staff to ensure schools are supportive, inclusive, and safe.

Every school provides the academic, social/emotional, and culturally responsive support each student needs to reach their academic goals.

Create and Improve the foundational education program where student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk. Student learning is driven by grade-level standards and tasks that support critical thinking, connections to real world concepts and developing healthy relationships.

​

Actions​

Funding​

24-25​

Actions include...

   1.1 

Ensure grading policies and practices are constructive, researched based and student centered. 

$40,000.00 

Continue monthly meetings with the Grading For Equity Assessing Students Accurately) Workgroup Provide Professional Development for all secondary staff on the technical implementation Equitable grading practices ( ie setting up gradebooks) Contracting with Crescendo Education Group to build teacher capacity in understanding the pillars of equitable grading practices. (Accuracy, Bias resistant, motivational). Continue to explore  Board Policies that promote equitable grading practices. Provide Secondary teachers time and space to develop agreements on the following: Equitable Grading Practices including extra credit, retake redos, and grading individual work not group work. 

1.2 

Develop, implement and support a common literacy Framework PK - 12

$41,250.00 

Pilot a universal screener to identify potential reading delays (including dyslexia). Support the implementation and progress monitoring of the district's investment in a research-based reading intervention program. Offer family literacy nights that include a focus on reading practices and instruction within the classroom and school level, as well as ways to support reading at home. Pilot and adopt a research-based ELA/ELD program for grades P-K-5, 6-8, and 9-12. Offer ongoing professional development and coaching. Develop a resource guide that codifies best practices in literacy PK-12.

​

Actions​

Funding​

24-25​

Actions include...

 1.3     

​

Provide specific coaching and professional learning to support the implementation of the new California math framework.

$327,918.00

 Lead teachers and coaches will support the implementation of the new framework. Hold New math teacher orientations. Provide access to SVMI training to all secondary math teachers. Support the on-going collaboration and PLC’s focused on the implementation of math new adopted math curriculum and provide ongoing training with the Carnegie Learning for The Middle School Math teachers. Teachers and coaches will choose focal students to follow based on students who have historically not performed well in math based on the SBACC performance data on the California dashboard. They will use STAR data to monitor growth throughout the year and district with monitor lag data included in the LCAP.

1.4

Implement professional learning and coaching to support instructional delivery of the state standards with an emphasis on student discourse and engagement.

$911,647

Coaches will support district wide professional learning and will be assigned to school sites to support the implementation of the learning. Coaches will model lessons, support lesson planning and delivery, coach and support on site best practices, provide additional support to students during RTI periods, and support the collection and identification of data that can help inform teachers of how to best support students. 

​

Actions​

Funding​

24-25​

Actions include...

1.5

Professional development to support school teams and teacher leaders to align site-level goals to culturally-responsive district priorities

$366,405

Provide Professional learning to support teachers and school teams with collaborative inquiry, data analysis, and reflection on practice to promote student learning and refine instruction. 

1.6

Attract and Retain High Quality Staff

$1,000,000

Sustain the compensation increases that have been provided to all employee groups to attract and retain highly qualified staff. that create the collaborative and engaged personnel to deliver high-quality educational experiences to students with attention to attracting employees who are able to be successful with students who are English Learners, Low income, and Foster Youth, and/or unhoused or unaccompanied minors. This amount includes benefits and salaries for all employee groups including certified, classified, and management

1.7 

One additional day of differentiated professional Learning for Teachers

$368,272

Provide an extra day of professional learning for teachers to support the district priorities indicated in the districts strategic plan. Focused topics on improving outcomes for unduplicated count students and student groups with indicators in red on the state dashboard 

​

Actions​

Funding​

24-25​

Actions include...

1.8 

District will support school sites develop goals and actions in their SPSA’s to address student groups with indicators in red on the state dashboard. 

$327,796 

(RTI) All sites will develop master schedules that support inclusion and ensure students with IEP’s, English learners or students who need Tier 2 supports have access to Tier1/ Core instruction and any additional supports are provided at a designated time, Designated ELD or RTI. Students will be clustered so that support teachers can push into classrooms during instruction to provide targeted support. All master schedules will have built in time for teachers to analyze data in their professional learning communities to determine how students are responding to interventions or to identify students needing additional support. 

​

1.9 

Implement schedules and classes that are strategically designed to create access to equitable learning opportunities and prioritize support for students who need it most. 

$165,156

(RTI) All sites will develop master schedules that support inclusion and ensure students with IEP’s, English learners or students who need Tier 2 supports have access to Tier1/ Core instruction and any additional supports are provided at a designated time, Designated ELD or RTI. Students will be clustered so that support teachers can push into classrooms during instruction to provide targeted support. All master schedules will have built in time for teachers to analyze data in their professional learning communities to determine how students are responding to interventions or to identify students needing additional support. 

​

​

Actions​

Funding​

24-25​

Actions include...

1.10 

Implement co-teaching classes at all secondary sites for mathematics, English language arts. Implement co-teaching during literacy and math blocks at identified elementary schools beginning with grades 4 and 5. 

​

Provide time and professional learning for ed specialists and general education teachers to plan and support students with disabilities. In collaboration with the district’s special education leadership team, sites select their co-teaching models for ELA and mathematics, and receive professional  development on their selected models from Special Education Coordinators. Co-teachers, with support from site leadership, create a co-planning schedule for their respective subjects. Special education coordinators and TSAs provide ongoing feedback and coaching support to co-teachers when engaged in the act of co-teaching. 

1.11 

Pilot, train and implement new curriculum and best practices for our ESN classes to increase rigor and student engagement. 

​

​

$311,157

The district with work with teachers to explore the piloting and adoption of new Extensive Support Needs curriculum. Provide training and support on the curriculum with a focus on the modification of  state standards and engagement. We will implement the newly Board adopted alternate education course syllabi in all core content areas in secondary (Ela, history, math, science) which will drive standards-based instruction for all ESN students. There will be professional development and coaching throughout the school year led by our district’s ESN teacher on special assignment.  

1.12 

Support the refinement, administration, and analysis of standards-aligned assessments to determine student learning and implications for teaching and site and district systems. 

$260,702 

Drive universal screening using both assessment data such as early literacy assessments in addition to attendance and behavior data to refine teaching and systems to ensure students are ready and able to learn. 

We work to build relationships between families, students, and staff to ensure schools are supportive, inclusive, and safe.

​

Actions​

Funding​

24-25

What does this look like?

2.1 

Provide Culturally Responsive family engagement and access

$108,927.00 

Interactive workshops, listening sessions, support for parent led DEI Roundtable groups, and community events for various affinity groups . This also includes 8,000 dollars to support families of unduplicated students' parent/guardians with the cost of fingerprinting. 

2.2 

Support school sites in common best practices across the district 

$121,719.00 

Support school sites in common best practices across the district on how to engage and partner with families while providing families with the necessary information and tools to engage with our schools as educational partners. Support families' ability to navigate the various school systems to support meeting the individual needs of their students. Specific attention on supporting our African American families, LGBTQ youth and ELL students. In addition, we will increase support and focused practices for our families whose students are neurodiverse or have an individual education plan. We will provide families with the necessary information and tools to engage with our schools as educational partners and navigate the various special education and school systems to support meeting the individual needs of their students. 

2.3

Implement a culturally responsive positive behavior support structure at all school sites that provide students with the opportunity to learn the expected behaviors and receive positive reinforcement for exhibiting those behaviors. 

$148,590  

New AUSD Positive Behavior Discipline matrix has been created and implemented at all TK-12 schools sites with extensive inclusion of PBIS, Restorative Practices and culturally responsive behavior support; Accompanying school-wide lessons provided for grades 3-12 so that students are taught AUSD’s expected positive  behaviors (as outlined in the matrix; created by Student Services Coordinator and Program Manager) All 15 school sites have robust Culture & Climate teams (led by PBIS lead teacher and coached by Student Services Program Manager) who are responsible for creating the systems and support for teaching school-site specific behavior expectations  and celebrating students meeting expectations. We have added Restorative Practices to the TFI rubric so as to be able to assess for fidelity of implementation (this assessment tool is administered by Student Services Program Manager)  School staff continue to be trained in strategies for creating positive classroom culture, often by the Student Services Program Manager and Specific PD for classroom teachers on capturing students strengths and positive behaviors within  referrals to intervention; coached and provided by Student Services Program Manager) Coaching for writing Tier 3 Behavior Support Plans (an essential element of SWPBIS) using asset-based language and family partnership. 

Every school provides the academic, social/emotional, and culturally responsive support each student needs to reach their academic goals.

​

Actions​

Funding​

24-25

What does this look like?

3.1​

Implement common teaming structures that are designed to monitor student progress and provide differentiated support when needed.  

$1,496,730 

Provide additional staffing to support students access and participation in targeted interventions. As part of AUSD’s MTSS strategic plan, COST teams are in place at all 15 school sites and led by TSAs who function as intervention leads These teams monitor school-wide student data in an effort to identify students in need of additional academic or behavioral support. They also triage referrals to intervention from staff and families, assign Tier 2 or 3  interventions as needed and monitor student progress in those intervention as applicable Intervention Leads and Instructional Coaches also provide direct student service in the form of small group intervention or 1:1 Tier 3 support(s) Student Services Program Manager provides ongoing coaching/support to COST teams and intervention leads throughout the school year. Runs end-of-year reports using “goals” tab of Aeries to monitor/adjust interventions being offered. 

 3.2 

Targeted FTE to support English Learners 

$484,298.00 

FTE allocations for Designated ELD and Literacy intervention sections above base allocation,  allowing for lowered class sizes and proficiency-based scheduling. Also provides for sheltered courses for newcomers. 

 3.3

Maintain coordinator of language and literacy position to manage implementation of designated ELD and integrated ELD program. 

$218,753.00 

Coordinate work of instructional coaches to provide professional  development in best language practices and curriculum implementation. Project management to ensure ELLs with IEPs are receiving language support aligned with disability. Coordinate family and student engagement (family needs assessment, ELL-only field trips). Coordinate progress monitoring of RFEPs and current English Learners.

​

Actions​

Funding​

24-25

What is resourced and what has changed​

3.4​

Provide expanded mental health services to support students' ability to access learning. 

$640,000 

Each school site will make individual and group counseling referrals to Alameda Family Services (contracted mental health provider) through their COST meetings. School sites will have a link for self-referral to counseling services on their school website. Alameda Family Services will provide Case Management Services to identified families that need additional support with housing and basic needs. Alameda Family Services will collaborate with site administrators to provide professional development to staff around trauma-informed practices 

3.5

 Support schools with the highest unduplicated count 

$1,036,020 

Provide additional staffing, materials, supplies, professional development, and professional services to increase student inclusion and acceleration with specific focus on our students who are identified as needing additional support on the California data dashboard. This includes additional administrative support, teen parenting and childcare, and AVID programs 

3.6

Provide Mentoring and advising to support case management, family communication and direct intervention services for students who are identified as needing additional support on the California data dashboard.  

$607,772 

Our Advisors are assigned to 2 elementary and 2 middle schools to assist with general education support and intervention. One wellness coordinator to support unhoused youth with case management and wrap services districtwide and All TK-12 schools are expected to identify focal students and provide wrap around support. Focal students can be student from the student group on the California dashboard indicated in red and or Black, Multi-Ethnic and or Latino students who are below the 50th percentile in STAR Reading and Math, Chronically Absent, and have 1 or more Office Referral/Suspension.

3.7

Support school staff with professional learning and coaching on Inclusion practices for students with disabilities.

$73,332.00 

Support Site administration, general education teachers and special education teachers on general best practices for inclusion. Work with all site coaches to support building out these identified researched based practices at school sites.

Program

Amount

FTE

Multi Tiered Support Systems (MTSS)

$                                                      1,670,320 

                                                11.15 

Instructional Coaches

                                                        1,030,839 

                                                                7.50 

Employee Salaries

                                                        1,000,000 

​

Indirect Cost Transfer

                                            610,918 

​

EL Sections

                                            418,617 

                                                  3.40 

Mental Health Services (AFS)

                                            402,182 

                                                  0.40 

Equity & Inclusion

                                            373,983 

                                                  2.25 

Professional Development Day (186th Day)

                                            368,272 

​

Parent Involvement Coordinator

                                            332,716 

                                                  1.60 

Vice Principals at Ruby & Love

                                            323,184 

                                                  2.00 

Discretionary Funds for Schools

                                            327,796 

                                                  1.80 

Math Initiative

                                            297,850 

                                                  2.00 

Data Research Dept

                                            260,702 

                                                  1.00 

EL Professional Development

                                            218,753 

                                                  1.00 

Innovative Programs at Paden & Love

                                            166,263 

                                                  1.60 

Teen Parenting Program at Island High

                                            142,531 

                                                  1.00 

In Lieu of Title I at Encinal Jr/Sr

                                            137,020 

                                                  1.40 

TSA SPED

                                   73,405 

                                                  0.50 

Advancement via Individual Determination (AVID)

                                              40,000 

​

School Smart

                                          33,000 

​

Total

    $                                                        8,228,351 

                                             38.60 

Dec-March

• Stakeholder Engagement on LCAP
• Sites budgeting and SPSA crafting

April

• Submit Draft of Annual Update for 23-24 LCAP to ACOE

• Submit Draft of LCAP to ACOE

May

• Review sessions with Alameda County Office of Education (ACOE)
• Site SPSA Approval with SSC

June

• By June, hold 2 Board meetings:
• Public Hearing June 11, 2024
• Adoption June 25, 2024
• Site SPSA due for Board Approval- June

July

• Submit Board approved LCAP within 5 days of Board Adoption and by July 1

August

• August - ACOE issues clarifying questions to LEA

• August 27 - District responds to clarifying questions

September

• September - ACOE sends LCAP approval to Board of Education

Focus Area 1:

Foundational Program

Focus Area 2:

Systems and Structures

for Student Support

Focus Area 3:

Resource, Talent Management,

and Communications

• 1.1 Student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk

​

• 1.2 Learning is aligned to and supported by grade-level standards and clear policies

​

• 1.3 Relationships are built or improved to support learning and supportive environments

​

​

​

​

• 2.1 Every school and teacher provides the academic, social/emotional, and culturally responsive support each student needs

​

• 2.2 Educators have time to collaborate and grow in service of student learning

​

• 2.3 School teams consistently support equitable student outcomes

​

• 2.4 School and student schedules create equitable access and learning opportunities

• 3.1 Finance: provide long-term financial stability necessary to maintain core programming and services

​

• 3.2 Talent Management: Build a focused and diverse team where all positions are fully staffed with qualified personnel

​

• 3.3 Communications: Use accurate, transparent, and engaging communications across multiple channels to support AUSD’s students, staff, and families.

​

1. LCFF Supplemental Only + Financial Companion Document

PRO: Most districts are going this direction and it's a manageable piece of work to track dollars, actions and metrics

​

CON: Will not communicate all strategic plan actions and or funding methods

2. LCAP: LCFF Supplemental Only + Strategic Plan actions and dollars

+Financial Companion Document

PRO: Can communicate clearly what dollars are used to support all actions in the strategic plan and what metrics we are using to measure effectiveness

CON: Will need to do a companion guide to help educational partners understand where all dollars go

3. LCAP: A Guide to how most dollars are spent in the district

PRO: Communicates where most dollars in the district are being spent

CON: Not strategic and hard to track metrics, actions and dollars

LCFF Supplemental Only + Financial Companion Document

LCAP: LCFF Supplemental Only + Strategic Plan actions and dollars

+Financial Companion Document

LCAP: A Guide to how most dollars are spent in the district

​

​

​

Goal 1: Create and Improve the foundational education program where student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk. Student learning is driven by grade-level standards and clear policies.

Our goal is to work together as a community to develop or refine:

• A clear and coherent curriculum (what students learn)
• Dynamic lessons that incorporate many different modes and models of instruction (how students learn)
• More purposeful reading, writing, and student discourse across all subject areas (how students talk about what they're learning)
• A clear and family-friendly articulation of our standards and instructional strategies (how families understand what their children are learning)

We need to ensure equitable access to high-quality instruction for all of our students to create a strong foundational program across all of our school sites and classrooms. From that foundation, we can then build programs to provide differentiated instruction and support for children with differentiated needs, including those with disabilities, those who are English learners, and those who traditionally have been underserved in the educational system.

Actions

Sustain the compensation increases that have been provided to all employee groups to attract and retain highly qualified staff that create the collaborative and engaged personnel to deliver high-quality educational experiences to students with attention to attracting employees who are able to be successful with students who are English Learners, Low income, and Foster Youth, and/or unhoused or unaccompanied minors. This amount includes benefits and salaries for all employee groups including certified, classified, and management.

Professional development including an additional day to support school teams to align site-level goals to culturally-responsive district priorities and increase teacher capacity to facilitate their own learning. Support teachers and school teams with collaborative inquiry, data analysis, and reflection on practice to promote student learning and refine instruction. Focused topics on improving outcomes for unduplicated count students.

District will support school sites develop goals and actions in their SPSA’s to address student groups with indicators in red on the state dashboard

Create schedules that support students access to tier I instruction and time to support response to intervention

Actions

Provide evaluations as well as data and protocols to ensure programmatic work is effective and focused on the students who need it most. More specifically, support the refinement, administration, and analysis of standards-aligned assessments to determine student learning and implications for teaching and site and district systems. Drive universal screening using both assessment data such as early literacy assessments in addition to attendance and behavior data to refine teaching and systems to ensure students are ready and able to learn.

Implement professional learning and coaching to support instructional delivery of the state standards with an emphasis on student discourse

Goal 2: Build relationships between families, students, and staff to ensure schools are supportive, inclusive, and safe.

Our overarching approach to this goal is to create supportive, inclusive environments that:

• Foster students feelings of safe and supports within their school community
• Continuous education for families in how to engage and navigate the school system
• Empowerment of families to be partners with their school(s) to support their students education together

​

Actions

Provide culturally responsive family engagement including: interactive workshops, listening sessions, support for parent led DEI Roundtable groups, and community events for various affinity groups

Support schools in implementing positive behavior intervention supports

Create, refine, administer, and support school sites analyze the Family Relationships and Trust survey, and the California Healthy kids survey to ensure trusting and safe relationships between staff and families and students and staff.

​

Goal 3: Every school provides the academic, social/emotional, and culturally responsive support each student needs.

The development of systems and structures to support our students academically, socially, and emotionally, especially those who have been marginalized historically. This includes providing teacher-led professional development and collaboration time so that our staff develop effective practices for supporting our students. It also includes maximizing overall staffing at schools in order to provide greater access to counseling and teachers. This strategy also provides teachers with more time to consult and plan with each other on how best to support students.

Actions

Targeted support for English Learners – additional FTE allocations to support ELD and Literacy intervention sections above base allocation, allowing for lowered class sizes and proficiency-based scheduling. Targeted professional learning and dedicated position to support English Language Learners district wide.

Provide additional dollars to our schools with the highest unduplicated count to provide additional staffing, materials and supplies, professional development, and professional services to support student acceleration with specific focus on our African American Students. Supports Assistant principal at Love, mentors at Encinal, Wood, & Maya Lin, Extra dollars for Highest unduplicated count High school, Title one dollars at Wood, Love and Paden

Provide students with access to mental health services

Identify, support, monitor, and assess English Language learners and reclassification criteria to ensure students acquire English at an appropriate rate, and reclassify accordingly.

Noticings

Wonderings

What is one thing you want to know more about?

​

​

​

Dec-March

• Stakeholder Engagement on LCAP
• Sites budgeting and SPSA crafting

April

• Submit Draft of Annual Update for 23-24 LCAP to ACOE

• Submit Draft of LCAP to ACOE

May

• Review sessions with Alameda County Office of Education (ACOE)
• Site SPSA Approval with SSC

June

• By June, hold 2 Board meetings:
• Public Hearing June 11, 2024
• Adoption June 25, 2024
• Site SPSA due for Board Approval- June

July

• Submit Board approved LCAP within 5 days of Board Adoption and by July 1

August

• August - ACOE issues clarifying questions to LEA

• August 27 - District responds to clarifying questions

September

• September - ACOE sends LCAP approval to Board of Education

Focus Area 1:

Foundational Program

Focus Area 2:

Systems and Structures

for Student Support

Focus Area 3:

Resource, Talent Management,

and Communications

• 1.1 Student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk

​

• 1.2 Learning is aligned to and supported by grade-level standards and clear policies

​

• 1.3 Relationships are built or improved to support learning and supportive environments

​

​

​

​

• 2.1 Every school and teacher provides the academic, social/emotional, and culturally responsive support each student needs

​

• 2.2 Educators have time to collaborate and grow in service of student learning

​

• 2.3 School teams consistently support equitable student outcomes

​

• 2.4 School and student schedules create equitable access and learning opportunities

• 3.1 Finance: provide long-term financial stability necessary to maintain core programming and services

​

• 3.2 Talent Management: Build a focused and diverse team where all positions are fully staffed with qualified personnel

​

• 3.3 Communications: Use accurate, transparent, and engaging communications across multiple channels to support AUSD’s students, staff, and families.

​

District

LCFF Funds

Other State Funds

Local Funds

Federal Funds

ACOE SPaS

Y

Y

Y

Y

Alameda

Y

Y

Y

Y

Albany

Y

Y

Y

Y

Berkeley

Y

Y

Y

Y

Castro Valley

Y

Y

Y

Y

Dublin

Y

Y

Y

N

Emery

Y

Y

Y

Y

Fremont

Y

Y

Y

Y

Hayward

Y

Y

Y

Y

Livermore

Y

Y

Y

Y

Mountain House

Y

Y

N

Y

New Haven

Y

Y

Y

Y

Newark

Y

Y

N

N

Oakland

Y

Y

Y

Y

Piedmont

Y

Y

Y

N

Pleasanton

Y

Y

Y

Y

San Leandro

Y

Y

Y

Y

San Lorenzo

Y

Y

N

Y

Sunol Glen

Y

Y

Y

Y

District

Total # of LCAP Goals

Total # of LCAP Actions

Total # of Contributing Actions

ACOE SPaS

3

53

19

Alameda

8

40

17

Albany

3

13

10

Berkeley

5

68

28

Castro Valley

4

34

30

Dublin

5

67

30

Emery

3

103

68

Fremont

4

32

29

Hayward

5

36

22

Livermore

3

48

33

Mountain House

3

20

17

New Haven

6

567

89

Newark

4

47

28

Oakland

5

27

24

Piedmont

3

13

2

Pleasanton

5

43

31

San Leandro

5

114

45

San Lorenzo

5

67

44

Sunol Glen

4

14

2

Goal

Create and Improve the foundational education program where student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk. Student learning is driven by grade-level standards and clear policies. Our families, staff, and students are clear about what they are expected to learn and we work to build relationships between families, students, and staff to ensure schools are supportive, inclusive, and safe.

Description

Our goal is to work together as a community to develop or refine:

• A clear and coherent curriculum (what students learn)
• Dynamic lessons that incorporate many different modes and models of instruction (how students learn)
• More purposeful reading, writing, and student discourse across all subject areas (how students talk about what they're learning)
• A clear and family-friendly articulation of our standards and instructional strategies (how families understand what their children are learning)

We need to ensure equitable access to high-quality instruction for all of our students to create a strong foundational program across all of our school sites and classrooms. From that foundation, we can then build programs to provide differentiated instruction and support for children with differentiated needs, including those with disabilities, those who are English learners, and those who traditionally have been underserved in the educational system.

Goal

Every school and teacher provides the academic, social/emotional, and culturally responsive support each student needs.

Description

The development of systems and structures to support our students academically, socially, and emotionally, especially those who have been marginalized historically. This includes providing teacher-led professional development and collaboration time so that our staff develop effective practices for supporting our students. It also includes maximizing overall staffing at schools in order to provide greater access to counseling and teachers. This strategy also provides teachers with more time to consult and plan with each other on how best to support students.

Goal

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Provide stability necessary to maintain basic services that support the foundational program.

Description

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Noticings

Wonderings

What is one thing you want to know more about?

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LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Chronic Absenteeism

All

18%

11.8%

SED

32.2%

18.1%

EL

22.7%

17.5%

SWD

31.1%

23.0%

HY

57.9%

52.2%

AA

37.5%

22.7%

Asian

8.9%

4.0%

Filipino

17.4%

9.9%

H/L

27.5%

20.3%

White

15.0%

10.4%

Multi

16.8%

6.7%

Average Daily Attendance

All

97.0%

94.2%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Suspension Rate

All

1.6%

1.4%

SED

2.9%

2.7%

EL

1.5%

2.4%

SWD

4.1%

3.1%

HY

7.4%

2.9%

AA

4.9%

5.3%

Asian

0.5%

0.7%

Filipino

1.6%

0.6%

H/L

1.7%

2.0%

White

1.6%

1.0%

Multi

1.6%

0.7%

Expulsion Rate

All

0%

0.04%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Percentage of schools offering courses described in Ed. Code 51210 and Ed. Code 51220 as applicable.

100%

100%

CA Standards Aligned Classroom Tasks - Percentage of classroom tasks that are standards aligned on walkthrough tool

100%

100%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Math SBAC Proficiency

All

56.6%

57.3%

SED

36.1%

37.3%

EL

11.1%

16.7%

SWD

16.7%

20.3%

HY

12.5%

16.7%

AA

26.1%

27.9%

Asian

65.4%

68.5%

Filipino

53.7%

46.8%

H/L

38.5%

35.3%

White

63.9%

64.5%

Multi

62%

64.7%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

ELA SBAC Proficiency

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All

67.6%

66.1%

SED

50.1%

47.7%

EL

5.7%

9.4%

SWD

20.5%

20.3%

HY

17.4%

16.7%

AA

46.6%

41.9%

Asian

74.5%

71.8%

Filipino

69.9%

66.3%

H/L

54.8%

49.9%

White

74.5%

72.8%

Multi

68.6%

73.2%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Early Assessment Program (EAP): Percentage of 11th grade students demonstrating college readiness in ELA on EAP (SBAC Level 3 or higher)

All

71.74%

75.82%

SED

54.60%

62.64%

EL

12.20%

14.81%

SWD

56%

34.33%

HY

*

*

AA

28.95%

47.73%

Asian

78.92%

80.59%

Filipino

76.74%

80.85%

H/L

58.88%

64.57%

White

77.57%

81.59%

Multi

78.05%

84.94%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Early Assessment Program (EAP): Percentage of 11th grade students demonstrating college readiness in Math on EAP (SBAC Level 3 or higher)

All

50.85%

47.14%

SED

35.12%

34.87%

EL

22%

14.81%

SWD

11.54%

13.84%

HY

*

*

AA

10.25%

14.28%

Asian

62.98%

62.36%

Filipino

50%

34.78%

H/L

30.19%

28.35%

White

59.77%

53.77%

Multi

50%

55.55%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

CA Standards Aligned Professional Development: Percentage of Professional Development that is standards aligned

100%

100%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

UC A-G Requirement Completion: Percentage of Graduating Seniors completing UC A-G requirements: All, SED, EL, SWD, HY, AA, A, F, H/L, W, M

All

68.6%

60.6%

SED

58.4%

42.7%

EL

34.4%

11.1%

SWD

14.3%

19.1%

HY

*

*

AA

45.6%

32.9%

Asian

82.7%

72%

Filipino

70.9%

68.8%

H/L

47.1%

68.8%

White

72.5%

63.6%

Multi

69%

67.7%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Advanced Placement Enrollment: Percentage of students (Grades 10-12) enrolling in at least 1 AP course by: All, SED, EL, SWD, HY, AA, A, F, H/L, W, M

All

48%

51.7%

SED

31%

38.6%

EL

11%

14.3%

SWD

8%

13.1%

HY

6%

*

AA

24%

31.1%

Asian

57%

70%

Filipino

39%

50.8%

H/L

34%

36.8%

White

56%

52.7%

Multi

50%

53.8%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Advanced Placement (AP) Exam Pass Rate: Percentage of AP Exams taken with a score of 3 or more

77%

76.2%

Career Pathway Enrollment:

Percentage of High School Students Enrolled in CTE Pathway Coursework

27%

32.6%

College/Career Readiness: Percentage of high school graduates who placed in the ‘prepared’ level for the C/C indicator on the California Dashboard

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*

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64.3%

LCAP Metric

21-22 (Baseline LCAP Data)

Mid Year (as of Jan 29)

Williams Complaints – Textbooks: Number of substantiated instructional materials Williams Complaints per year

0

0

Facilities Rating: % of school sites scoring at least ‘good’ using Facilities Inspection Tool (FIT)

100%

100%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Average Distance from Meeting Standard in ELA SBAC (lagging indicator)

New Metric for 23-24

-40.4

Overall

-60.5

AA

Average Distance from Meeting Standard in Math SBAC (lagging indicator)

New Metric for 23-24

-33.5

Overall

-82.4

AA

Star Reading Growth Percentile Rank from Fall to Winter and Fall to Spring (leading indicator)

New Metric for 23-24

58.1%

Star Math Growth Percentile Rank from Fall to Winter and Fall to Spring (leading indicator)

New Metric for 23-24

67.2%

LCAP Metric

21-22 (Baseline LCAP Data)

Mid Year (as of Jan 29)

Chronic Absence for unhoused students

40%

46.9%

Dec-March

• Stakeholder Engagement on LCAP
• Sites budgeting and SPSA crafting

April

• Submit Draft of Annual Update for 23-24 LCAP to ACOE

• Submit Draft of 2024-25 LCAP to ACOE

May

• Review sessions with Alameda County Office of Education (ACOE)
• Site SPSA Approval with SSC

June

• By June, hold 2 Board meetings:
• Public Hearing June 13, 2024
• Adoption June 25, 2024
• Site SPSA due for Board Approval- June

July

• Submit Board approved LCAP within 5 days of Board Adoption and by July 1

August

• August - ACOE issues clarifying questions to LEA

• August 27 - District responds to clarifying questions

September

• September - ACOE sends LCAP approval to Board of Education

Focus Area 1:

Foundational Program

Focus Area 2:

Systems and Structures

for Student Support

Focus Area 3:

Resource, Talent Management,

and Communications

• 1.1 Student’s daily learning experiences are engaging, utilize multiple ways of learning, and feature lots of student talk

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• 1.2 Learning is aligned to and supported by grade-level standards and clear policies

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• 1.3 Relationships are built or improved to support learning and supportive environments

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• 2.1 Every school and teacher provides the academic, social/emotional, and culturally responsive support each student needs

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• 2.2 Educators have time to collaborate and grow in service of student learning

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• 2.3 School teams consistently support equitable student outcomes

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• 2.4 School and student schedules create equitable access and learning opportunities

• 3.1 Finance: provide long-term financial stability necessary to maintain core programming and services

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• 3.2 Talent Management: Build a focused and diverse team where all positions are fully staffed with qualified personnel

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• 3.3 Communications: Use accurate, transparent, and engaging communications across multiple channels to support AUSD’s students, staff, and families.

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Noticings

Wonderings

What is one thing you want to know more about?

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​

Noticings

Wonderings

What is one thing you want to know more about?

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Noticings

Wonderings

What is one thing you want to know more about?

​

​

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Math

ELA

• Eureka Math 2.0 Adoption implementation in Grades K-5. Including: site-specific implementation learning walks, with a focus on language, student talk, and engagement, Math Teacher Leaders at K-5.
• New 6-8 Math curriculum adoption & implementation
• Algebra 1, Geometry, Algebra 2 discovery process for new curriculum to be piloted in 2023-2024
• Summer Algebra recovery through anti-bias grant

• Re-focus on Integrated ELD via Constructing Meaning (6-12) and GLAD (K-5)
• Literacy Framework, and deepening screening and intervention tools
• Secondary pilot of vertically articulated 6-12 English Language Development curriculum
• Streamlined and launched process for progress monitoring of current English Learners and Reclassified Fluent English Proficient students to ensure supports

Cross-Content Practices

• Teacher collaboration focused on student data
• School site review of SBAC data in relationship to their SPSA instructional focus to gather more leading/street data
• Grading for Equity: Ensure grades are more aligned with standards
• Aligning and codifying interventions that span General Education and Special Education
• Mentor and Advisor program for Black and Latinx scholar students
• Targeted approaches in the LCAP around indicators and student groups that need improvement

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Chronic Absenteeism

All

18%

11.8%

SED

32.2%

18.1%

EL

22.7%

17.5%

SWD

31.1%

23.0%

HY

57.9%

52.2%

AA

37.5%

22.7%

Asian

8.9%

4.0%

Filipino

17.4%

9.9%

H/L

27.5%

20.3%

White

15.0%

10.4%

Multi

16.8%

6.7%

Average Daily Attendance

All

97.0%

94.2%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Suspension Rate

All

1.6%

1.4%

SED

2.9%

2.7%

EL

1.5%

2.4%

SWD

4.1%

3.1%

HY

7.4%

2.9%

AA

4.9%

5.3%

Asian

0.5%

0.7%

Filipino

1.6%

0.6%

H/L

1.7%

2.0%

White

1.6%

1.0%

Multi

1.6%

0.7%

Expulsion Rate

All

0%

0.04%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Percentage of schools offering courses described in Ed. Code 51210 and Ed. Code 51220 as applicable.

100%

100%

CA Standards Aligned Classroom Tasks - Percentage of classroom tasks that are standards aligned on walkthrough tool

100%

100%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

Math SBAC Proficiency

All

56.6%

57.3%

SED

36.1%

37.3%

EL

11.1%

16.7%

SWD

16.7%

20.3%

HY

12.5%

16.7%

AA

26.1%

27.9%

Asian

65.4%

68.5%

Filipino

53.7%

46.8%

H/L

38.5%

35.3%

White

63.9%

64.5%

Multi

62%

64.7%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year

(as of Jan 29)

ELA SBAC Proficiency

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​

All

67.6%

66.1%

SED

50.1%

47.7%

EL

5.7%

9.4%

SWD

20.5%

20.3%

HY

17.4%

16.7%

AA

46.6%

41.9%

Asian

74.5%

71.8%

Filipino

69.9%

66.3%

H/L

54.8%

49.9%

White

74.5%

72.8%

Multi

68.6%

73.2%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Early Assessment Program (EAP): Percentage of 11th grade students demonstrating college readiness in ELA on EAP (SBAC Level 3 or higher)

All

71.74%

75.82%

SED

54.60%

62.64%

EL

12.20%

14.81%

SWD

56%

34.33%

HY

*

*

AA

28.95%

47.73%

Asian

78.92%

80.59%

Filipino

76.74%

80.85%

H/L

58.88%

64.57%

White

77.57%

81.59%

Multi

78.05%

84.94%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

Early Assessment Program (EAP): Percentage of 11th grade students demonstrating college readiness in Math on EAP (SBAC Level 3 or higher)

All

50.85%

47.14%

SED

35.12%

34.87%

EL

22%

14.81%

SWD

11.54%

13.84%

HY

*

*

AA

10.25%

14.28%

Asian

62.98%

62.36%

Filipino

50%

34.78%

H/L

30.19%

28.35%

White

59.77%

53.77%

Multi

50%

55.55%

LCAP Metric

21-22

(Baseline LCAP Data)

Mid Year (as of Jan 29)

CA Standards Aligned Professional Development: Percentage of Professional Development that is standards aligned

100%

100%