Academic Committee - June 25th

Board of Directors- June 25th

EOY Assessments Executive Summary

Alternate assessment data not included - Results not yet released

CAASPP: Unofficial Distance from Standard Change

CAASPP: Unofficial Performance Change by Grade Band/Site

CAASPP: Unofficial Year-over-Year DFS Change by Grade

CAASPP: Unofficial Proficiency and Scale Score

Lighthouse

CAASPP: Unofficial Proficiency and Scale Score

Lighthouse

CAASPP: Unofficial Proficiency and Scale Score

Lodestar

CAASPP: Unofficial Proficiency and Scale Score

Lodestar

Academic Committee - June 10th

Board of Directors- June 10th

Board Updates Calendar

June 10th

• MAP (ELA/Math K-11)
• ELPAC (ELD K-12)
• DIBELS (Early Literacy K-2)
• AimswebPlus (ELA/Math TK)
• Williams Act Curriculum Approval

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June 25th - Special Meeting

• Charter Renewal Materials for LHTK-8

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July 9th Board Retreat

• Strategic priorities with executive summary
• CAASPP - 3-8, 11

EOY Assessments Executive Summary

AimswebPlus Early Literacy (TK)

AimswebPlus (TK) Early Literacy

Key takeaway: Lighthouse held above 65% across all three periods. Lodestar nearly doubled its share, rising from 27% in Fall to 50% in Spring. Overall combined rose 10 percentage points across the year.

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These end outcomes help LCPS long-term in achieving its goal of ensuring 85% of 2nd grade students are proficient in Oral Reading Fluency by building a strong foundation.

DIBELs Early Literacy (K-2)

DIBELS Early Literacy Grades K-2

Key takeaways:

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LCPS ended the year with 40% of students at or above grade level, up +8 percent from fall.

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Lighthouse moved from 29% proficient > to 36%, up +7%.

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Lodestar moved from 36% proficient to > 47%, up +11%.

LCPS

LH

LS

DIBELS Oral Reading Fluency 2nd Grade

LCPS

Lighthouse

Lodestar

Key takeaways:

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LCPS ended the year with 40% of students at or above grade level, up +7 percent from fall.

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Lighthouse moved from 35% proficient > to 41%, up +6%.

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Lodestar moved from 31% proficient to > 37%, up +6%.

NWEA MAP (K-12) ELA & Math

MAP: ELA

ELA achievement increased from the 33rd to 40th median percentile, with majority students achieving slightly above average growth.

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Roughly half of LCPS students were nationally ranked average or higher in ELA on their achievement, up 8% from the year prior.

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Additional data can be seen in appendix.

MAP: Math

Math achievement slightly increased from a median percentile of 30 > 32.

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40% of students scored an average or above achievement score.

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Growth was average, but must increase to above average to close achievement gaps.

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Additional data can be seen in appendix.

ELPAC ELPI Estimate (1-12)

Kindergarten will not be calculated into ELPI growth, although they do test.

Org-Wide ELPI (Estimated)

Key takeaway: Overall improvement (those who maintained a level 4 or improved 1+ ELPI levels) increased from 45.2% in 2025 to 48.8% in 2026. While the number of students who maintained was relatively similar, the number of students who decreased dropped from 25.8% to 20.7%.

ELPAC Progress by Grade/Site (Estimated)

Key takeaway: The percentages shown on each bar represent the ELPI progress rate for that grade band. The largest swings were at K–5: Lighthouse K–5 surged +21.5 percent while Lodestar K–5 dropped −18.7 percent. The 6–8 band improved at both sites. High schools varied with minor movements.

Data Appendix

DIBELS: Lighthouse by Grade

DIBELS: Lighthouse Trends

DIBELS: Lodestar by Grade

DIBELS: Lodestar Trends

MAP Results: Math, Fall to Spring

Key takeaway: Growth is relatively average among all student groups and achievement remains an area of focus. While small improvements were made overall and by both major demographics, growth must increase to above average levels to catch students up to average achievement percentiles.

All Students

Black Students

Hispanic/Latino Students

MAP Results: Math, Fall to Spring

Key takeaway: While progress was made for these student groups, LCPS must continue to work to reduce the number of students in the 1st-20th percentile and grow students at an above average rate to close the achievement gap.

All Students

English Language Learners

Students with IEPs

MAP Results: ELA, Fall to Spring

Key takeaway: With slightly above average growth rates, students made stronger gains in ELA compared to math. Almost half of all students were in an above average growth percentile (green or blue).

All Students

Black Students

Hispanic/Latino Students

MAP Results: ELA, Fall to Spring

Key takeaway:

English Language Learners

Students with IEPs

MAP: LH Lower

MAP: LH Middle

MAP: LH High School

MAP: LS Lower

MAP: LS Middle

MAP: LS High School

MAP: Growth

ELPAC Progress (Estimated)

AimswebPlus (TK) Early Literacy

Key takeaway: Lighthouse started and stayed higher on the Early Literacy composite. Lodestar started lower but made larger gains. At both schools, raw-score growth was strong, but national percentile did not always keep pace, meaning students continuously improved, but not at a rate to outpace the national norm.

Reminders: AimswebPlus percentiles work as a bell curve, anything 25th%ile and above is considered average. Composite scores for Early Literacy consist of Auditory Vocabulary, Initial Sounds, Letter Naming Fluency, Letter Word Sounds Fluency, and Print Concepts.

AimswebPlus (TK) Early Numeracy

Key takeaway: Both schools had strong Pre-K numeracy growth in 2025–26. The numeracy measures more consistently showed percentile improvement alongside raw-score gains. As a reminder, composite scores do not exist yet for Early Numeracy, therefore individual measures are shown.

Academic Committee - 5/6/26

Board of Directors- 5/6/26

College and Career Updates

May 2026

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A-G Completion

Dual Enrollment

Career Preparation

Post-Secondary Decisions

A Few Highlights

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A-G Completion

For the 2025-26 school year, we are looking at an A-G completion rate of around 96% at Lighthouse and 93% at Lodestar.

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This is a little better than last year at Lighthouse and a little worse than last year at Lodestar. The difference is 1-2 students at each site.

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Dual Enrollment

At Lighthouse, more than 73% of seniors in the Class of 2026 will graduate with college credit. One student, Barbara Avalos Escobar, has earned 48 units of college credit as a high school student. That’s almost 2 years of college. Barbara is headed to UC Berkeley next fall.

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At Lodestar, 52% of seniors in the Class of 2026 will graduate with college credit.

Dual Enrollment Classes Offered in 2026-27

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• Interpersonal Communication
• Lifespan Development
• Marketing
• Mass Media
• Personal Health
• Public Health
• Social Psychology
• World Religions

Career Preparation

Our new Health Science Pathway has been a great addition at our high schools. To support the development of this Pathway, we recently hired a new Health Science Pathway Lead Teacher at Lodestar and secured a Golden State Pathway Program Implementation Grant from the CDE that will provide additional funding for the next three years.

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In 2026-27, we’re excited to add a pre-apprenticeship program in Carpentry to our Product Design Pathway. We are receiving curriculum and training for this program through a grant from the Home Builders Institute of America.

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Post-Secondary Decisions

A Few Highlights!

10 students have been admitted to the Carpentry Pre-apprenticeship program at Laney this summer which is a jumping off point for the Skilled Trades.

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6 LCPS students (all female) will be headed to UC Berkeley, including our first ever Cal Bear from Lodestar, Eideliz “Lizzie” Pablo. 2 of these students received Fiat Lux scholarships which will cover all of their tuition for 4 years.

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Lighthouse senior Santos Pablo earned a full ride through Questbridge to attend Northwestern University.

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We have our first-ever matriculees to Earlham College in Indiana and Saint Olaf College in Minnesota.

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Interested in where students are headed next fall?

Come to Declaration Day!

Academic Committee - 3/4/26

Board of Directors- 3/4/26

Academic & Community Spotlight

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Changemaker Hubs are World Savvy's way of creating immersive, day-long experiences that intentionally bring an inter-generational community to share their lived experiences and engage in dialogue.

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We are hoping that input from this event can be used to help LCPS craft a more forward-thinking AI stance and strategy.

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If you are interested in participating in this event, please reach out to joshua.weintraub@lighthousecharter.org

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Academic Strategic Priority Update

• Crew Launch & Culture Building (1A): In AP Crew Leaders focused on planning both the culture and rigor to ensure strong testing environments for our Game On Plan. Additionally ELPAC testing begun and school shave been supporting teachers and students with the importance of this assessment in crew and with families this past SLC’s.
• Data-Driven Practice (1B): Staff have begun to lead PD debriefing our ICA data and create action plans to ensure we have student level actionable support plans.
• Coaching & Observation Systems (3A/3C): Coaches are focused on In the moment coaching and co planning as we get closer to SBAC testing. Observation cycles have transitioned to weekly or on case by case need daily feedback post in the moment coaching, modeling or co-teaching
• Professional Development (3B/3D) & Lesson Plan Internalization & Feedback (1C/1D): EL Mid year reviews have begun this month and show stronger alignment across sites. Sites continue to leverage their looking at student work protocols to ensure deeper analysis and improvement week to week.

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What are IABs/ICAs?

• Interim Comprehensive Assessments (ICAs)
• Provide a high-level overview of student performance
• Is the same length and difficulty as the full length end-of-year SBAC
• Good for a mid-year progress check
• Only for ELA/Math in tested grades
• Interim Assessment Blocks (IABs)
• Assessments meant for throughout the school year in smaller bundles of content
• To check student performance more frequently
• Can be used to progress monitor science or 9th/10th grades

Both assessments draw from the same bank of interim items and performance tasks. Test questions are developed using the same rigorous methods as those items found on the summative assessment.

IABs/FIABs: Once, Beginning-of-Year for tested grades, twice a year for 9th/10th

ICAs: Once, Mid-year

ICAs Executive Summary

Points on the Board

Implementation Goal: 80% of students demonstrate scale score improvement (50 points+) to eventually exceed state performance

ICA Proficiency Summary by LEA

LH3-8

LH3-8

LHHS

ELA

Math

LHHS

LS

LS

LCPS Proficiency by Subject Over Time

24-25

Math SBAC

25-26

Math ICA

24-25

Math ICA

25-26

ELA ICA

24-25

ELA SBAC

24-25

ELA ICA

23-24

ELA SBAC

23-24

Math SBAC

How Are Teachers Looking at the Data? (Student Level)

Example taken from internal dashboard - teachers can see students separated by:

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• Who is on grade level
• Who is near grade level
• Who is growing, but not on grade level
• Who is not growing and not on grade level
• Student subgroups (EL/SPED/etc)
• Distance from Standard

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How Are Teachers Looking at the Data? (Standard Level)

Teachers have access to explore the backend system connected to tests - which allows them to see standards students mastered or missed, as well as looking for trends in student responses

Appendix

Going for Green (Math)

What points are necessary for LCPS to perform Green in both ELA/Math on the CA Dashboard by 2028?

Going for Green (ELA)

What points are necessary for LCPS to perform Green in both ELA/Math on the CA Dashboard by 2028?

This chart displays the relationship between interim assessment scores (x-axis) and CAASPP scores (y-axis), to demonstrate the correlations between assessments. 25-26 ICAs are plotted against themselves on both (X,Y).

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Dashed lines are IABs, Solid lines are previous years ICAs, Green line is 25-26 ICAs.

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LH ELA IABs: Moderate predictor (R² = 0.46) - Can predict about 46% of CAASPP variation.

LH ELA ICAs: Strong predictor (R² = 0.64) - Can predict about 64% of CAASPP variation.

Lighthouse ELA: Interims vs CAASPP

Lodestar ELA: Interims vs CAASPP

This chart displays the relationship between interim assessment scores (x-axis) and CAASPP scores (y-axis), to demonstrate the correlations between assessments. 25-26 ICAs are plotted against themselves on both (X,Y).

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Dashed lines are IABs, Solid lines are previous years ICAs, Green line is 25-26 ICAs.

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LS ELA IABs: Strong predictor (R² = 0.52) - Can predict about 52% of CAASPP variation.

LS ELA ICAs: Very strong predictor (R² = 0.72) - Can predict about 72% of CAASPP variation.

Lighthouse Math: Interims vs CAASPP

This chart displays the relationship between interim assessment scores (x-axis) and CAASPP scores (y-axis), to demonstrate the correlations between assessments.

25-26. ICAs are plotted against themselves on both (X,Y).

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Dashed lines are IABs, Solid lines are previous years ICAs, Green line is 25-26 ICAs

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LH Math IABs: Moderate predictor (R² = 0.42) - Can predict about 42% of CAASPP variation.

LH Math ICAs: Strong predictor (R² = 0.63) - Can predict about 63% of CAASPP variation.

This chart displays the relationship between interim assessment scores (x-axis) and CAASPP scores (y-axis), to demonstrate the correlations between assessments.

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25-26 ICAs are plotted against themselves on both (X,Y).

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Dashed lines are IABs, Solid lines are previous years ICAs, Green line is 25-26 ICAs

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LS Math IABs: Moderate predictor (R² = 0.46) - Can predict about 46% of CAASPP variation.

LS Math ICAs: Strong predictor (R² = 0.56) - Can predict about 56% of CAASPP variation.

Lodestar Math: Interims vs CAASPP

Lighthouse ELA Scale Score Analysis

Lodestar ELA Scale Score Analysis

Lighthouse Math Scale Score Analysis

Lodestar Math Scale Score Analysis

Academic Committee - 2/4/2026

Board of Directors-2/4/2026

Academic Strategic Priority Update

Academic & Community Spotlight

The WIN Block is a time where teachers in K-5 support students to get “What Individuals Need”

Summit K-12 Education being utilized in G1 Classroom at this time.

ELPI Background

English Learner Progress Indicator: How is it Measured?

The English Learner Progress Indicator (ELPI) measures English Learner students’ progress towards English language proficiency. This is done by comparing students’ results from the prior year to the current year.

English Learner Progress Indicator: How is it Measured?

For EL students taking the Summative ELPAC, progress is advancing at least one ELPI level.

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For students taking the Summative Alternate ELPAC, progress is advancing at least one level on the Sum. Alt. ELPAC or a scale score change of at least plus ten.

English Learner Progress Indicator: Common Definitions

Only English Learners (ELs) are measured on the ELPI.

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The dashboard has two subgroups for ELPI, including ELs and Long-Term English Language Learners (LTELs).

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LTELs are students who have not attained proficiency within seven years of initial EL classification.

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In reporting, every LTEL is counted as an EL, but not every EL is an LTEL.

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LTELs remain a subgroup that LCPS will continue to monitor closely, especially at LHK-8 where LCPS has been selected for Differentiated Assistance for failing to meet performance targets.

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Differentiated Assistance is triggered when the same student group shows low performance for two consecutive years or the subgroup shows red in two areas.

English Language Learners

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LTELs

Reclassification

Students may test out of ELPAC to no longer be considered an EL student. This is called reclassification.

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A student’s language fluency then changes from EL to Reclassified Fluent English Proficient (RFEP).

• English Language Proficiency Assessment (ELPAC)
• A score of 4 on the Summative ELPAC
• A score of 3 for those who take the Alternate Summative ELPAC
• Basic Skills Relative to English Proficient Students
• A student must show they are performing similar academically to non-EL students
• LCPS uses the standardized assessments of MAP and CAASPP for this evaluation
• For students who take the Alt. Sum. ELPAC, the IEP team uses alternate assessments and student-specific guidelines to evaluate relative skills
• Teacher Evaluation
• At LCPS, we use a CDE standardized document called the OPTEL where teachers evaluate academic language and skills of students eligible
• Teachers can recommend or deny student reclassification
• Parent Consultation
• At LCPS, families review the recommendation and test results from the OPTEL form then sign in agreeance or disagreeance with the reclassification

ELPI Data

English Learner Progress Indicator

Data comes from comparing SY23-24 to SY24-25, 558 general ELPAC students who had results for both years

English Learner Progress Indicator: ELPI Levels

CA Dashboard ELPI: Lighthouse K-8

CA Dashboard ELPI: Lighthouse 9-12

No students took the ALT ELPAC for HS in the 23-24 or 24-25 SY.

CA Dashboard ELPI: Lodestar

ELPAC Growth vs Performance by Domain

ELPAC Progress by Domain

ELPAC Domain Progress by LEA

ELPAC By Domain

This heatmap shows net movement rates for each grade-domain combination. Darker green represents stronger growth, while darker red indicates more significant regression.

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Writing: Domain is relatively “flat” compared to others, with less growth and regression. 1st grade seems to be an exception, which experiences a testing increase in difficulty since Kindergarten tests are weighted more orally.

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Reading: Strongest domain in high school, however is a struggle in elementary school, especially in grades where the test shifts in difficulty (grades 3 & 6).

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Speaking: Explosive growth in 2nd, generally stable in other grades.

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Listening: Most challenging domain network-wide. In test transition grades (3, 6, & 9) we see the most regression.

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Test difficulty increases in 1st, 2nd, 3rd, 6th, 9th, and 11th grades

ELPAC by Grade

Test difficulty increases in 1st, 2nd, 3rd, 6th, 9th, and 11th grades

ELPAC Summative Level Changes

These graphs demonstrate how students moved on Summative ELPAC Level (not ELPI) from SY23-24 to SY24-25. We can see that between levels 2 and 3 students have the most movement, both positive and negative.

LTELs by Grade and Chronic Absenteeism

While chronic absenteeism remains of high importance to LCPS, our findings suggest that while some students may remain LTELs due to their attendance patterns, Tier 1 instruction in ELD and core classes should remain a focus for coaching.

ELD STRATEGY

English Learner Curriculum

GK-G5 Curriculum

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30 min/ daily in WIN Block

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30 min/ daily ELD Class

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G6-G8 Curriculum

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G9-G12 Curriculum

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2-3 blocks / weekly ELD Class

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ELPAC Summative Results 24-25 by Grade (LCPS)

Test difficulty increases in 1st, 2nd, 3rd, 6th, 9th, and 11th grades

Strategic Priority Goal: 60% of students will move 1 ELPI level

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This requires each grade level to have specific goals. To target LTEL’s for the LH TK-G8 focus grade levels must be G5-G8

Strategy Next Steps

Improvement Strategy

• Elementary K-5 is prioritizing and tracking minutes usage on Summit K-12

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• Across Elementary and Secondary we are prioritizing the integrated ELD strategy of Claim Evidence and Reasoning to strengthen writing our lowest sub strand across ELPAC and aligned with SBAC improvements.

POST ICA Strategy for LTEL’s & EL’s

Academic Committee - 1/14/2026

Board of Directors-1/14/2026

Academic Strategic Priority Update

Academic & Community Spotlight

January PDI Day Launched with Teachers Learning from one another with 93% of staff who completed the survey reporting their teacher was prepared, engaging and supported their professional learning.

LCPS Teachers during their selected sessions learning from peers

DIBELS mCLASS is a K–6 reading assessment that measures foundational literacy skills like phonemic awareness, phonics, fluency, and comprehension. It's used to identify students at risk and guide instruction.

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LCPS previously used AimswebPlus (and continues to do so for TK in SY 25-26) to measure foundational literacy.

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We changed this year because Senate Bill 114 (2023) released a list of four approved reading screeners - AimswebPlus was not on that list, the best option of the four based on ability to compare to other charter, OUSD and range of assessment abilities was: mClass DIBELs

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K-2 Dibels Background

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How is this Assessment Scored

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Aimsweb (normed ref)

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Dibels (criterion ref) test

K-2 Dibels Data Summary

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Goal is to reduce to less than 30%

Lighthouse

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Movement from Far Below Letter Names and Sounds is a focus

G1 Lighthouse has piloted our strategy for data targeted 1 month before this assessment and show promising results moving students from the red while not

Data shows that 1 teacher in G2 need more significant support and strong results of G1 are continuing to support students

50% on or above

Lodestar

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Movement from Approaching; Instruction for BG needs to shift

Movement from Approaching shifted into MOY

Below grade level grew from Approaching and On grade level students.

45% on or above

Lighthouse Benchmark Trends

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Lodestar Benchmark Trends

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Strategic Priority 1b: Oral Reading Fluency

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Goal is for blue/green to be at 60% by EOY

Areas of Focus Based on Data

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Second Semester Updates for Dibels

Tier 2 & 3 Open Literacy Exit Ticket with Fluency

Walkthroughs for Teachers in Training with Coaching Guidance

Coaches & Teachers are utilizing their Dibels data to reteach in small groups during WIN & using data during observations

Kinder- G2 Student Work Analysis Example

October

January

{xxx} is able to write CVC words and the phonetically sound out words. working on sight words.

Correct answers bottom:

Ran, pan, ham

The man has a rag.

Correct answers top::

Sat, tag, mad, the, I

I tap the map.

Chronic Absenteeism

Attendance & Community Partnership Spotlight

This year we launched into Phase 2 with ONGB. They have been supporting our schools with the proactive supports to incentive attendance across TK-G12.

ONGB Everyday Counts

has celebrated a winner at LCPS each month!

Chronic Absenteeism & Attendance Summary

SY 24-25 Dashboard Index

Lodestar

Lighthouse K-8

SY 25-26 GOAL

Decline by 3%

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Lodestar: 29%

Lighthouse: 26%

While we did make progress on our chronic absentee % last year we decreased on the dashboard due to needing to make faster progress.

Year over Year Comparison by Month

Average: 91%

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Overall ADA is following similar trends as last year at .5 -1% lower.

Budgeted ADA

Attendance by School SY 24-25 vs. SY 25-26

5 out of 6 school bands have higher ADA in SY 25-26 than SY 24-25. Lighthouse Lower is what is accounting for the .5-1% difference. This aligns with the trends we are seeing at Lighthouse with their rate of chronically absent students.

Budgeted ADA

Currently 26.33% of students have been absent 9.5% of the school year as of Jan 2026.

To be chronically absent means you have missed 10% of the school year or more.

Who is already OFFICIALLY chronically absent for the SY 25-26?

These students have reached 18 absences or more.

This is not reported on the dashboard

Middle School at both sites is leading the way breaking national norms with lower rates of absenteeism than elementary.

Grades 4, 6 and 7 are maintaining lower rates of absence. While grades Kinder, 1st, 3rd and 8th have higher rates of chronic absenteeism than last year.

We are observing higher student absences during months that include holidays and vacation periods, with rates exceeding those from the same period last year.

In response, we will strengthen proactive communication with families before and after scheduled breaks to reinforce attendance expectations and mitigate this trend moving forward.

SLC’s

Thanksgiving

Winter

Break

Student threshold required to maintain chronic absenteeism below 25%

Attendance Recovery will be offered for students who have between 16-12 absences to support students who are likely to meet the chronically absent threshold by the end of the year.

SART/ Attendance Plans will focus on students who are at risk and have between 12-4 absences and trending chronically absent

ADA by Day of the Week

We have seen 1% improvement ADA on Mondays compared to SY 24-25. Mystery Monday is an initiative we launched to impact ADA on Mondays as a proactive absentee measure.

We are beginning to see consistent attendance strategies are driving early improvements and reducing the number of students below 90% ADA in Cycle 3.

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We will be continuing this proactive work with ONGB as part of our tiered attendance approach.

Cycle Data Below 90% ADA

Cycle 1

Cycle 2

Cycle 3

263

440

410

Strategy for Jan-May

Academic Committee - 12/3/2025

Board of Directors-12/3/2025

Academic Strategic Priority Update

Cycle 3 Academic & Community Spotlight

8th Grade Math Video

LCPS Math Vision

CEO Update for LCPS Board of Directors - 12.3.25

What is the CA Dashboard?

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• CA School Dashboard reports how districts, schools, and student groups are performing across state and local measures

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• Based on current year results and whether results improved from the prior year

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• Groups require a minimum number of 30 students in both the prior and current year

Strategic Priority 1B, 1C & 1D: Dashboard Data Summary

By 2028 Lighthouse Community Public Schools will be a beacon of academic excellence in East Oakland and beyond, serving as a model of community-centered educational justice for 1700+ Black and Brown TK-12 students and families if we continue to make strategic progress on our goals.

G3-G11 ELA & Math Student Work Analysis Focus Next Steps

In Phase 2 of our School Year: In 1:1 coaching are shifting from solely Observation Feedback to connecting Teacher moves back to student work.

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In Phase 3 Post ICA’s: In 1:1s coaching will focus on student specific goals and growth

2025-26 Timeline Overview

Month to Month - where we are headed!

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Appendix:

CA Dashboard vs. OUSD and LCPS 3 LEAs by Indicator and Subgroup

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LEA Dashboard Overview- LH K-8

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LEA Dashboard Overview- LH HS

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LEA Dashboard Overview- Lodestar TK-12

137

LH & LS

What would it take to move to the next color?

LHHS

LS

What would it take to move to the next color?

LS

LH

What would it take to move to the next color?

LS & LHHS

What would it take to move to the next color?

LS

What would it take to move to the next color?

LHHS

LHK8

CA Dashboard Official Data

CA Dashboard Official Data: Chronic Absenteeism

CA Dashboard Official Data: Suspension

CA Dashboard Official Data: English Learner Progress