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By 2028, Lighthouse Community Public Schools will be a beacon of Black and Brown academic excellence in East Oakland and beyond, serving as a model of community-centered educational justice
for 1700+ TK-12 students and families.
…enhancing multi-generational opportunities as a
model community school…
…ensuring rigorous, student-centered learning in all classrooms, for all students…
…and deeply investing in
our educators and leaders
- our greatest asset.
We will do this by…
LCPS’s 4-yr intended impact statement:
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To accompany this qualitative picture of success, LCPS developed a set of quantitative intended impact goals for our 2024-2027 LCAP
Intended Impact Category | 4-yr Intended Impact Goals (to achieve by 2028) |
Ensure rigorous, student-centered learning in all classrooms, for all students | In grades 3-8 and 11, LCPS students’ ELA and math proficiency rates meet or exceed the CA state average, both in the aggregate and across all student groups |
60% of Emerging Bilingual students advance at least 1 EPLI level or maintain a level 4 | |
85% of 2nd grade students are in the 25th percentile or higher on the Oral Reading Fluency (ORF) portion of AimsWeb (equivalent to 6% growth annually off of 2024 baseline) | |
Students with disabilities, on average, exceed the CA SWD average on CAASPP scale score growth | |
Enhance multi-generational opportunities as a model community school | 95% of LCPS graduates either enroll in a 2- or 4-yr college/university or are employed within a technical career/pathway upon graduation |
Reduce chronic absenteeism to less than 20% by 2027. | |
Reduce suspension rates across all student groups to <1.5% for at least 2 consecutive years | |
90%+ families attend at least 2 school sponsored events/workshops annually | |
Deeply invest in our educators and leaders - our greatest asset | On average, retain 85%+ teachers and leaders YoY with <10% variance across sites |
Maintain >80% of LCPS staff identifying as BIPOC | |
Across all demographic groups, 80% of staff are “engaged” according to LCPS internal survey |
By 2028, we will
ensure rigorous, student-centered learning
in all classrooms, for all students
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We will exceed the CA state average in math and ELA proficiency
We will diagnose, differentiate, and accelerate academic growth through tiered supports for all scholars
We will drive consistent english language development for emerging bilingual students - especially our newcomers and earliest learners
We will provide exemplar supports for students with disabilities, especially those requiring more intensive services
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Strategic Priority #1
All students deeply engage in high-quality curriculum and learning experiences, every day
Initiative 1B:
Our teachers and leaders are united in a community-centered vision for instructional excellence for all students in all classrooms
Initiative 1C:
Our teachers implement research-based, content-specific instructional strategies & practices aligned to the vision
Initiative 1D:
Our teachers authentically internalize high-quality instructional materials daily & our leaders ensure equity in student experience across all classrooms through systems of support & accountability
Initiative 1A:
Our team will create an environment in which all feel safe, respected, and bring their authentic selves through consistent implementation of the Crew curriculum
Initiative 1B:
Our teachers and leaders are united in a community-centered vision for instructional excellence for all students in all classrooms
Initiative 1C:
Our teachers implement research-based, content-specific instructional strategies visions & aligned practices aligned to the vision
Initiative 1D:
Our teachers authentically internalize high-quality instructional materials daily & our leaders ensure equity in student experience across all classrooms through systems of support & accountability
Initiative 1A:
Our team will create an environment in which all feel safe, respected, and bring their authentic selves through consistent implementation of the Crew curriculum
LCAP Strategies / Actions | Driver | |
Student Support and Services (1.1)): 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 | 1A |
Student Support and Services (1.2)): 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 | 1B |
High School Programming (1.3): 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 | 1B |
College/Career Programming (1.4)): 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 | 1B |
College Programming (1.5): 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 | 1B |
College Programming (1.6):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 | 1B |
Data and Assessment (1.7)): 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 | 1C |
Instructional Development and Support (1.8): Identify a common set of high-leverage instructional practices observed across all LCPS classrooms as measured by weekly walkthrough data. | Chief Academic Officer | 1C |
High School Programming (1.9): 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 | 1C |
English Language Development (ELD) (1.10): 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 | 1D |
Special Education (1.11): 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 | 1D |
By 2028, we will
enhance multi-generational opportunities
as a model community school
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We will welcome all students daily to joyful, inclusive, and anti-racist spaces for learning
We will amplify strong and enduring community partnerships in order to maximize access to - and enrichment of - learning
We will prepare all students for a opportunity-rich future through college and career readiness
We will build enduring advocacy and investment in our community through strategic parent and alumni empowerment efforts
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Strategic Priority #2
Students, families, community partners, and staff collectively contribute to a thriving community school
through shared power, voice, and trust
Initiative 2A:
Our leaders codify a collaborative leadership approach with a clear network model, meeting structure, and inclusive decision-making process
Initiative 2B:
Our leaders establish a timely and inclusive communications strategy that empowers diverse stakeholders and leads to collective action
Initiative 2C:
Our students and families experience multiple and varied opportunities to shape key decisions and see evidence that their voice is heard and valued
Initiative 2D:
Our community partners provide services and supports, and opportunities aligned to the needs of our students and families
Initiative 2A:
Our leaders codify a collaborative leadership approach with a clear network model, meeting structure, and inclusive decision-making process
Initiative 2B:
Our leaders establish a timely and inclusive communications strategy that empowers diverse stakeholders and leads to collective action
Initiative 2C:
Our students and families experience multiple and varied opportunities to shape key decisions and see evidence that their voice is heard and valued
Initiative 2D:
Our community partners provide services and supports, and opportunities aligned to the needs of our students and families
LCAP Strategies / Actions | Driver | |
Family and Community Engagement (2.1)): 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 | 2A |
Family and Community Engagement (2.2: 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. | Director of Operations | 2A |
Operations (2.3): 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 | 2A |
Family and Community Engagement (2.4) 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 | 2C |
Family and Community Engagement (2.5): Provide bilingual translation at all parent meetings and Student-Led Conferences as needed. —Provide translation and interpretation services. | Chief of Staff, Director of Technology | 2C |
Technology Support Systems (2.6): 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 | 2C |
Technology Support Systems (2.7): Hire technology staff to support family, students, and staff with technology systems and infrastructure. | Senior Director of Technology | 2C |
Special Education (2.8): 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 | 2D |
Family and Community Engagement (2.9). Train staff to engage and support families including a McKinney Vento liaison. | Director of Student Services / Director of Development | 2D |
High School Programming (2.10)): 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 | 2D |
High School Programming (2.11): Offer sports as a supplement to promote student engagement and inclusion in High School activities. | Chief Academic Officer | 2D |
College Programming (2.12): 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 | 2D |
Attendance (2.13): 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 | 2D |
Food Service (2.14): 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 | 2D |
Facilities (2.15): Maintain facilities that support high quality student learning; Improve learning spaces to support ongoing health & safety guidance. | Director of Operations | 2D |
Expanded Learning (2.16): Run high-quality after-school programs aligned to increase academic achievement, student well-being, and extracurricular activities. | Director of Student Services | 2D |
By 2028, we will
deeply invest in our educators and leaders -
our greatest asset
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We will recruit and retain teachers and leaders who are committed to and reflective of our community
We will deliver the world-class professional development and coaching that our teachers and leaders deserve
We will foster a collaborative and cohesive leadership team that removes barriers for, supports, and celebrates its teachers
We will grow and strengthen our teacher and leadership pipelines
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Strategic Priority #3
All staff members experience the clear, coherent, and world-class professional development and coaching they deserve
Initiative 3A:
Our team is unified in a clear and coherent purpose and theory of action for professional development and coaching structures
Initiative 3B:
Our team experiences professional development aligns to our organizational priorities and honors the diverse needs of our team
Initiative 3C:
Our team participates in a clear and consistent org-wide coaching structure that balances coaching capacity with development needs
Initiative 3D:
Our team experiences high quality coaching through research-based coaching protocols and emerging technologies to develop and sustain educators
Initiative 3A:
Our team is unified in a clear and coherent purpose and theory of action for professional development and coaching structures
Initiative 3B:
Our team experiences professional development aligns to our organizational priorities and honors the diverse needs of our team
Initiative 3C:
Our team participates in a clear and consistent org-wide coaching structure that balances coaching capacity with development needs
Initiative 3D:
Our team experiences high quality coaching through research-based coaching protocols and emerging technologies to develop and sustain educators
LCAP Strategies / Actions | Driver | |
Curriculum and Professional Development (3.1): 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 | 3A |
Teacher/Staff Effectiveness and Impact (3.2)): Refine and implement teacher retention bonuses and stipends. | Chief Operating Officer | 3A |
Curriculum and Professional Development (3.3): 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 | 3B |
Curriculum and Professional Development (3,4): 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 | 3B |
Instructional Development and Support (3.5): 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 | 3B |
Special Education (3.6): 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 | 3B |
Student Support and Services (3.7): 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 | 3B |
Instructional Development and Support (3.8): 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 | 3c |
Instructional Development and Support (3.9): 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 | 3c |
Teacher/Staff Effectiveness and Impact (3.10): 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 | 3c |
Human Resources (3.11): Provide Professional Development in support of non-instructional roles. | Director of Operations Director of HR / Talent | 3D |