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Strengths from 22-23

Areas for Monitoring for 23-24

Elementary

• Growth in ELA and Math was higher than Oakland and CORE averages (Yellow on Scorecard)
• African American students and Students with Disabilities had high Math growth

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• Proficiency: To move from Yellow to Green on the scorecard, ELA proficiency will need to be at 50%; Math at 39%
• Current English Learners, Students with Disabilities, and African American students in ELA

Middle School

• Growth in ELA and Math was higher than CORE averages (Yellow on Scorecard)
• Lodestar was in “high growth” on the 5x5 framework in both ELA and Math (Yellow on Scorecard)

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High School

• ELA at Lighthouse (Blue on Scorecard); Lodestar’s first testing administration higher than Oakland averages
• Graduation rates and A-G rates were higher than Oakland and Core Averages (Green on Scorecard)

• Math - our math performance was very low and is an area of concern as performance and growth was below Oakland and CORE averages

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LCPS

• LCPS serves much higher rates of English Language Learners and Socio-Economically Disadvantaged students than Oakland and CORE averages
• Relative to Oakland, LCPS has lower rates of Chronic Absenteeism

• Our Special Education and Current English Language Learners - as these student groups will shape charter renewal criteria
• Improving our Chronic Absenteeism rates as Attendance = Academic Growth.

Drivers

2022-23

2023-24

Grade Level Instruction:

All math and ela classes will ensure that students get 90% of grade level instruction from adopted curriculum as outlined in the LCPS curriculum maps.

Growth Strategy: verified through lesson plans and observations all teachers teaching adopted curriculum

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Struggled to Implement: It took until January to get all teachers aligned

Growth Strategy: site-based leaders bi-weekly pacing reviews.

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Monitoring Plan: Directors conduct end of cycle review and request a refined pacing guide plan for all teachers who are not at 90%.

Curriculum Internalization:

All math and ela teachers will internalize their end of cycle assessments and the set of lessons prioritizing that will lead to mastery

Growth Strategy: biweekly individualized internalization meetings

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Struggled to Implement: Culture challenges disrupted consistent implementation

Growth Strategy: weekly internalization during Wed’s PD.

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Monitoring Plan: Directors conduct two evaluation and feedback on two internalization meetings per cycle

Drivers

2022-23

2023-24

Interim Assessments: To be effective interim assessments must be common, aligned, and predictive

Growth Strategy: 90% students took interim assessments

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Struggled to Implement: data validity concerns due to interim tool assessing standards that have not yet been taught, resulting in lack of buy-in on analyzing and developing action plans for interim data.

Growth Strategy: Begin CAASPP Smarter Balanced Interim Assessments which are aligned because they are organized around smaller clusters of standards. These assessments are predictive of end of year performance because they are published by the same consortium that creates our end of year CAASPP summative assessments.

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Monitoring Plan: teachers will analyze, develop action plan, and reteach grade level standards. Site-based leaders will observe at least one reteach lesson.

2022-23 SY

What Core Practices/Strategies Led to Growth last year?

Which Core Practices/Strategies did we struggle to implement?

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Grade Level Instruction: ensuring compliance for using adopted curriculum which meets our criteria for rigorous grade level instruction

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Grade Level Instruction focuses on adult behavior, but did not give us insight into student learning.

2023-24 SY

What are the Core Practices/Strategies that will further growth this year?

Based on the data, what needs to be more tightly progress monitored?

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Grade Level & Data Driven Instruction: weekly data meetings focuses both on grade level rigor and student learning

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Grade Level & Data Driven Instruction: Weekly data talks during Wednesday's PDs. Site based leaders observe reteach on a biweekly basis. Directors analyze notes for data talks on biweekly basis.

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2022-23 SY

What Core Practices/Strategies Led to Growth last year?

Which Core Practices/Strategies did we struggle to implement?

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Staff and Student Culture: Named the “what” and “why” of staff and student culture with unclear implementation expectations

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Staff and Student Culture: Persistent student and staff culture challenges disrupted instructional priorities.

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2023-24 SY

What are the Core Practices/Strategies that will further growth this year?

Based on the data, what needs to be more tightly progress monitored?

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Staff and Student Culture: Clearly articulate the how of staff and student culture through the use of common rubrics. Responsive Moments lead to Strategic Action Plans for culture challenges - “it’s only unexpected once”.

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Staff and Student Culture: Walkthroughs with common rubrics lead to aligned outcomes with customized pathways

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2022-23 SY

What Core Practices/Strategies Led to Growth last year?

Which Core Practices/Strategies did we struggle to implement?

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Coaching Systems: Focus of coaching on internalization solely

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Coaching Systems: biweekly internalization gaps in leaders insight into what students were learning. Last year, with our work with Instruction Partners, we observed for instructional practices that were not developed well through coaching.

2023-24 SY

What are the Core Practices/Strategies that will further growth this year?

Based on the data, what needs to be more tightly progress monitored?

Coaching Systems:

(a) planning support through unit and lesson plan feedback is proactive rather than reactive.

(b) observation is focused on the reteach after data meetings

(c) observation feedback give teachers time to practice and grow their craft

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Coaching Systems: Directors review lesson plan feedback each cycle to give site-based leaders completion and quality ratings. Once per cycle coach co-observes reteach and feedback session.