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OUSD Board of Education December 11, 2010

COMMUNITY SCHOOLS, THRIVING STUDENTS Strategic Work Update. OUSD Board of Education December 11, 2010. OVERVIEW. Strategic Direction for the Future Community Schools, Thriving Students Adopted Unanimously, June 2010.

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OUSD Board of Education December 11, 2010

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  1. COMMUNITY SCHOOLS, THRIVING STUDENTS Strategic Work Update OUSD Board of Education December 11, 2010

  2. OVERVIEW

  3. Strategic Direction for the Future Community Schools, Thriving StudentsAdopted Unanimously,June 2010

  4. Community Schools, Thriving Students10 Strategic Initiatives for 2010-2011

  5. Ideas Into Action10 Initiatives  14 Task Forces

  6. Task Forces, Communications, and Community Engagement

  7. Supporting Success AcrossTask Forces

  8. GLOBAL COMMUNICATIONS & COMMUNITY ENGAGEMENT

  9. What Are We Building? Together, we are turning this strategic vision into reality. Together, we are building the five-year strategic plan for Oakland Public Schools. Together, we are using this process to develop recommendations and write “chapters” for the Five-Year Strategic Plan. * Task Forces are just one part of a multifaceted, multi-step process on the way to creating a Full-Service Community School District

  10. Variety of Communications and Engagement Vehicles

  11. GLOBAL APPROACH

  12. Task Force Composition Each Task Force lead has a mandate to: Create a Task Force representing the broad range of demographics and perspectives Ensure the groups most impacted by the subject have a strong presence at the table Each Task Force is driven by the specific demands and requirements of its task There is no universal method for selecting taskforce members or uniform size of the committees The rationale for Task Force selection or an overview of the interests represented will be provided on its website

  13. Communications Objectives Inclusiveness Taskforce is broad-based and representative Taskforce is just one of multiple ways to influence process Transparency Provide consistent, interactive multimedia documentation that allows for community – not just task force – participation Productivity Regular work product and interactive, multimedia documentation that allows for community – not just task force – participation Relevance Show relationship of individual workstreams to other taskforces and strategic plan

  14. Communications Tools Progress will be communicated through a range of vehicles: Board Of Education Community Dialogues Focus Groups Media Newsletters Regional & Task Force Meetings Teacher Dialogues New www.thrivingstudents.org website: Strategic Vision and related documentation OUSD Mission, Goals and Priorities Microsites for each of the 14 task forces offering: Documentation (agenda, calendar, minutes, recordings) Taskforce description (objectives, composition, contact info) Interactive tools (blogs, social media)

  15. Getting Involved, Getting EngagedBuilding Together! • 14 Task Forces • Multiple ways beyond taskforces to participate • More taskforce detail (background, event calendar, etc.) • on website: www.ousd.k12.ca.us/taskforces • New website @ www.thrivingstudents.org - January 1 • Have questions? Contact: • troy.flint@ousd.k12.ca.us • 510.473.5832

  16. Global Engagement Principles Meaningful Student, Parent, & Community Engagement Learning and building together with primary stakeholders Building trust, mutual accountability, shared responsibility Sharing leadership for full service community schools Engagement Standards Creating conditions for student & family access Modeling transparency with power and decision making Providing opportunities for continued engagement and leadership Commitment Building district capacity & structure for on-going student and parent voice

  17. Global Engagement Events Spanish Speaking Families Focus Groups Vietnamese & Cambodian Speaking Families Focus Groups Chinese Speaking Families Focus Groups REGION 1 Youth & Parents REGION 2 Youth & Parents REGION 3 Youth & Parents PLANNING Community Based Youth & Parent Convenings PLANNING Existing Network Meetings SSC, PTA, ELAC DAC, DELAC, CAC Webinars

  18. Global EngagementProposed Dates Regionals: January 22nd (Region 2) February 12th (Region 3) March 12th (Region 1) Language Focus Groups: January 11th January 25th February 10th February 24th REGION 1 Youth & Parents REGION 2 Youth & Parents REGION 3 Youth & Parents Language Focus Group Language Focus Group Language Focus Group Language Focus Group

  19. TASK FORCE UPDATES

  20. Effective Teaching WORKPLAN Stage 1: Task Force Research Review and Community Engagement Preparation Stage 2: Community Engagement & Teacher Convention Stage 3: Writing Chapter of Five-Year Strategic Plan MAJOR QUESTIONS What are the core components of a shared understanding of teacher effectiveness that represents the needs and beliefs of all stakeholders? What are the supports and conditions necessary to ensure the success of every teacher? What are the critical components, and the appropriate scope and sequence, of a five-year plan to realize effective teaching? PRODUCTS To Create: Community engagement plan Definition of Teacher Effectiveness Framework of Effective Teaching Framework of Essential Supports and Conditions Five-year strategic plan to align all teacher-related systems and practices to teacher effectiveness PARTICIPATION OUSD teachers and principals OUSD central office staff OEA leadership All meetings are open to the community for participation VISION & GOALS: To ensure that every day, every year, every child in Oakland has high-quality, effective instruction delivered by the best and brightest professionals in the Bay Area.

  21. Core Curriculum WORKPLAN Understand Scope and Confirm Members Research practices and recommendations. Learn from stakeholders to inform definition of “College & Career Ready.” Stakeholder Team Meetings Develop Guiding Principles, Analysis and Alignment document, and outline for Scope and Sequence document. Complete Scope and Sequence. Develop Core Curriculum Units MAJOR QUESTIONS As a school district and community, what do we mean when we say, “all students will be ready for college and career?” What is the current state of college and career readiness for our students? How will a coherent common core curriculum prepare our students for college and career? PRODUCTS Created: Conducted analysis of Common Core State Standards and their alignment to California Content Standards To Create: Guiding Principles, Standards, Scope & Sequence, Curricular Guide, Instructional Tools & Strategies, Assessment Guide with Samples, Sample Grade-Level Units PARTICIPATION The Leadership, Curriculum and Instruction (LCI) department, in partnership with teachers, principals, parents, community-based organizations, and district partners, will conduct monthly meetings to ground the direction of the Core Curriculum Task Force, review progress and give feedback. VISION & GOALS: OUSD teachers will utilize a common core curriculum that prepares all students for college and career.

  22. Literacy WORKPLAN Research Balanced Literacy Draft Literacy Framework Stakeholder Feedback OUSD Literacy Summit Align OUSD Curriculum Units Professional Development on OUSD Literacy Framework Implementation in ELA Classes MAJOR QUESTIONS What elements of a Literacy Framework need to be present to transform and guide teacher practice to increase the achievement of African-American students and English learners in Oakland? How will our approach to PreK-12 Literacy Instruction move us toward College & Career Readiness? How can we move our system from a materials approach to Reading Instruction, while still providing high-quality, effective instruction each day and satisfying the requirements of the Williams legislation? PRODUCTS Created: Current OUSD Literacy Rubric (K-5), Key Components of a Literacy Framework for OUSD To Create: OUSD Literacy Framework (Grades PreK-12) PARTICIPATION Participation will include approximately 26 PreK-12 teachers, five members of Special Education and other departments, four representatives from higher education, 10 parents, 10 site leaders, and 10 representatives from various organizations and community groups. Recruitment efforts are focused on developing a solid base of expertise, as well as gathering the input of a broad range of stakeholders. VISION & GOALS: Create a Literacy Framework to guide instruction in English Language Arts (Grades PreK-12). The Framework will provide guiding principles to increase the Literacy levels of our multi-lingual student population and will move teachers from a textbook driven approach in English Language Arts instruction to a rich literacy experience that includes reading, writing, speaking, and listening in all ELA classes.

  23. Effective Principals & Leadership WORKPLAN Read community schools research and extract leadership themes of practice Analyze leadership rubrics (UC Berkeley, New Leaders New Schools, OUSD School Improvement) and add/revise leadership themes of practice Conduct school site observations and add/revise leadership themes of practice Advisory members give feedback to preliminary leadership themes of practice Unpack double-digit growth principal notes/video and match with Themes of Practice Engage external and internal communities to share progress and get their feedback Develop five-year plan MAJOR QUESTIONS How do we keep students at the center of our work? How do we distinguish a list of leadership themes of practice for principals and other leaders (assistant principals, central office staff, teacher leaders, etc.) How can we include the conditions to support leadership development in our plan? PRODUCTS Created: Process for Development of Full-Service Community School Principal Characteristics - To Create: Full-Service Community School Principal Themes of Practice and five-year plan PARTICIPATION CoreTask Force consists of 15 members: six principals, five OUSD staff who support principals, and four external partners who all support principal development. The core members meet twice a month to discuss research as well as analyze their site visits (field work). Each core member is also committed to doing one site visit a month. Advisory Task Force consists of 23 members: 18 principals, one Regional Executive Officer, two community partners, UAOS rep, one teacher, and one retired teacher who meet once a month to give feedback and input to the core members. VISION & GOALS: To ensure that there is a strong principal in every school by recruiting, training, and empowering principals to lead full-service community schools effectively.

  24. African-American Male Achievement WORKPLAN - Identify AAMA Technical Assistance Team, Task Force and Student Leadership Team (Oct. 2010 – Dec. 2010) - Phase One: Discovery (Oct. 2010 – Feb. 2011) - Phase Two: Research & Development (Jan. 2011– April 2011) - Phase Three: Strategy Development (Dec. 2010 – June 2011) - Pilot: AAMA Professional Development Series (Nov. 2010-June 2011) - Pilot: AAMA Programs 1. Launching pad to excellence 2. Black History Competition MAJOR QUESTIONS How do we understand the experience and achievement of African-American Male students in Oakland? What competencies, conditions, and culture are necessary to positively affect the experience, achievement, and well-being of African-American male students in Oakland? What have our lessons/data told us about what a system that propels African-American male students needs to look like? PRODUCTS Created: AAMA Task Force PowerPoint, School Site Visit Protocol, AAMA Interview Protocol To Create: Model for data collection, database development, and analysis to inform policy and program direction for the AAMA Task Force, Equity analysis illuminating experiences of African-American males in OUSD, city-wide listening campaign, Comprehensive Communications plan. PARTICIPATION 125 participants attended the first AAMA Task Force meeting on Nov. 30; Next Meeting is January 11 @ McClymonds. 25 Technical Assistance Team Members have been recruited and will convene regularly Michael Shaw, Director of the Urban Male Health Initiative, is serving as Co-Chair Man Up Program implemented at three high schools, each with cohorts of 20 students Mentoring Initiative will include 850 mentors recruited through partner community organizations VISION & GOALS: To create exemplary practices, habits, components, and strategies to turn around and accelerate the achievement of African-American males.

  25. Regional Governance (PreK-8 Networks) WORKPLAN Hold Regional Governance Planning Team meetings(Nov. 2010 – Jan. 2011) Develop engagement plan and working definition (Dec. 2010 – Jan. 2111) Citywide listening campaign (Jan. 2011 – March 2111) Proposal Writing and feedback (March 2011 – April 2011) Finalize proposal and roll-out plan, establish benchmarks for years one, three, and five (April 2011 – June 2011) MAJOR QUESTIONS - How do we align resources for youth and create bridges between city, county and social infrastructure to serve kids? - How can we coordinate resources so that we can deliver on our promises? - How do we acknowledge historical failures and successes in engaging the community? - How do we leverage existing relationships and assets to create equitable engagement across communities? PRODUCTS Created: Regional Governance Overview, Flowchart, Invitation to participants, Planning meeting agendas, Task force brochure To Create: Plan for regional community listening campaign, Regional Governance proposal including purpose and structure of regional governance, Year 1, 3 and 5 benchmarks, and Year 1 rollout plan PARTICIPATION - Parents CBOs: OCO, Urban Strategies, Spanish Speaking Unity Council, PLAN, BrainTrust, Cities in Schools Institute of Higher Education - UC Berkeley, Victoria Laws City representative: Kitty Epstein Faith-based organizations Principals, District leaders, and teachers VISION & GOALS: To ensure that each region provides a coherent and quality PreK-8 educational experience and organizes community resources to serve children and realize full-service community schools.

  26. Secondary Experience & Achievement WORKPLAN Nov. 4th – Initializing Meeting: review driving forces, understand work plan Dec. 9th – Second Meeting: create community engagement plan, develop Evidence-Based Current State Analysis Feb. 3rd – Third Meeting: examine research base, best practices, promising practices March 3rd – Fourth Meeting: set Five-, Three-, and One-year targets, design pathways to action March 30th – Fifth Meeting: review initial recommendations for pathways to action May 26th – Sixth Meeting: review final recommendations and implementation plans MAJOR QUESTIONS What are key areas that should be the focus for our recommendations (high leverage)? For youth/parents/teachers: What’s working for you in high schools and why? What’s not working for you in high schools and why? What’s the one thing you’d change about your school and why? What wouldn’t you change? PRODUCTS - Created: Work Plan Overview, Driving Forces Narrative Report and Summary, Graphic Representation of Key Levers for Improvement, Evidence-based Current State Analysis - To Create: Five-Year Outcomes Timeline with Benchmarks, comprehensive set of recommendations, implementation plan for approved recommendations PARTICIPATION - Approximately 60 members, including students, teachers, counselors, parents, principals, community service providers, education advocates, and researchers. - Participation of any interested party is welcomed at the task force meetings and stakeholder engagement sessions scheduled over the course of this school year. VISION & GOALS: Design and develop recommendations and implementation plans to accelerate high school graduation rates. The work of this task force will focus resources and attention on specific, urgent, and prioritized components of secondary education in OUSD.

  27. Full-Service Community Schools (FSCS) WORKPLAN Define essential FSCS Characteristics Synthesize research and best practices Implement self-assessment and evaluate readiness (for schools) Develop and implement professional development around FSCS Facilitate community meetings MAJOR QUESTIONS What is a Full-Service Community School and a Full-Service Community District in Oakland? Where are Oakland schools and the District on the path to becoming FSCS and FSCD right now? What is an effective plan for moving the schools and the District to “Full-Service” within the next five years? PRODUCTS -Created: Community Engagement Tool, Community Engagement Plan, Summary of Community Feedback (six thus far), Task Force Activities Framework To be Finalized: Definition & Characteristics of FSCS/FSCD in Oakland, Annotated Bibliography of Resources & Best Practices for FSCS, Summary & Evaluation of Community Schools Toolkits; FSCS Readiness Rubric To Create: Professional Development Toolkit; Case Studies of OUSD Schools demonstrating movement towards FSCS PARTICIPATION This task force consists of 25-30 representatives from the District, community-based organizations, and city/county partners with strong existing partnerships with OUSD.  Task Force members have been meeting bi-weekly since October. Our task force engages representatives of the community, including parents, teachers, school staff, and community partners – including six community engagement events thus far. VISION & GOALS: To build a comprehensive community schools model where the school serves as a resource hub that connects with local partners to help build seamless systems of academic, social, physical, and emotional support that enable the whole child to thrive at school, at home, and in the community.

  28. Quality Community Schools Development WORKPLAN - A listening campaign from November 2010 through February 2011 - An analysis of national and local models of School Quality Standards - A synthesis of listening campaign results with national and local models - Development of an initial set of School Quality Standards for feedback - Development of Version 2 of School Quality Standards for review by BOE MAJOR QUESTIONS - How do you know if a school is effective? - What makes a school a “quality” school? - What are the indicators of school quality? - How do we know if a school is fulfilling the District’s mission and vision? PRODUCTS Created: Defining School Quality Activities I, II, III and IV, Orientation PowerPoint, School Quality Standards Research, Results of Defining School Quality through Listening Campaign - To Create: Develop Standards for School Quality, Develop a balanced school quality review process, 1-, 3- and 5-year plan for the implementation of School Quality Review process and strategy to support lowest-performing schools PARTICIPATION To date, we have: - Conducted two orientations to engage stakeholders regarding Defining School Quality Scheduled multiple community-based events to solicit stakeholder input on Defining School Quality - Conducted first in a series of Orientations to develop Technical Assistance Team - Contracted youth evaluators team to begin listening campaign to solicit the voice of youth VISION & GOALS: To define and contextualize what makes a quality school and thereby facilitate the development of quality school options, continuous program improvement, and supporting conditions which allow OUSD to graduate every child prepared for success in college and career.

  29. Healthy Kids, Healthy Oakland Data Task Force WORKPLAN - Phase I (September 2010 through January 2011) Prototype development Incorporate feedback from experts on non-traditional indicators, such as public health, housing and safety data - Phase II (February 2011 through May 2011) Tool refinement with feedback from stakeholders, including students, parents, teachers, principals and community members during community engagement events MAJOR QUESTIONS - What indicators matter most for schools in meeting the needs of the whole child? - What academic software programs can best assist in the process of compiling and analyzing data to support the development of the whole child? PRODUCTS Created: Concept model to help determine critical indicators for meeting the needs of the whole child, prototype tool featuring attendance data for operation software program To Create: Opportunity Mapping Tool geographically displaying differential need on a series of traditional and non-traditional indicators, Academic Tool offering data analysis of academic data, Operations Tool that connects traditional academic achievement data with non-traditional operations data, Balanced Scorecard PARTICIPATION OUSD principals and administrators Community Partners, including representatives from Oakland Housing Authority, Alameda County Public Health, and the Urban Strategies Council Health Education Program Managers RAD Data Analysts VISION & GOALS: To develop an expanded data framework, including non-traditional indicators and aligned data tools to support a full-service community school district and the needs of the whole child.

  30. Results-Based Budgeting WORKPLAN November-December 2010: Working group refines current process, timeline, and communications protocols. January 2011-April 2011: Working group and task force develop criteria for a successful system (including a common definition of equity), explore models for successful equity-based funding systems, officer recommendation for reformed policy and process. MAJOR QUESTIONS - What is our district-wide definition of equity? - How do we measure student and community needs and assets to support equitable distribution of resources? - How should school communities be engaged in the budget decision making process? PRODUCTS To Create: Funding allocations guiding principles and formula Complementary guidelines for rollout (training and communications) PARTICIPATION The RBB working group consists of principals and site- based budgeting leaders, central office staff who support the budgeting process, interested parents, and teachers. Membership has not been finalized for this task force. Full membership will also include union representatives and community partners. VISION & GOALS: Review, refine, and audit the finance system for schools for effectiveness, efficiency, and equity, including the impact of RBB on high-needs schools. Select a funding allocations model and process that supports all students and all schools to meet the OUSD goal of academic and fiscal solvency.

  31. Options & School Choice WORKPLAN Stage 1: Knowledge Development Stage 2: Evidence Gathering Develop Mission/Purpose Statement for Options Stage 3: Review of Recommendations Stage 4: Scenario Testing Stage 5: Finalize Recommendations MAJOR QUESTIONS - Has Options provided students access to better educational opportunities? - Have we done a good job managing the program and making sure it’s not creating inequity? - Do enough families know about Options and use it? - How would families access unique programs and quality schools across OUSD without Options? PRODUCTS Created: Vision, Goals and Outcomes of the Current Options Process PowerPoint, History, Timeline and Legal Requirements, Our Facilitation of the School Selection Process – How well are we helping families make choices?, Compare and Contrast: Enrollment Programs in Other School Districts To Create: Recommendations for New School Selection Process, Implementation Plan, Community Outreach Plan, Suggested Revisions and Updates for Years 3-5 of of the Strategic Plan PARTICIPATION Parents from OUSD schools, charters, K-5, 6-8, 9-12, all regions. Community members OUSD teachers and principals OUSD Central Office staff VISION & GOALS: To understand the impacts of the Options process on students, families, school communities, and the District and to make recommendations for a more equitable, effective, and efficient enrollment policy.

  32. Financial & Operations Readiness WORKPLAN Nov. 29, 2010: Update structural deficit for first interim Dec. 14, 2010: Department management meetings and review of initiatives Jan. 31, 2011: Analyze January budget impact on structural deficit and develop high-level 1-, 3-, and 5-year plans Feb. 25, 2011: Complete process and department assessments, and integrate into strategic plans March 2011: Present recommendations to BOE June 30, 2011: Integrate directives into high-level 1-, 3-, and 5-year plans MAJOR QUESTIONS - How do we communicate the structural deficit, the underlying assumptions, and actions required to eliminate expenses? - What forums and principles will be used to prioritize instructional programs and central operational activities? - How do we address the complex root causes of errors in a cross-functional environment? - How do we create cross-functional solutions? How do we evaluate our new systems/processes and communicate our new “norms” to our customers? PRODUCTS Created: Major Pain Points Overview (Human Resources, Leave Management, Accounts Payable and Payroll), Review of Prior and Existing Initiatives To Create: Assessments: Top 10 Pain Points; Processes and procedures to increase productivity, accuracy and customer satisfaction; Metrics to evaluate and monitor performance PARTICIPATION This task force is comprised of Central Office leaders representing Finance, Budget, Legal, Human Resources, Risk Management, Ombudsperson, Technology Services, and Procurement. Members of UAOS and SEIU are being recruited for participation, as are school site representatives including principals, teachers, and office managers, as well as OUSD vendors and consultants. VISION & GOALS: To eliminate OUSD’s structural deficit and prepare business, operations, and finance to support a full-service community school district.

  33. Facilities & Asset Management WORKPLAN October-November 2010: Establish Roles and Define Key Terms and Processes November-December 2010: Discovery and Issue Identification, Collect Existing Data January-February 2011: Assessment and Evaluation of Program Capacity, Opportunities, and Challenges March 2011: Gap Identification, Governance Process April-May 2011: Planning Strategy, Draft Chapter of Strategic Plan June 2011: Facilities Master Plan Complete MAJOR QUESTIONS - What are key criteria for establishing the neighborhood zones within each regional area? How do we ensure that we have a comprehensive and current inventory of all community services that serve our children and families? PRODUCTS Created: - Regional Zone Approach Presentation, Analytic Planning Framework, Detailed Work Plan, Workflow Timeline, Community Engagement Process To Create: Facility Database and Planning Tool, Facility Master Plan, Asset Management Study Report, Service Matrix, Facility Assessment Scorecard and Rating System PARTICIPATION Three Engagement Meetings have been conducted so far, open to all members of the public: Region 1: Oakland Tech, 23 participants Region 2: Fruitvale Elementary, 15 participants Region 3: Brookfield Elementary, 12/8/2010 Another set of regional meetings scheduled throughout January 2011 VISION & GOALS: Evaluate, assess and develop strategy that links programs, support services, and opportunities to neighborhood zones in support of children and families residing in each zone. Create three zones; research and analyze potential revenues/resources associated with OUSD properties within each zone.

  34. LOOKING AHEAD

  35. AAMA Effective Teaching Effective Principals SEAN Laying the Foundation in Place (2010-2011)Pillars & Building Blocks Core Curriculum Literacy Regional Governance & Neighborhood Approach Healthy Kids Healthy Oakland DATA Resource Development Partnerships Community Engagement & Support Finance RBB Options Full Service Community Schools Quality Community Schools Development

  36. PUTTING IT TOGETHERThe Full Service Community District Regional Governance & Neighborhood Approach RESOURCE DEVELOPMENT PARTNERSHIPS COMMUNITY ENGAGEMENT & SUPPORT BLUEPRINT THE 5-YEAR PLAN THE FOUNDATION Healthy Kids Healthy Oakland DATA COMMUNITY Engagement & Support Full Service Community Schools Quality Community Schools Development

  37. FINAL THOUGHTS“Nothing great was ever achieved without enthusiasm.” Ralph Waldo Emerson

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