local control accountability plan and annual update (lcap) … · 2018-10-12 · local control...

LCAP Year (select from 2017-18, 2018-19, 2019-20)

2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Contact Name and Title Email and Phone

Lodestar: A Lighthouse Community Public School

Lauren Klaffky Chief Academic Officer

[email protected]

510-205-3980

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

Lodestar – A Lighthouse Community Public School is a K-12 charter school located in East Oakland. Our mission is to prepare a diverse student population for college and the career of their choice by equipping each youth with the skills, knowledge, and tools to become self-motivated, lifelong, learners. Dedicated to serving a student population that has been historically underserved by the school system, the majority of Lighthouse students will be the first in their family to go to college. The Lodestar program is designed to support students in getting to and through college with high expectations for academics and behavior, crew to provide a sense of belonging and support with socio-emotional issues, and strong family involvement to support students in their academic careers.

LCAP Highlights Identify and briefly summarize the key features of this year’s LCAP.

Highlights of the 2018-19 LCAP include: • Planning year for the Lodestar High School, which will launch in 2019-20 when next year’s 8th graders enter 9th grade. Plans will include a college-preparatory curriculum, with all students fulfilling A-G requirements. • Continued development and refinement of the Lodestar Self-Directed Learning Lab, where students engage independently in a variety of platforms and other work designed to develop their reading and math skills while small groups are pulled by teachers for differentiated instruction. Alongside this work is continued development and refinement of data systems that inform this targeted instruction.

https://www.caschooldashboard.org/#/Home

mailto:[email protected]

• Re-design of the Response to Intervention system to better target student gaps and inform targeted instruction in the Self-Directed Learning Lab. • Continued development and refinement of the Student-Engaged Assessment system, including Student-Led Conferences, portfolios and passage, and clearly communicated learning targets for academics and character. • Expansion of school culture supports, including ongoing professional development on the use of Restorative Justice practices in the classroom and continued use of crew as a place for students to be known well and feel connected to the school. • Data review meetings with families and staff to support engagement in LCAP goals. • A robust teacher growth and development system including regular observations by multiple observers and a portfolio option for experienced teachers.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

Greatest Progress

Now in its second year of operation, serving grades K-3 and 6-7, Lodestar continues to develop systems and structures for its innovative model. Areas of strength included: ELA Achievement Overall proficiency on the ELA portion of the SBAC went up 3% in 2017-18. Significant proficiency increases included: • 3% increase overall • 10% increase for Latino students • 12% increase for English Learners In addition, Lodestar’s internal benchmarks showed the following growth: • Reading — 46% of students at proficiency, with 64% at proficiency or showing accelerated growth • Writing — 57% of students at proficiency, with 78% at proficiency or showing accelerated growth Math Achievement Overall proficiency on the Math portion of the SBAC went up 6% in 2017-18. Significant proficiency increases included: • 6% increase overall • 8% for Latino students • 10% increase for English Learners Data-Driven Instruction

Internal benchmarks in ELA and Math were used to regularly assess students, forming flexible groupings and informing the instruction of those groups in the Self-Directed Learning Lab. According to internal benchmarks, 64% of students were on grade level in reading or made more than one year’s growth. Family Participation Family participation in quarterly Individualized Learning Plan meetings, where parents, teachers and students meet to review progress and learning and set goals for the upcoming quarter, remained high at 97%, with 100% of families attending at least one ILP meeting during the school year. In addition, there were to Expos of Student Learning held as well as several other learning-focused family events. Families reflected this success in the family survey, where 81% of responses related to school connection were positive. To build on this success, we will continue to iterate on these meetings next year to ensure they lead to the most possible growth for students and engagement of families in the school program. Focus on Diversity, Equity and Inclusion As a result of stakeholder voice, we identified Diversity, Equity and Inclusion as a focus for development of the Lighthouse culture in the next years. Over the course of the year, all staff and more than 50 family members helped shape our statement of commitment to Diversity, Equity and Inclusion. To build on this success, next year we will seat a DEI Advisory Group to make recommendations to the school based on their analysis of data and school policies and practices.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Needs

Areas of Greatest Need include: • English Learner Progress — While the transition to the ELPAC means that this measure is on hold until baseline scores are established, we continue to see this as an area of need as evidenced by gaps on internal and external assessments between our English Learners and the student population as a whole. • Acceleration of Growth — Continued acceleration of growth to reduce the percent of students who are low achieving and not making adequate growth. • Math Achievement — While Math Achievement, as measured by the SBAC, grew, our internal assessments declining proficiency, from 75% to 62%, with an additional 3% not on grade level but making accelerated growth. • Suspension Rate — 2017-18 saw a signficant increase in our suspension rate, from 3.7% to 13.4%, increasing in all subgroups except for Students with Disabilities. • Chronic Absence Rate — 2017-18 saw an increase in the Chronic Absence rate for all students, from 12% to 17%, increasing in all subgroups except for Students with Disabiltiies. To address these areas of need, our LCAP includes: • Continued development of both Designated and Integrated ELD supports, as well as an expansion of Spanish Crew to provide language and literacy development for students in their primary language.

• A redesign of the Response to Intervention (RTI) System to more effectively identify students at risk of falling behind academically and provide more effective intervention services to support accelerated student growth in both ELA and Math. • Professional Development around Culturally Responsive Teaching practices, to support both academic achievement and decreased suspensions for all students, but particularly focused on African American students. • Ongoing support for teachers to use Restorative practices in the classroom, to address high rates of suspensions and office referrals and empower students and teachers to proactively and positively address needs within the classroom community.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

Performance Gaps

• Suspension Rate — On the Fall 2017 State Dashboard, the suspension rate overall was 3.7%, with the rate for Students with Disabilities at 25%. The 2017-18 suspension rate continues to show this gap, with the rate for Students with Disabilities 10.5% higher than the overall suspension rate. To address these performance gaps, we are focusing on professional development for teachers around both Restorative Justice practices in the classroom and Culturally Responsive Teaching. Restorative Justice practices focus on building a strong classroom culture that supports students’ academic behavior without the use of punitive measures such as suspensions. Culturally Responsive Teaching practices support teachers in engaging students as independent learners who are engaged in learning, reducing exclusionary practices.

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

Increased or Improved services

[Add text here]

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures For LCAP Year $ 6,539,496

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year $ 6,539,496

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

All General Fund Budget Expenditures for the LCAP year are included in the LCAP.

DESCRIPTION AMOUNT

Total Projected LCFF Revenues for LCAP Year $ 4,693,902

Annual Update LCAP Year Reviewed: 2017-18 Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1 Goal 1: Lodestar Students are academically proficient. • Demonstrate deep conceptual understanding and fluency in academic disciplines • Communicate ideas and produce high quality work in a range of formats • Use and integrate multiple perspectives and sources of information • Apply knowledge to understand unfamiliar questions and issues

State and/or Local Priorities addressed by this goal:

State Priorities: 2, 4, 7

Annual Measureable Outcomes

Expected Actual

The percent of students scoring level 3 or level 4 on the ELA portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met.

Overall — 33%

For each statistically significant student group, the percent of students scoring level 3 or level 4 on the ELA portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met.

Low Income — 27% Latino — 33% African American — 34% English Learners — 12%

The percent of students scoring level 3 or level 4 on the Math portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met.

Overall — 17%

Expected Actual

For each statistically significant student group, the percent of students scoring level 3 or level 4 on the Math portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met.

Low Income — 16% Latino — 17% African American — 18% English Learners — 10%

The percent of students who increase one grade level on the Scholastic Reading Inventory or achieve proficiency will grow by 1% annually until the goal of 75% or greater is met.

Overall — 61%

For each statistically significant student group, the percent of students who increase one grade level on the Scholastic Reading Inventory or achieve proficiency will grow by 1% annually until the goal of 75% or greater is met.

Low Income — 59% Latino — 62% African American — 66% English Learners — 51% Students with Disabilities — 44%

The percent of students who are high achieving or high growth on the ELA portion of the NWEA will grow by 1% annually until the goal of 80% or greater is met.

Overall — 50% Low Income — 45% Latino — 50% African American — 52% English Learners — 39% Students with Disabilities — 30%

The percent of students who are high achieving or high growth on the Math portion of the NWEA will grow by 1% annually until the goal of 80% or greater is met.

Overall — 41% Low Income — 38% Latino — 41% African American — 36% English Learners — 36% Students with Disabilities

The percent of English Learners making annual progress in English Fluency will grow by 1.5% annually until the goal of 75% or higher is met.

n/a

Expected Actual

The percent of students and families who positively rate academic instruction on the SCAI will increase by 1% annually until the goal of 70% or higher is met, overall and for each statistically significant subgroup.

Note: The SCAI is only given to students in 3rd grade up, so 3 grade levels (3rd, 6th and 7th) took the SCAI in 2017-18. Students:

Overall — 54% Low Income — 52% Latino — 54% African American — 52% English Learners — 49%

Families: Overall — 87% Latino — 90% African American — 80%

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

Action 1a

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

Ensure all students have access to and meet A-G requirements.

All students will have access to A-G requirements when the high school opens. 0 0

Action 1b





Identify, develop, and/or purchase curriculum materials to ensure alignment to Common Core Standards, California ELD Standards, and Next Generation Science

Leveled Literacy Intervention kids were purchased for leveled reading instruction. Content-based text sets connected to science and social studies grade-level

0 0





Standards. concepts, at the rigor level identified for CCSS, were purchased at all grade levels.

Action 1c





Align and leverage data management systems to track student progress toward proficiency in relation to growth targets.

Built a Master Roster and Data Dashboard, along with JumpRope, the learning target mastery system. Time was allocated to input assessment data quarterly.

15,181 15,181

Action 1d





Maintain small class sizes and flexible groupings to ensure that all students are known well and are able to develop at their optimum rate.

Expedition classes averaged 24 students; math and reading groups averaged 5 students/group.

0 0

Action 1e





Identify and use a learning management system to manage individual playlists, schedules, and learning modalities for each student.

Aps used data streams from master rosters and data dashboards to create flexible schedules to meet students’ personalized instructional levels approximately twice per quarter. Launched Clever to help track progress in online systems.

0 0

Action 1f Planned

Actions/Services Actual

Actions/Services Budgeted

Expenditures Estimated Actual

Expenditures

Develop and curate playlist content for Competency-based Learning ELA and Math progressions that allow students to master content at their own pace.

Distributed differentiated workplans for students to work on specific goal areas of focus.

0 0

Action 1g





Leverage technology to support a Competency-based Learning program.

Launched tech systems for online learning, including Dreambox, Lexia, RazKids, Flocabulary, NewsEla, and NoRedInk.

0 0

Action 1h





Develop and teach learning expeditions that integrate ELA, making, and the arts with content, allowing students to learn deeply for authentic reasons.

Contracted with Expeditionary Learning (ELEducation) School Designer for 13 days of professional development in curriculum design; sent staff to institutes (7), Site Seminars (2) and National Conferences (6) to develop Core Practices.

118,374 153,374

Action 1i Planned




Expenditures

Use a benchmark assessment system (formative+summative) to allow students to demonstrate subject-area mastery, aligned

Aligned the FPRA Benchmark Assessment to the Common Core State Standards in ELA; implemented a core writing

0 0





to Common Core Standards, Next Generation Science Standards, and other relevant state standards, at their optimal pace.

assessment and scored against a calibrated, CCSS-aligned rubric, implemented CCSS-aligned math benchmarks.

Action 1j Planned




Expenditures

Assess students using performance tasks and interim assessments.

Launched the ICA (Interim Comprehensive Assessment) mid-year to provide student mastery data around CCSS; launched corrective instruction cycles.

0 0

Action 1k





Implement and refine Response to Intervention (RTI) program to identify and serve all students with Tier 1, 2, and 3 academic and social-emotional interventions (including supporting students to close gaps with peers, services under 504 plans and IEPs, services for ELLs, services for Foster Youth, and services for students from low-income families).

Identified 3 RTI coordinators -- 1 per grade level band on the Admin team. Hired 2 Instructional Aides to serve students with behavioral needs. Hired a .6 Clinician for therapeutic services. Worked with Director of Special Ed from Seneca to support caseload management supervision and to provide additional services for students with IEPs.

161,406 161,406

Action 1l Planned




Expenditures

Partner with EL Education to support Contracted with Expeditionary Learning 0 0





teachers in implementing cross-cutting practices.

(ELEducation) School Designer for 13 days of professional development in curriculum design; sent staff to institutes (7), Site Seminars (2) and National Conferences (6) to develop Core Practices.

Action 1m





Provide all English Learners with designated ELD instruction targeted to their proficiency level, aligned to the new ELD standards, and designed to move them toward English proficiency.

Provided 30 minutes daily designated ELD for students at the beginning and early intermediate CELDT levels. ELD teachers met with ELD specialist for quarterly curriculum consultation.

0 0

Action 1n





Provide students with instruction to develop their home language and/or become fluent in additional world languages.

Launched a first-grade pilot for a home language-based class, lead in Spanish for native speakers.

0 0

Action 1o





Identify, adopt, socialize and use growth targets for English Language Proficiency that lead to reclassification.

Did not complete, due to changes in state assessments. 0 0

Action 1p





Provide professional development for teachers on supporting English Learners.

Designated ELD teachers met with ELD specialist for quarterly curriculum consultation. All staff received professional development on implementing integrated ELD.

0 0

Action 1q





Develop and implement portfolio assessment system.

Designated ELD teachers met with ELD specialist for quarterly curriculum consultation. All staff received professional development on implementing integrated ELD.

0 0

Action 1r





Assess and track portfolios and passages on a High Quality Work rubric to inform student progress and instruction.

High quality work protocols used to analyze expedition student portfolio work. This data informed Spring Expedition planning.

0 0

Action 1s





Train and coach teachers in designing curriculum that includes or culminates in

Teachers met with Instructional Leaders over the summer for big picture and long- 0 0





High Quality Work. term planning work and alignment. Then, specialists from EL Education supported staff throughout the year via High Quality Work protocols and curriculum development.

Action 1t Planned




Expenditures

Deliver Learning Expeditions that include or culminate in authentic products delivered to authentic audiences.

Learning Expeditions included authentic products shared at end-of-semester Expos of Student Learning

0 0

Action 1u





Cultivate partnerships with local organizations and individuals and connect to resources in order to support, mentorships, apprenticeships, fieldwork, and service.

Partnerships in 18-19 included: Project Ember, Hayward Shoreline Interpretive Center, Acta Non Verba Farm, Peralta Hacienda, Math Action, California Institute of Sciences, UC Berkeley School of Journalism, California State Parks

18,217 20,039

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Cell

Describe the overall implementation of the actions/services to achieve the articulated goal.

2017-18 was Lodestar’s second year of operation, serving students in K-3 and 6-7. In terms of Academic Proficiency, highlights of implementation include: • Learning Expeditions — Development of new Learning expeditions to support the mastery of ELA standards and Science and Social Studies content at all grade levels. • Data Driven Instruction — Benchmark assessments in reading and math informed grouping of students for small-group differentiated instruction at all grade levels and student activities during the Self-Directed Learning time. • Professional Development and Coaching — Teachers received weekly professional development around science instruction, ELD strategies, Student-Engaged Assessment practices, and Culturally-Responsive Teaching practices. Multiple observations and feedback for all teachers, including BTSA induction for all new teachers.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Strengths in achievement of academic proficiency include: • Increased proficiency on the SBAC ELA, including: • 3% increase in students meeting/exceeding standards overall • 10% increase in meeting/exceeding for Latino students (23% to 33%) • 12% increase in meeting/exceeding for English Learners • Increased proficiency on the SBAC Math, including: • 6% increase overall and for Low Income and Latino Students • 10% increase in proficiency for English Learners • 87% positive responses related to Learning Environment on the Family School Climate Assessment Inventory. Areas for growth in achievement of academic proficiency include: • Continued acceleration of growth to reduce the percent of students who are low achieving and not making academic growth. Current NWEA data shows: • 50% of students on grade level or making accelerated growth in Reading • 41% of students on grade level or making accelerated growth in Math • Continued achievement gaps for English Learners and Students with Disabilities in both Math and ELA • 11% achievement gap for English Learners on the Reading NWEA and 21% on the SBAC ELA

• 5% achievement gap for English Learners on the Math NWEA and 7% on the SBAC Math • 20% achievement gap for Students with Disabilities on the Reading NWEA • 24% achievement gap for Students with Disabilities on the Math NWEA

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Expenditures increased slightly due to: a.) additional grant to support fieldwork in Action 1u, and b.) a shift in positions that increased our allocation to action 1h.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Development of High School Program — In anticipation of the launch of our high school in 2019-20, the 2018-19 LCAP includes the development of a high school program that ensures all students meet A-G requirements. (Action 1a) Redesign of RTI System — Continuing gaps for Students with Disabilities and English Learners are prompting the redesign of the RTI system to better and more responsively support students to achieve academic proficiency. (Action 1k of the 2018-19 LCAP) Elimination of SRI — Over the last two years of using the Scholastic Reading inventory, we have found it insufficient in providing teachers with actionable data. Given that we are also using the NWEA Measure of Academic Progress to assess reading growth, we are eliminating the SRI as a measure next year. Spanish Crew Supports — Implement Spanish Crews for students in primary grades to support their Spanish literacy and academic vocabulary development for Spanish native speakers.

Goal 2 Goal 2: Lodestar Students are healthy relationship-builders who are connected to the community and each other.


State Priorities: 5, 6


Expected Actual

The percent of students absent more than 10% of the school days (chronic absence) will decrease by -1% annually until the goal of less than 5% is met.

Overall – 17% Low Income – 18% EL – 17% Latino – 13% African American– 27% SPED – 18%

The suspension rate will decrease by -1% annually until the goal of less than 4% is met, overall and within each significant subgroup.

Overall – 13.8% Low Income – 14.9% EL – 12.7% Latino – 12.9% African American– 16.5% SPED – 24.2%

The percent of favorable response on the Student Interactions and Attitude & Culture sections of the SCAI will increase by 1% annually until the goal of 70% or higher is met, overall and within each significant subgroup.


Action 2a





Develop and provide professional development for Crew leaders in team- and relationship-building, academic progress monitoring and portfolio preparation, and character and mindset development.

Professional development was provided for Crew Leaders in Restorative Justice. Quarterly PD in Culturally-Responsive Teaching supported academic progress.

137,430 137,430

Action 2b





Plan and execute team building trips and rituals including orientation retreats.

Team building trips and rituals were implemented. 0 0

Action 2c





Use student government structures to support student empowerment and engagement.

Did not seat student government in 17-18. 0 0

Action 2d





Provide healthful universal breakfast. Provided daily, healthy, universal breakfast. 0 0

Action 2e





Provide frequent, ongoing, and high quality physical education and health instruction.

Middle School crews had health instruction, Middle school PE held three times per week.

0 0

Action 2f Planned




Expenditures

Engage outside presenters and resources to deliver high quality health and wellness education to students, families, and staff.

Engaged families as coaches in launching middle school basketball program. 0 0

Action 2g





Provide wrap-around social-emotional support to students through case managers who support relationships among students, families, and staff.

Provide wrap-around social-emotional support to students through deans managers who support relationships among students, families, and staff, and a therapist.

35,000 0

Action 2h





School Counselors provide individual and group therapy through the Response to Intervention (RTI) program.

School counselor provided individual therapy for 11 clients and ran 2 small groups.

66,744 66,744

Action 2i Planned




Expenditures

Utilize a Restorative Practice for behavior management.

Launched Restorative Justice and Responsive Classroom, training staff in both sets of practices. Culture team met regularly to review behavior data and share trends with staff.

0 0

Action 2j Planned




Expenditures

Infuse crew curriculum and expeditions with deliberate work that fosters positive self identity and appreciation of cultures, supporting connections across cultures for students and families.

Launched the beginning of the year with a 4-week long expedition focused specifically on positive identity development, race, culture, and gender. Launched a Black History Month celebration and a Cesar Chavez Day celebration.

45,000 45,000



Highlights of Goal 2 Implementation include: • Identity Development Work —The year kicked off with explicit work around development of positive student identity in all Expedition classrooms. In addition, expedition planning included attention to supporting connections across cultures, including a Religious Tolerance expedition in 6th grade and a Immigration Expedition in 2nd grade. • Socio-Emotional Services — Individual and group counseling for an increasing number of students through the RTI program.

• Restorative Justice — Continued implementation of the Restorative Justice model by Deans of Students, and use of this model for behavior management. • Fieldwork and Service Learning — Fieldwork and/or Service Learning experiences at all grade levels K-8, including fieldwork to community organizations and outdoor experiences.


Strengths in development of Students as Healthy Relationship-Builders include: • Slight decrease in chronic absences for Students with Disabilities, despite rises across the student population as a whole. • Maintenance of level of positive student responses on the SCAI, despite the increase in students and staff due to school growth. • Similar levels of connection as indicated by the SCAI for all student subgroups. Areas for growth in development of Students as Healthy Relationship-Builders include: • The Suspension Rate rose overall, from 3.7% to 13.4%, rising in all significant subgroups other than Students with Disabilities. • African American students continued to have a higher suspension rate than the student body as a whole, 16.5% compared to 13.8% • Chronic absences increased overall, from 12% to 17%, rising in all significant subgroups other than Students with Disabilities.


The role identified for Action 2g was shifted into an Aide role that was captured in Action 1h.


Restorative Justice Classroom Training — Continued office referrals and suspensions have highlighted the need for more training and coaching for teachers on Tier 1 classroom practices that support the Restorative Justice model so student behavior does not result in suspensions. Deans will be supporting this work next year by not only implementing a restorative model in their practice but also providing ongoing training for classroom teachers. (Action 2i)

Goal 3 Goal 3: LCPS families are connected to the school and each other as partners in their children’s education.




Expected Actual

Families who actively participate in one or more of their child’s Individualized Learning Plan meetings, as measured by internal audit, will increase by 1% annually until the goal of 95% or more is met.

97%

The percent of families who positively rate connection questions, as measured by the Winter Family Survey, will increase by baseline + 1% until goal of 85% or more is met.

81%

The percent of families who positively rate family partnership questions, as measured by the Winter Family Survey, will increase by baseline + 1% until goal of 90% or more is met.

94%

Action 3a





Use crew (advisory) to provide a small venue in which students are supported socially, emotionally, and academically.

Daily crew at each grade level provided a small venue to support students socially, emotionally and academically.

0 0

Action 3b





Teachers and Crew Leaders work with students to prepare for student led conferences and enlist family members in preparing for and participating.

Students prepared for SLCs in crew and supported families to attend quarterly meetings.

31,349 31,349

Action 3c





Provide opportunities for families to advise school through formal and informal parent leadership structures.

Coffee Fridays, Crew Family Liaison meetings and the Grandparents Club offered opportunities for parent leadership.

15,653 15,653

Action 3d





Engage families in community events and capacity-building learning experiences built around parent interests, assets, and inquiries.

Quarterly Culturally Responsive Teaching Parent workshops and Affinity Group meetings for African American and Latinx families engaged families in capacity building.

0 0

Action 3e





Host community events, including back to school nights and celebrations of learning.

Community events included: Back-to-School night, Learning at Lodestar night, Expos of Student Learning, Black History Month celebration, Lodestar Basketball

0 0





Team Banquet, Talent Show, and a performance of The Jungle Book.



Highlights of Goal 3 Implementation included: • Family Liaison Hiring — A Part-Time Family Liaison was hired to support work with families. • Sharing of Student Data — At family meetings throughout the year, Lodestar administration shared student achievement and survey data with parents to develop understanding of the school program • Family Learning Events — Events were held throughout the year, including a Black History Month celebration, Talent Show, and “Learning at Lodestar” night to introduce families to the online platforms used in the Self-Directed Learning Lab.


Lodestar met all our Measures for Goal 3, including attendance at conferences and family survey responses related to connection and family partnerships.


No material difference.


Family Data Meetings — Given the success of and interest in family meetings sharing student achievement data this year, these meetings are being regularly scheduled for next year. (Action 3d)

Goal 4 Goal 4: LCPS Staff are engaged members of the school community.




Expected Actual

The percent of staff who are engaged as measured by the Q12 will increase by 1% annually until the goal of 75% is met. 54%

The percent of staff who are satisfied with their total compensation package will increase by 1% annually until the goal of 85% is met. 82%

Action 4a





Support professional development through PLCs, quarterly week-long Professional Development Institutes, stipended work days, and external professional development.

Supported professional development through PLCs, quarterly week-long Professional Development Institutes, stipended work days, and external professional development.

43,920 48,312

Action 4b









Peers, coaches, and Assistant Principals regularly observe and coach teachers and provide feedback to continually improve practice in the service of elevating student achievement.

Teachers were regularly observed and coached through Learning Walk-Throughs, coaching cycles, the Evaluation and Development process, and Quarterly Supervisor conferences.

0 0

Action 4c





Provide Teachers with Preliminary credentials BTSA Training and a BTSA Coach to ensure they clear their credential within the term of licensure.

Teachers with Preliminary credentials received BTSA Training and a BTSA Coach to ensure they clear their credential within the term of licensure.

0 0



Highlights of implementation include: • Compensation Model — Development of a new compensation model that makes salaries more competitive with other area schools. • Observation and Coaching — Multiple observations and feedback for all teachers, including BTSA induction for all new teachers.


Strengths in Staff Engagement include: • 98% of staff feel that the mission or purpose of Lodestar makes them feel their job is important.

• 100% of staff feel their colleagues are committed to doing quality work. • 93% of staff feel someone at work cares about them as a person. • Strong satisfaction with salary and benefits, with only a 3% gap to meet the goal of 85%. Areas for Growth in Staff Engagement include: • Baseline level of engagement of 53%, with the lowest level of engagement for teachers. • 63% of staff receive regular recognition or praise for doing good work. • 68% of staff feel they have the materials and equipment to do their jobs.


No material difference.


As a result of work done around staff engagement, we launched work around Diversity, Equity and Inclusion, including an Advisory Group made of multiple stakeholders to be seated in 2018-19. (Action 4f)

Goal 5 Goal 5: LCPS students develop the mindsets to be successful in college and the career of choice.




Expected Actual

The percent of students who positively rate their voice in school decision-making and/or opportunity for feedback, as measured by student survey, will be measured to establish a baseline.

Overall – 41% Low Income – 40% EL – 36% Latino – 41% African American– 37%

Action 5a





Develop a curriculum progression and rubrics to teach and assess performance character, relational character, and mindsets for agency.

Teacher tracking of Character Goals and student self-reflection on these goals were presented to families at Student Led Conferences.

0 0

Action 5b





Support students with college and career readiness via the crew curriculum in grades

College crew plans were developed and implemented for 2nd and 7th grades. 0 0





K-12, with a focus on selecting and applying to colleges in grades 9-12 with support from a college guidance counselor.

Action 5c





Have students visit colleges, locally and nationwide in an age-based developmental progression.

Middle school students and Kindergarten students visited area colleges. 0 0

Action 5d





Cultivate partnerships with local organizations and individuals and connect to resources in order to support college readiness.

Partnerships included: Girls Who Code; K to College; Oakland Promise; Oakland Public Conservatory of Music; California School-Age Consortium; California Academy of Sciences; Bay Area Children’s Theater, 18 Reasons.

0 0



Highlights of Goal 6 Implementation Include: • College Visits — Kindergarten families and students visiting UC Berkeley, as a part of the K to College partnership.

• Character Learning Targets — Implementation of Character Learning Targets at all grade levels. • Community Partnerships — Partnerships with Girls Who Code, Oakland Public Conservatory of Music, California Academy of Sciences and Bay Area Children’s Theater.


Strengths include: • Increase in feelings of Student Voice as indicated by the SCAI, taken by students in 3rd grade up, from 35% to 41%. Areas for Growth include: • Increasing the feeling of student voice in general to get closer to the target of 75%.


No material difference; budgeted expenditures were captured within other Action Items.


No significant changes

Goal 6 Goal 6: Lodestar is an operationally-sound organization with the capacity to carry out goals 1-5.


State Priorities: 1


Expected Actual

Lodestar acquires and maintains a sound facility. Met

Lodestar is fully staffed by the beginning of the 2017-18 school year. Met

Annual LCFF budget revenue and expenses are aligned and accounted for on an annual basis. Met

Action 6a





Hire and develop a certificated and classified staff to support implementation of the goals and actions as detailed in the LCAP.

Lodestar hired and developed a certificated and classified staff to support implementation of the goals and actions as detailed in the LCAP.

1,834,882 2,039,046

Action 6b





Acquire and maintain non-classroom-based Lodestar acquired and maintained non- 331,668 331,668





books, materials and supplies necessary to support strong school operations.

classroom-based books, materials and supplies necessary to support strong school operations.

Action 6c





Provide coherent operational services to facilitate smooth operations for the school site, including but not limited to business, legal, human resources, janitorial, student safety, transportation, and contract support.

Lodestar provided coherent operational services to facilitate smooth operations for the school site, including but not limited to business, legal, human resources, janitorial, student safety, transportation, and contract support.

1,213,692 1,211,870

Action 6d





Maintain depreciating capital as necessary to support strong school operations.

Lodestar maintained depreciating capital as necessary to support strong school operations.

0 0

Action 6e





Fund district oversight, contracted district services, and special education encroachment as required to maintain a sound organization under school law and education code.

Lodestar funded district oversight, contracted district services, and special education encroachment as required to maintain a sound organization under school law and education code.

0 0



Lodestar is an operationally-sound organization, with financial, operational, and HR systems to support our work.


Strengths in Operations include: • Build out of a Shared Services office of financial, operational, and HR needs of the school.


Staffing costs rose marginally, based on exceeding ADA targets.


No changes for 2018-19.

Stakeholder Engagement

LCAP Year: 2018-19

Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

[Add text here]

Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year?

[Add text here]

Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

(Select from New Goal, Modified Goal, or Unchanged Goal)

Unchanged

Goal 1

Goal 1: Lodestar Students are academically proficient. • Demonstrate deep conceptual understanding and fluency in academic disciplines • Communicate ideas and produce high quality work in a range of formats • Use and integrate multiple perspectives and sources of information • Apply knowledge to understand unfamiliar questions and issues.



Identified Need:

[Add text here]

Expected Annual Measurable Outcomes

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

The percent of students scoring

[Add outcome here] [Add outcome here]


level 3 or level 4 on the ELA portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met, overall and in all statistically significant subgroups.

6th Grade Overall – 30% Low Income — 23% Latino — 23% English Learners — 0%

3rd, 6th, and 7th grades Overall — 33% Low Income — 27% Latino — 33% African American — 34% English Learners —12%

The percent of students scoring level 3 or level 4 on the Math portion of the SBAC will grow by 1% annually until the goal of 75% or greater is met, overall and in all statistically significant subgroups.

6th Grade Overall – 11% Low Income — 10% Latino — 11% English Learners — 0%

3rd, 6th, and 7th grades Overall — 17% Low Income — 16% Latino — 17% African American — 18% English Learners — 10%


[The percent of students who are high achieving or high growth on the ELA portion of the NWEA will grow by 1% annually until the goal of 80% or greater is met.

2017-18 will be baseline




The percent of students who are high achieving or high growth on the Math portion of the NWEA will grow by 1% annually until the goal of 80% or greater is met.



The percent of English Learners making annual progress in English Fluency will grow by 1.5% annually until the goal of 75% or higher is met.

n/a This goal is on hold with the change to the ELPAC.

Planned Actions / Services Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1a For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

Location(s): (Select from All Schools, Specific Schools, and/or Specific Grade Spans):

All All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

Scope of Services: (Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))

Location(s): (Select from All Schools, Specific Schools, and/or Specific Grade Spans)

[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18



Modified Modified Unchanged

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services

1a. Ensure all students have access to and meet A-G requirements.

1a.Develop plan for high school, to launch in 2019-20, that ensures all students have access to and meet A-g requirements

1a.Develop plan for high school, to launch in 2019-20, that ensures all students have access to and meet A-g requirements


Year 2017-18 2018-19 2019-20

Amount $0; funded within Goal 6 $0; funded within Goal 6 $0; funded within Goal 6

Source LCFF Base, Categorical, & Other State Revenue

LCFF Base, Categorical, & Other State Revenue


Budget Reference 4000-4999 Books & Supplies 4000-4999 Books & Supplies 4000-4999 Books & Supplies

Action 1b For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services




Modified Unchanged Unchanged


1b. Identify, develop, and/or purchase curriculum materials to ensure alignment to Common Core Standards, California ELD Standards, and Next Generation Science Standards.




Year 2017-18 2018-19 2019-20






Action 1c For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1c. Align and leverage data management systems to track student progress toward proficiency in relation to growth targets.




Year 2017-18 2018-19 2019-20

Amount 15,181 20,747 26,583





Action 1d For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services




Modified [Add 2018-19 selection here] [Add 2019-20 selection here]


1d. Maintain small class sizes and flexible groupings to ensure that all students are known well and are able to develop at their optimum rate.




Year 2017-18 2018-19 2019-20





Budget Reference

1000-1999 Certificated Staff 2000-2999 Classified Staff 3000-3999 Benefits



Action 1e For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1e. Identify and use a learning management system to manage individual playlists, schedules, and learning modalities for each student.

1e. Continue to develop and utilize a learning management system to manage individual playlists, schedules, and learning modalities for each student.

1e. Continue to develop and utilize a learning management system to manage individual playlists, schedules, and learning modalities for each student.


Year 2017-18 2018-19 2019-20






Action 1f For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1f. Develop and curate playlist content for Competency-based Learning ELA and Math progressions that allow students to master content at their own pace.




Year 2017-18 2018-19 2019-20






Action 1g For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1g. Leverage technology to support a Competency-based Learning program.




Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20






Action 1h For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1h. Develop and teach learning expeditions that integrate ELA, making, and the arts with content, allowing students to learn deeply for authentic reasons.

1h. Develop and teach learning expeditions that integrate ELA, making, and the arts with science and social studies content, allowing students to learn deeply for authentic reasons.

1h. Develop and teach learning expeditions that integrate ELA, making, and the arts with science and social studies content, allowing students to learn deeply for authentic reasons.


Year 2017-18 2018-19 2019-20

Amount 118,374 121,334 155,459




Budget Reference




Action 1i For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1i. Use a benchmark assessment system (formative+summative) to allow students to demonstrate subject-area mastery, aligned to Common Core Standards, Next Generation Science Standards, and other relevant state standards, at their optimal pace.

1i. Use a benchmark assessment system to allow students to demonstrate subject-area mastery, aligned to CCSS, at their optimal pace.

1i. Use a benchmark assessment system to allow students to demonstrate subject-area mastery, aligned to CCSS, at their optimal pace.


Year 2017-18 2018-19 2019-20






Action 1j For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1j. Assess students using performance tasks and interim assessments.




Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20






Action 1k For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



[Add Students to be Served selection here] [Add Location(s) selection here]

OR





English Learners, Foster Youth, Low Income Schoolwide All Schools

Actions/Services






1k. Implement and refine Response to Intervention (RTI) program to identify and serve all students with Tier 1, 2, and 3 academic and social-emotional interventions (including supporting students to close gaps with peers, services under 504 plans and IEPs, services for ELLs, services for Foster Youth, and

1k. Implement and refine Response to Intervention (RTI) program to identify and serve all students with Tier 1, 2, and 3 academic and social-emotional interventions (including supporting students to close gaps with peers, services under 504 plans and IEPs, services for ELLs, services for Foster Youth, and services for

1k. Implement and refine Response to Intervention (RTI) program to identify and serve all students with Tier 1, 2, and 3 academic and social-emotional interventions (including supporting students to close gaps with peers, services under 504 plans and IEPs, services for ELLs, services for Foster Youth, and

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services services for students from low-income families).

students from low-income families). services for students from low-income families).


Year 2017-18 2018-19 2019-20

Amount 161,406 175,680 225,090




Budget Reference




Action 1l For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR






Actions/Services






1l. Partner with EL Education to support teachers in implementing cross-cutting practices.




Year 2017-18 2018-19 2019-20





Budget Reference

5000-5999 Services & Operating Expenses



Action 1m For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR





English Learners Unduplicated Student Group All Schools

Actions/Services






1m. Provide all English Learners with designated ELD instruction targeted to their proficiency level, aligned to the new ELD standards, and designed to move them toward English proficiency.

1m. Provide Designated ELD instruction targeted to proficiency levels, aligned to the new ELD standards, and designed to move them toward English proficiency.

1m. Provide Designated ELD instruction targeted to proficiency levels, aligned to the new ELD standards, and designed to move them toward English proficiency.


Year 2017-18 2018-19 2019-20





Budget Reference




Action 1n For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR





English Learners Unduplicated Student Groups All Schools

Actions/Services






1n. Provide students with instruction to develop their home language and/or become fluent in additional world languages.

1n. Use Spanish crew to develop Spanish literacy and academic vocabulary for native Spanish-speakers

1n. Use Spanish crew to develop Spanish literacy and academic vocabulary for native Spanish-speakers


Year 2017-18 2018-19 2019-20





Budget Reference




Action 1o For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1o. Identify, adopt, socialize and use growth targets for English Language Proficiency that lead to reclassification.




Year 2017-18 2018-19 2019-20





Budget Reference




Action 1p For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR





English Learners Unduplicated Student Groups All Schools

Actions/Services






1p. Provide professional development for teachers on supporting English Learners.

1p. Provide professional development for teachers on understanding ELPAC scores.

1p. Provide professional development for teachers on understanding ELPAC scores.


Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20





Budget Reference




Action 1q For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1q. Develop and implement portfolio assessment system.




Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20





Budget Reference




Action 1r For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1r. Assess and track portfolios and passages on a High Quality Work rubric to inform student progress and instruction.




Year 2017-18 2018-19 2019-20





Budget Reference




Action 1s For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1s. Train and coach teachers in designing curriculum that includes or culminates in High Quality Work.




Year 2017-18 2018-19 2019-20





Budget Reference

1000-1999 Certificated Staff 2000-2999 Classified Staff 3000-3999 Benefits 5000-5999 Professional Development



Action 1t For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1t. Deliver Learning Expeditions that include or culminate in authentic products delivered to authentic audiences.




Year 2017-18 2018-19 2019-20





Budget Reference




Action 1u For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






1u. Cultivate partnerships with local organizations and individuals and connect to resources in order to support, mentorships, apprenticeships, fieldwork, and service.




Year 2017-18 2018-19 2019-20

Amount 18,217 19,239 24,650




Budget Reference





Unchanged

Goal 2

Goal 2: Lodestar Students are healthy relationship-builders who are connected to the community and each other.



Identified Need:

In order to prepare students for college and career, all stakeholders must be partners in ensuring students are prepared for college and career. By engaging families fully in their children’s education, we align all our resources to support students.

Expected Annual Measureable Outcomes


The percent of students absent more than 10% of the school days (chronic absence) will decrease by -1% annually until the goal of less than 5% is met.

Overall – 12% Low Income – 15% EL – 13% Latino – 9% African American–21% SPED – 19%




The suspension rate will decrease by -1% annually until the goal of less than 4% is met, overall and within each significant subgroup.

Overall – 3.7% Low Income – 4.3% EL – 4.2% Latino – 4% African American – 5.9% SPED – 25%

Overall – 13.4% Low Income – 14.9% EL – 12.7% Latino – 12.9% African American– 16.5% SPED – 24.2%


The percent of favorable response on the Student Interactions and Attitude & Culture sections of the SCAI will increase by 1% annually until the goal of 70% or higher is met, overall and within each significant subgroup.

6th Grade Students: Overall – 48% Low Income – 51% Latino – 49% (SCAI is given to students in 3rd grade and above)

3rd, 6th and 7th Graders: Overall – 48% Low Income – 50% EL – 49% Latino – 48% African American– 45% SPED – 45% (SCAI is given to students in 3rd grade and above)






All All Students

OR






Actions/Services






2a. Develop and provide professional development for Crew leaders in team- and relationship-building, academic progress monitoring and portfolio

2a. Develop and provide professional development for Crew leaders in team- and relationship-building, academic progress monitoring and portfolio preparation, and

2a. Develop and provide professional development for Crew leaders in team- and relationship-building, academic progress monitoring and portfolio

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services preparation, and character and mindset development.

character and mindset development. preparation, and character and mindset development.


Year 2017-18 2018-19 2019-20

Amount 137,430 167,469 214,569




Budget Reference







All All Students

OR






Actions/Services






2b. Plan and execute team building trips and rituals including orientation retreats.




Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20

Amount $0; embedded within Goal 2a $0; embedded within Goal 2a $0; embedded within Goal 2a




Budget Reference







All All Students

OR






Actions/Services






2c. Use student government structures to support student empowerment and engagement.

2c.Develop opportunities for student leadership.

2c.Develop opportunities for student leadership.


Year 2017-18 2018-19 2019-20

Amount $0; embedded within Goal 2a $0; embedded within Goal 2a $0; embedded within Goal 2a




Budget Reference







All All Students

OR






Actions/Services






2d. Provide healthful universal breakfast. 2d. Provide healthful universal breakfast. 2d. Provide healthful universal breakfast.


Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20


Source National School Lunch Program; State and Federal Funding

National School Lunch Program; State and Federal Funding

National School Lunch Program; State and Federal Funding

Budget Reference







All All Students

OR






Actions/Services






2e. Provide frequent, ongoing, and high quality physical education and health instruction.




Year 2017-18 2018-19 2019-20





Budget Reference







All All Students

OR






Actions/Services






2f. Engage outside presenters and resources to deliver high quality health and wellness education to students, families, and staff.




Year 2017-18 2018-19 2019-20





Budget Reference

1000-1999 Certificated Staff 2000-2999 Classified Staff 3000-3999 Benefits 5000-5999 External Partnerships



Action 2g For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR






Actions/Services






2g. Provide wrap-around social-emotional support to students through case managers who support relationships among students, families, and staff.

2g. Provide social, emotional and behavioral support utilizing the Restorative Justice model through Deans of Students at each band level.

2g. Provide social, emotional and behavioral support utilizing the Restorative Justice model through Deans of Students at each band level.


Year 2017-18 2018-19 2019-20

Amount $35,000 $0; addressed through funding listed in Action 2a

$0; addressed through funding listed in Action 2a




Budget Reference




Action 2h For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR






Actions/Services






2h. School Counselors provide individual and group therapy through the Response to Intervention (RTI) program.

2h. Provide individual and group therapy through the Response to Intervention (RTI) program.

2h. Provide individual and group therapy through the Response to Intervention (RTI) program.


Year 2017-18 2018-19 2019-20

Amount 66,744 81,333 104,207




Budget Reference




Action 2i For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:




OR






Actions/Services






2i. Utilize a Restorative Practice for behavior management.

2i. Design and implement ongoing Restorative Justice training for all instructional staff to support use of RJ practices in the classroom.

2i. Design and implement ongoing Restorative Justice training for all instructional staff to support use of RJ practices in the classroom.


Year 2017-18 2018-19 2019-20

Amount $0; addressed through funding listed in Action 2a






Budget Reference




Action 2j For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



All All Schools

OR






Actions/Services






2j. Infuse crew curriculum and expeditions with deliberate work that fosters positive self identity and appreciation of cultures, supporting connections across cultures for students and families.




Year 2017-18 2018-19 2019-20

Amount $0; funded within Action 6a $0; funded within Action 6a $0; funded within Action 6a




Budget Reference





Unchanged

Goal 3

Goal 3: Lodestar families are connected to the school and each other as partners in their children’s education.



Identified Need:

In order to prepare students for college and career, all stakeholders must be partners in students’ education. By engaging families fully in their children’s schooling, we align all our resources to support students.



Families who actively participate in one or more of their child’s Individualized Learning Plan meetings, as measured by internal audit, will increase by 1%

99.6% 97% [Add outcome here] [Add outcome here]


annually until the goal of 95% or more is met.

The percent of families who positively rate connection questions, as measured by the Winter Family Survey, will increase by baseline + 1% until goal of 85% or more is met.

2017-18 will be baseline 81% [Add outcome here] [Add outcome here]





All All Schools

OR






Actions/Services






3a. Use crew (advisory) to provide a small venue in which students are supported socially, emotionally, and academically.




Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services






3b. Teachers and Crew Leaders work with students to prepare for student led conferences and enlist family members in preparing for and participating.




Year 2017-18 2018-19 2019-20

Amount 31,349 38,201 48,945




Budget Reference

1000-1999 Crew Leaders 3000-3999 Benefits






All All Schools

OR






Actions/Services






3c. Provide opportunities for families to advise school through formal and informal parent leadership structures.




Year 2017-18 2018-19 2019-20

Amount 15,653 19,074 24,438




Budget Reference

2000-2999 Family Liaison 3000-3999 Benefits






All All Schools

OR






Actions/Services




Modified New Unchanged


3d. Engage families in community events and capacity-building learning experiences built around parent interests, assets, and inquiries.

3d. Hold twice yearly data review meetings with families around areas of school focus.

3d. Hold twice yearly data review meetings with families around areas of school focus.


Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services






3e. Host community events, including back to school nights and celebrations of learning.

3e. Engage families in community events and capacity-building learning experiences built around parent interests, assets, and inquiries.

3e. Engage families in community events and capacity-building learning experiences built around parent interests, assets, and inquiries.


Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services




n/a New Unchanged


n/a 3f. Provide Spanish translation at all parent meetings and Student-Led conferences.

3f. Provide Spanish translation at all parent meetings and Student-Led conferences.


Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20

Amount N/A 6,000 7,688

Source N/A LCFF Base, Categorical, & Other State Revenue


Budget Reference

N/A 1000-1999 Certificated Staff 2000-2999 Classified Staff 3000-3999 Benefits



Unchanged

Goal 4

Goal 4: Lodestar Staff are engaged members of the school community.



Identified Need:

We believe the quality of our program will only be as good as the quality of our staff. To that end, we need a staff that is fully engaged in achieving our mission of preparing students for college and the career of their choice.



The percent of staff who are engaged as measured by the Q12 will increase by 1% annually until the goal of 75% is met.


71% [Add outcome here] [Add outcome here]

The percent of 82% [Add outcome here] [Add outcome here]


staff who are satisfied with their total compensation package will increase by 1% annually until the goal of 85% is met.






All All Schools

OR






Actions/Services






4a. Support professional development through PLCs, quarterly week-long Professional Development Institutes, stipended work days, and external

4a. Quarterly Professional Development Institutes support teachers to develop Culturally Responsive Teaching practices.

4a. Quarterly Professional Development Institutes support teachers to develop Culturally Responsive Teaching practices.

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services professional development.


Year 2017-18 2018-19 2019-20

Amount 43,920 53,520 68,572




Budget Reference

1000-1999 Certificated Teaching Staff 3000-3999 Benefits






All All Schools

OR






Actions/Services






4b. Peers, coaches, and Assistant Principals regularly observe and coach teachers and provide feedback to continually improve practice in the service of elevating student achievement.

4b. Teachers are regularly observed by peers, coaching and administrators, and provided feedback to continually improve practice in the service of elevating student achievement.

4b. Teachers are regularly observed by peers, coaching and administrators, and provided feedback to continually improve practice in the service of elevating student

achievement.


Year 2017-18 2018-19 2019-20





Budget Reference

1000-1999 Certificated Administrators 3000-3999 Benefits






All All Schools

OR






Actions/Services






4c. Provide Teachers with Preliminary credentials BTSA Training and a BTSA Coach to ensure they clear their credential within the term of licensure.




Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services




n/a New Unchanged


n/a 4d. Implement new compensation model and retention bonuses.

4d. Implement new compensation model and retention bonuses.


Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20

Amount N/A $0; funded within Goal 6 $0; funded within Goal 6

Source N/A LCFF Base, Categorical, & Other State Revenue & Oakland Measure G1

LCFF Base, Categorical, & Other State Revenue & Oakland Measure G1

Budget Reference






All All Schools

OR






Actions/Services




n/a New Unchanged


n/a 4e. Provide 8% matching retirement contribution

4e. Provide 8% matching retirement contribution


Year 2017-18 2018-19 2019-20

Year 2017-18 2018-19 2019-20

Amount N/A 232,564 301,632

Source N/A LCFF Base, Categorical, & Other State Revenue


Budget Reference






All All Schools

OR






Actions/Services




n/a New Unchanged


n/a 4f. Seat Diversity, Equity and Inclusion Advisory Group to support DEI practices across the organization.

4f. Seat Diversity, Equity and Inclusion Advisory Group to support DEI practices across the organization.


Year 2017-18 2018-19 2019-20





Budget Reference





[Add selection here]

Goal 5

Goal 5: LCPS students develop the mindsets to be successful in college and the career or their choice.



Identified Need:

Success in college and career is not only a matter of academic preparation, but also developing the mindsets needed to persevere and the agency to take ownership for one’s own learning.



The percent of students who positively rate their voice in school decision-making and/or opportunity for feedback, as measured by student survey, will increase by 1%

Overall – 35% Low Income – 40% Latino – 36% (SCAI is given to students in 3rd grade and above, so our baseline only included 6th graders)

Overall – 41% Low Income – 40% EL – 36% Latino – 41% African American– 37% (SCAI is given to students in 3rd grade and above)



each year until the target of 75% is met.





All All Schools

OR






Actions/Services






5a. Develop a curriculum progression and rubrics to teach and assess performance character, relational character, and mindsets for agency.

5a. Set character goals with students, reflect on goals regularly, and discuss progress towards goals at Student-Led conferences.

5a. Set character goals with students, reflect on goals regularly, and discuss progress towards goals at Student-Led conferences.


Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services






5b. Support students with college and career readiness via the crew curriculum in grades K-12, with a focus on selecting and applying to colleges in grades 9-12 with support from a college guidance counselor.

5b. Support students with college and career readiness via the crew curriculum grades K-12.

5b. Support students with college and career readiness via the crew curriculum grades K-12.


Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services






5c. Have students visit colleges, locally and nationwide in an age-based developmental progression.

5c. Visit colleges in an age-based developmental progression.

5c. Visit colleges in an age-based developmental progression.


Year 2017-18 2018-19 2019-20





Budget Reference







All All Schools

OR






Actions/Services






5d. Cultivate partnerships with local organizations and individuals and connect to resources in order to support college readiness.




Year 2017-18 2018-19 2019-20





Budget Reference





Unchanged

Goal 6

Goal 6: Lodestar is an operationally-sound organization with the capacity to carry out Goals 1-5.


State Priorities: 1

Identified Need:

[Add text here]



Lodestar acquires and maintains a sound facility.

Met Met [Add outcome here] [Add outcome here]

Lodestar is fully staffed by the beginning of the 2017-18 school year.

Met Met [Add outcome here] [Add outcome here]

Annual LCFF Met Met [Add outcome here] [Add outcome here]


budget revenue and expenses are aligned and accounted for on an annual basis.





All All Schools

OR






Actions/Services




New Unchanged Unchanged


6a. Hire and develop a certificated and classified staff to support implementation of the goals and actions as detailed in the LCAP.




Year 2017-18 2018-19 2019-20

Amount 1,834,882 2,741,209 3,564,353




Budget Reference







All All Schools

OR






Actions/Services






6b. Acquire and maintain non-classroom-based books, materials and supplies necessary to support strong school operations.




Year 2017-18 2018-19 2019-20

Amount 331,668 524,254 684,413








All All Schools

OR






Actions/Services






6c. Provide coherent operational services to facilitate smooth operations for the school site, including but not limited to business, legal, human resources, janitorial, student safety, transportation, and contract support.




Year 2017-18 2018-19 2019-20

Amount 1,213,692 2,292,285 2,913,842




Budget Reference







All All Schools

OR






Actions/Services






6d. Maintain depreciating capital as necessary to support strong school operations.




Year 2017-18 2018-19 2019-20

Amount $0; funded in Action 5a $0; funded in Action 5a $0; funded in Action 5a




Budget Reference

6000-6999 Capital Outlay; no current capital outlay is planned






All All Schools

OR






Actions/Services






6e. Fund district oversight, contracted district services, and special education encroachment as required to maintain a sound organization under school law and education code.




Year 2017-18 2018-19 2019-20

Amount $0; funded in Action 5a $0; funded in Action 5a $0; funded in Action 5a




Budget Reference




Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$ 849,492 22.68 %

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Lodestar will utilize all LCAP funds to support each of the eight state priorities. Given the high percentage of unduplicated pupils, LCCS has utilized supplemental and concentration dollars in a school-wide manner, with expenditures focused on improving instruction for all students, including student subgroups. The dollars have been spent in alignment with our five LCAP goals, which were developed out of our Community Outcomes and Indicators: 1) Students are academically proficient, meaning they will: Demonstrate deep conceptual understanding and fluency in academic disciplines Communicate ideas and produce high quality work in a range of formats Use and integrate multiple perspectives and sources of information Apply knowledge to understand unfamiliar questions and issues 2) Students are healthy relationship-builders who are connected to the community and each other. 3) Families are connected to the school and each other as partners in their children’s education. 4) Staff are engaged members of the school community. 5) Students develop the mindsets to be successful in college and the career or their choice.

6) Our school functions as an operationally-sound organization with the capacity to carry out Goals 1-5. In addition to these school-wide expenditures, there are funds targeted specifically to the support of English Learners, in the area of providing designated and integrated ELD instruction.

local control accountability plan and annual update (lcap) … · 2018-10-12 · local control...

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