Community Schools Institute Community School Model WKSHP Community Schools Thriving Students Strategic Plan

CommunitySchools,
ThrivingStudents
AFiveYearStrategicPlan
SummaryReportVersion2.0
www.thrivingstudents.org
OaklandUnifiedSchoolDistrict
June2011
Version2.0June2011
VISION
Allstudentswillgraduatefromhighschool.Asaresult,theyarecaring,competent,andcriticalthinkers,fullyinformed,engagedand
contributingcitizens,andpreparedtosucceedincollegeandcareer.
MISSION
OaklandUnifiedSchoolDistrictisbecomingaFullServiceCommunityDistrictthatservesthewholechild,eliminatesinequity,and
provideseachchildwithexcellentteachersforeveryday.
GOALAREAS
EverystudentintheOaklandUnifiedSchoolDistrictwill:
AttendaSAFE,HEALTHY,andSUPPORTIVESCHOOL,thatcollaborateswithcivicandcommunitypartnerstoreduceviolence
inthecommunityandschools,therebycreatingsecurecampuseswhereacultureofcalmprevails.
Learntheknowledge,skills,andabilitiestobePREPAREDforSUCCESSinCOLLEGEandCAREERSwhentheygraduatefrom
highschool,toensurethattheycanread,write,speak,thinkcritically,andreasonmathematicallyforpostsecondary
success.
HaveHIGHQUALITYandEFFECTIVEINSTRUCTIONwithexcellentteachersforeverydayoftheschoolyear.
TheOaklandUnifiedSchoolDistrictwill:
BecomeaFULLSERVICECOMMUNITYDISTRICTthatisinserviceofandfullysupportingthesuccessofcommunityschools
andthrivingstudents.
BeACCOUNTABLEforHIGHQUALITYforitsschoolsandinitsworkacrosstheorganization.
INITIATIVES&FOCUS
Fromtheengagementsof20102011staskforcesandotherefforts,OUSDdevelopedasetofrecommendationstoguidethefuture
workacrossdistrictdepartments,communitypartners,andeducationalstakeholderandleaders.Theseinitiativesandbodiesof
workareboldandcollaborative,askingallofustoworkinrightrelationshipsandinnewwaystoreachourvision.
LANDMARKS
AsstakeholdersontheBoard,inthedistrict,atschools,andinthecommunity,eachofuscanmarkourworkandprogressby
lookingatthelandmarks,keystopsinourjourneytowardsourvisionanddestination.
TableofContents
SuperintendentsLetter........................................................ 2
Overview:CommunitySchools,ThrivingStudents................. 4
Goal1:SafeHealthy&SupportiveSchools........................... 16
BuildingOaklandsCommunitySchools .................................16
Goal2:PreparedforSuccessinCollegeandCareers.............. 22
CoreCurriculum ......................................................................22
PathwaysfromPreKtoGraduation ......................................25
AcceleratingStudentsthroughTargetedApproaches ...........28
Goal3:HighQuality&EffectiveInstruction ......................... 32
EffectiveTeaching ..................................................................32
EffectivePrincipalLeadership ................................................34
SupportingLeadership&TalentDevelopment......................36
Goal4:BuildingtheFullServiceCommunityDistrict ............ 37
CentralOrganizationInServiceOf ..................................... 38
ProcessestoCreateGreaterEquity ....................................... 42
ServingtheWholeChild......................................................... 47
Coordinating,Aligning,andLeveragingResources................ 50
Goal5:AccountableforQuality ........................................... 54
Ensuring,Reviewing,andBuildingHighQuality
Schools&District.................................................................... 55
BalancedScorecard&PerformanceManagement................. 58
Conclusion:SharingVision&BuildingTogether .................... 61
Appendices:LandmarksontheJourney
OaklandUnifiedSchoolDistrictStrategicPlanCommunitySchools,ThrivingStudents(20112016)
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SuperintendentsLettertoOaklandCommunity,May2011
InJuneof2010Iinvitedyoutohelpuscraftafiveyearstrategicplan.Iamwritingnowtothankyouforyourtime,work,and
leadershipthatproducedtheplanthatfollowsthisletter.
OureffortsintheOaklandUnifiedSchoolDistrict(OUSD)arenowclearlyfocusedonservingallofourchildreninevery
neighborhoodbyprovidinghighqualitycommunityschoolswherechildren,adults,andcommunitythrive.Wearecommittedto
creating,andsustaining,adistrictofcommunityschoolscapableofsupportingtheuniqueneedsofeachchildwhilecreatingcaring
schoolcommunitiesthatlinkeveryOaklandneighborhood.WebelievethateachchildinOaklandmustbereadytosucceedin
collegeandcareersthatleadthemtohealthyandhappylives.TheOUSDschoolboardbelievesthatOaklandmustbecomeacity
knownforhowwellourchildrenarecaredforandhowwelltheyareeducated.Wehaveagreatlegacyandweacknowledgeand
honorpasteffortstoservechildren.Wealsoknowwehavealongwaytogotobecomethepublicschooldistrictandcityallour
childrenneedtodayforasecureandhealthyfuturetomorrow.
ItswiththesebeliefsthatweengageincreatingaFullService
CommunityDistrictfilledwithFullServiceCommunitySchools,in
whichschoolsactasresourceandservicehubsthatconnectwith
localpartnerstohelpbuildhealthyandvibrantschoolsand
communities.
Ibelieveallchildrenarefilledwithlight,fire,andwonder.Every
childneedsnurturingandcarefortheirlighttobrightlyshine,their
firetopassionatelyburn,andtheirwondertocontinuallyexpand.
Thejoyfullearningandlaughterofchildrenwovenintofocusedperformanceandtheachievementofmeaningfuloutcomesmust
becomeourcommonexpectationforeachchildinOakland.Adultshavetosee,andexpecttosee,thisfromeverychild.
Fortunately,wehavesuccessestobuildon.WehavethrivingchildreninsomewonderfulschoolsinOakland.OUSDhasbeen
improvingsteadilyandhasimprovedfasterthanallotherurbandistrictsinCaliforniaoverthepastsixyears.Thegrowthisgood.
Theworkinschoolsandthesupportfromourcommunityisworthcelebrating.OUSD,workingwithcommunitypartnersandcity
programshasproducedwonderfulplaceswheretheacademicandsocialsuccessofchildrenisseenandcelebratedlocallyand
acrossournation.Oaklandishometodistinguishedschools,nationalblueribbonwinners,andindividualstudentswhoare
performingatthehighestlevels.Oaklandsteachersandschoolstaffareleadingthewayforwardtoequityandexcellenceforall.
Theseexamplesofsuccesscomeastheresultofsharedcommitment,hardwork,andfocusontheneedsofchildren.
However,wehavenotmettheneedsofallchildrenandwedonothavehighqualityschoolsineveryneighborhood.African
American,Latino,andEnglishLanguageLearningstudents,aswellasourstudentswholiveinpoverty,donothaveaccessto
opportunitiesthatotherchildreninOaklandhave.Ourcityremainsdividedbypredictablepatternsoflowperformance,high
incidenceofviolence,andlackofconnection.Inourcurrentsystemsomeindividualshaveeasyaccesstoopportunitywhileothersin
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Oaklandhavelimitedaccesstoopportunityduetowheretheylive.Thisisnotacceptableandnothealthyforourcommunityasa
whole.Wemustengageinnewwaysthatconnectindividuals,communities,andinstitutionstogetherwiththeunderstandingthat
ourfatesinOaklandarelinked.IfpartsofOaklandaresuffering,allofOaklandissuffering.
Weareinatimeofextremefiscalandcommunitystruggle.Thelevelof
fundingourpublicschoolchildrenreceiveinCaliforniaisnowamongthe
lowestintheUnitedStates.Oureffortstobuildcommunityandtoensureall
childrenhaveaccesstohighqualitypublicschoolsintheneighborhoods
wheretheyliveisseverelylimitedbycurrenteconomicconditions.For
Oaklandtoachievethesuccessweallwantforourchildren,families,
residents,communitybasedorganizations,andbusinessesmustengagenew
workthattransformsallofourexistingrelationshipsandalignsourefforts
towardoursharedgoalofhealthyandeducatedchildren.
InJulyof2009OUSDbeganasevenyear,fourphaseefforttoensurethat
everychildinOaklandhasbothaccesstoqualityschoolsineveryneighborhoodandthesupportthechildandfamilyneedsto
achieveacademicallyandsocially.Theplanthatfollowsthisletterdescribesoureffortstocreateapublicschoolsystemthatworks
withcitizensandinstitutionstocoordinate,align,andleverageresourcesforthewellbeingofOaklandschildrenandfamilies.We
seeacitywherepeopleareaskingthemselves,Asaresultofmyactions:HowmanymoreOaklandchildrenaregraduatingfrom
highschool?HowmanymoreOaklandchildrenareattendingschool95%ormore?Howmanymorestudentshavemeaningful
internshipsand/orpayingjobs?And,howmanymoreOaklandchildrenhaveaccessto,anduse,thehealthservicestheyneed?
OUSDseesacitywherechildrenarethrivingandinnovating.Oaklandcanleadthemovementwhereyouthleadersarechange
agentsandcommunityplanners.Publiceducationmustcontinuetopushforthecommongood.Ibelievethoughtfulinformed
youngpeoplearetheonlyhopeforahealthydemocracyandasustainablefuture.
Oaklandschildrenneedustoseeandnurturetheirlight,fire,andwonder!Itrustustodowhatittakestoseeandnurtureevery
childinourcity.
Together:
Wearefocused.Wearedetermined.Wewillpersevere.
Forourchildren,
TonySmith,
Superintendent
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OVERVIEW:CommunitySchools,ThrivingStudents
ProblemStatement
Inrecentyears,theOaklandUnifiedSchoolDistrict(OUSD)underwentmajortransformations,fromopeningnewsmallschools,to
increasinglearningopportunitiesafterschoolandduringthesummer,toexpandinghealthcareofferingstostudents.Becauseof
thesechangesOUSDbecamethemostimprovedurbanschooldistrictinthestateofCalifornia.
Importantastheseeffortsandresultshavebeenformanystudentsandfamilies,wecontinuetounderserveasignificant
proportionofouryouth,namelyourAfricanAmerican,Latino,andEnglishLanguageLearningstudents,aswellasourstudentswho
liveinpoverty,asjustasamplingofstatisticsshow:
AfricanAmericanandLatinosgraduatefromOUSDhighschoolsatarateof54%and56%,respectively,comparedwith79%
forAsianAmericansand75%forwhitestudents.
rd
AccordingtoCSTdata,only30%ofOaklandsAfricanAmerican3 gradersscoreproficientinEnglishLanguageArts.Bythe
th
8 grade,thatrateisonly15%.
OntheCaliforniaHighSchoolExitExamtakenin10thgrade,only24%ofAfricanAmericanand26%ofLatinostudents
passedtheEnglishLanguageArtssectionin2010,comparedwith51%ofAsianAmericansand78%ofwhitestudents.On
thesametestinmath,17%ofAfricanAmericansand27%ofLatinospassed,comparedwith66%ofAsianAmericansand
73%ofwhitestudents.
Theseinequitiesprevailoutsidetheschoolexperience,too.AswesharedintheStrategicFrameworkweadoptedinJune,2010,we
notedthat,specifically,anAfricanAmericanchildborninWestOaklandis:
Oneandahalftimesmorelikelytobebornpremature
Seventimesmorelikelytobebornintopoverty
Twoandhalftimesmorelikelytobebehindinvaccinations
FourtimeslesslikelytoreadatgradelevelbyGrade4
Likelytoliveinaneighborhoodwithtwotimestheconcentrationofliquorstoresandmorefastfoodoutlets
Morethanfiveandhalftimesmorelikelytodropout(orbepushedout)ofschool
Asanadult,hewillbefivetimesmorelikelytobehospitalizedfordiabetes,twotimesaslikelytodieofheartdisease,threetimes
morelikelytodieofstroke,andtwotimesaslikelytodieofcancer.BorninWestOakland,anAfricanAmericanchildcanexpectto
diealmostfifteenyearsearlierthanawhitechildbornintheOaklandHills.
Inrecognitionoftheneedtointensifyoureffortstoclosetheopportunitygapforourstudents,thedistrictsstrategicvision
unanimouslyapprovedbyOaklandsBoardofEducationcalledforOUSDtobecomeaFullServiceCommunitySchoolsDistrict.
CommunitySchoolsAModelforChange
ACommunitySchoolisastrategyfororganizingtheresourcesofthecommunityaroundstudentsuccess.Itisbothaplaceandaset
ofpartnershipsbetweentheschoolandothercommunityresources.Itsintegratedfocusonacademics,services,supportsand
opportunitiesleadstoimprovedstudentlearning,strongerfamiliesandhealthiercommunities.Schoolsbecomecentersofthe
communityandareopentoeveryoneTheseCommunitySchoolsarebasedonadevelopmentaltriangle,whichcallsforastrong
instructionalprogram,expandedlearningopportunitiesthroughenrichment,andservicesdesignedtoremovebarrierstostudents
learningandhealthydevelopment,sothattheycanthriveacademicallyandsocially.
TheChildrensAidSociety
WewanttodevelopeachOaklandpublicschoolintoaFullServiceCommunitySchool(FSCS).Webuiltourmodelbylookingatthe
ChildrensAidSocietydevelopmentaltriangletogroundthedistrictsstrategicplanninginthenationalworkofcommunity
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schools.Tobegin,weplacedourthrivingstudentsatthecentertomakesurethateverythingconnectsbacktothatvision.Asthe
taskforcesandcommunityengagementsurfaceddifferentideasandissues,wedesignedthesidesofthetriangletoreflecttheir
emergingthemesofensuringahighqualityinstructionalcore,ofdevelopingsocialandemotionalhealth,andofcreatingequitable
opportunitiesforlearning.Withthesesidesinplace,wedevelopedandmappedourmajorgoalareasalongthesethemes
emphasizingourBoardsprioritiesforchildrenandyouth(e.g.,Safe,Healthy,andSupportiveSchools;HighQualityandEffective
Instruction;andPreparedforSuccessinCollegeandCareers)andthenaddedmajorbuildingandaccountabilityprioritiesfor
organization(e.g.,BuildingaFullServiceCommunityDistrict,AccountabilityforQuality).Altogether,thesefivegoalareascoverthe
rangeofideas,issues,questions,andplansfortheworkaheadofus.
DIAGRAM1:OUSDsCommunitySchoolsModelforChangeandAction
CREATINGEQUITABLEOPPORTUNITIESforLEARNING
WhatareFullServiceCommunitySchoolsandaFullServiceCommunitySchoolDistrict?
TheOaklandUnifiedSchoolDistricthastakenonataskthatfewotherdistrictshaveattempted:thecreationofaFSCSDistrict
populatedbyFullServiceCommunitySchools.OaklandUnifiedSchoolDistrictwillcreateaFullServiceCommunitySchoolDistrict
thatservesthewholechild,eliminateshealth,socialandeducationalinequity,andprovideseachchildwithacaringenvironment
thatsupportsstudentlearningandsuccess.
EffectiveFullServiceCommunitySchoolsintegrateacademiclearningwithessentialsupportsandopportunities.Usingthisstrategy,
citiesandcountiesacrossthecountryhavedevelopedrobustrelationshipswithfamiliesandahostofcommunitypartnersinorder
tocreateeffectivecommunityschools.
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Datafromagrowingnumberofcitiesandcountiesinvolvedinthisworkoverthelast20yearsindicatesthatstudentsinFullService
CommunitySchoolsshowsignificantlyimprovedacademicperformance,especiallyinreadingandmath;improvedattendance,stay
inschoolrates,andgraduationrates;andimprovedstudentbehavior,familyhealth,parentinvolvement,andyouthcommunity
involvement.Participatingstudentsalsoshowstronggainsinyouthassets,includinggainingconfidenceinschoolsubjectsand
teamwork.
Asetofgeneralprinciplesguidesusinthiswork:
1. Webelievethatlearningtakesplaceinallcontextsanddoesnotprivilegeonelearningenvironmentoveranother.
2. Webelievethatfamiliesandteachersprimarilyinfluencestudentsuccessandshouldbesupportedbythedistrict,schools
andcommunityincreatinglearningopportunitiesforstudentsduringandoutsideofinstructionalclassroomtime.
3. Weneedtoapproachstudentsandfamiliesinamannerthatisstrengthsbasedandrootedinchild,youthandhuman
developmentprinciples,withthebeliefthatallstudentsandfamilieshavetheabilitytosucceedifprovidedwithadequate
support.
4. Weneedtorespectandbuildupontheculturalandlinguisticidentityofstudentsandtheirfamilies.
5. Weneedtoactivelyfosterengagement,alignmentandcollaborationamongdiversepartners.
6. Weneedtousevaliddatatoidentifyandprioritizeneedsandtomeasuresuccess.
7. Weneedtoensurethatsupportservicesarefamilyfriendlyandeasytoaccess.
Schoolleadersseethatinorderforqualityinstructionalprogramstoresultinhighacademicachievement,theymustaddressthe
needsofthewholechild.FullServiceCommunitySchoolsandtheirpartnersrecognizethatchildrenneedavarietyofcoordinated
academicandinstructionalsupportsinordertosucceedinschoolandgraduatecollegeandcareerready.
AFSCSinOaklandservesthewholechild;itinvitesthecommunityinandextendsitsboundariesintothecommunityinorderto
accelerateacademicachievement.Adultsattheschoolandinthecommunityworkcollaborativelytocreateacommonvisionfor
theschoolandusedatatoregularlyassessoutcomesofacademicandlearningsupportservices.Theschoolsharesresponsibilityfor
student,familyandcommunitysuccess.AsDiagram3belowillustrates,FullServiceCommunitySchoolsinOakland:
1. offeracoordinatedandintegratedsystemofacademicandlearningsupportservices;
2. becomeasafeandhealthycenterofthecommunity;
3. fostertrusting,intentionalrelationshipsandpartnerships;
4. buildthecapacityofadultsandstudentstoshareresponsibilityforleadershipanddecisionmaking;and
5. tailorthespecificapproachandmixofservicestoeachcommunitythroughaprocessofunderstandingandaddressing
inequities.
AFullServiceCommunitySchoolconnectstheschool,family,andcommunitytosupportstudentsuccessattheschoolsiteand
throughitspartnerships.AFullServiceCommunitySchoolhasastrongacademiccorewithanintegratedfocusonyouth
development,familysupportandengagement,healthandsocialservices,andcommunitydevelopment.
Thiscreatesexpandedlearningopportunitiesforstudentsbeforeandafter
school,duringschoolbreaksandsummers;comprehensivehealthand
socialserviceswhichaddressbarrierstolearning;andfamilyand
communityengagementthatincreasestheinvolvementandcontributions
ofparentstosupporttheirchildrenseducationinschoolandathome.The
FullServiceCommunitySchoolalsoengagesresidentsandcommunity
partnersinthelifeoftheschool,andofferslifelonglearningopportunities
tofamilies.
Collaborativeleadershipbyrepresentativesfromallstakeholdergroupsin
theschoolandcommunityeducatorsandotherschoolstaff,parents,
students,funders,communitymembers,communitypartnersand
policymakersmustexisttocreatingadurableandresourcerich
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environmentforchildrenandfamilies.CollaborativeleadershipinaFSCSframeworkinvolvescreatingamultistakeholder
leadershipteamatthesitelevelandcrossboundaryteamsinthedistrictandotherpublicagencies,withaspecialemphasison
leadershipopportunitiesforparentsandstudents.Intheearlystages,thiswillinvolveaculturalshiftawayfromamorehierarchical
structureandanunderstandingthatinaFSCSframework,thedevelopmentofschoolcommunityrelationshipsisvitaltobuildinga
strongandsustainablenetworkofresourcesforchildrenandtheirfamilies
ThetransitiontoFullServiceCommunitySchoolsandaFSCSDistrictbeginsbybuildingunderstandingandtrustintheprocess;it
cannotmoveforwardwithoutcommunityinvestment.Keyfiguresfromacrossthecity,leadersintheschooldistrictandatsites,
families,communitypartnerserviceproviders,andcommunitymembersdevelopasharedunderstandingoftheessential
componentsoftheFSCSstrategysothattheycansupportimplementationtogether.
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DIAGRAM2:GraphicDefinitionofaFullServiceCommunitySchoolandDistrict
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WhereWeHaveBeen,WhereWeAreNow,WhereWeAreGoing
WhenwebeganourworktogetherfollowingreturnoflocalcontroltoOakland,weembarkedonafourphase,sevenyeareffortto
giveourcommunitythepublicschoolsystemthatwedeserve.Thetimespanforproducinghighqualitydurablesystemsthat
supporthighqualityschoolsineveryneighborhoodisJuly2009Juneof2016.Inthemidstofthesystemicstructuralchange,we
placestudentlearningandinstructionattheheartofoureverydaywork.Qualityeducationrequiresaproductivelearning
relationshipbetweenstudents,teachers,andfamilies.
DIAGRAM3:OUSDStrategyTimelinefor20092016
InPhase1:Initiation(20092010),weset
aboutestablishingasharedpositive
identityforOUSD.Wewerenot,as
somesaid,afaileddistrict.Norwere
wesimplyadebtorortrusteedistrict
justoutofstateadministration.The
storyofOUSDsmanysuccesseswasnot
completelytoldintheMostImproved,
CharterFriendly,SmallSchools,Options,
ResultsBasedBudgeting,oranysingle
strandnarrative.OUSDdriftedintoa
systemofschoolswithindependentand
competitivepracticesandlosta
collectiveidentityasaschoolsystem
servingeachOaklandchildineach
neighborhoodwell.Namingthetruths,
clarifyingOaklandschildrensrealities,
andcallingforchangecameasacalltoaction.
ListeningtopeopletellthemanystoriesofOakland,theversionsofsuccessesandthefeelingsoflossdroveus.Weheardfrom
families,businessleaders,faculty,communityleaders,andBoardmembersaboutadeepsenseofseparatenessandalongingfor
realconnectioninserviceofchildren.Sowecraftedaframeworkthatputchildrenandschoolsatthecenterofourcommunity.In
thatframeworkthereisacommitmenttobelongandtoserve.Weknowourchildrenneedtoliveinsafeneighborhoodsandgoto
schoolsthatknowthemwell,thatprovideeffectiveteachers,andallowthemtothriveontheirwaytosuccessincollegeandcareer.
InJune2010,ourSchoolBoardcodifiedtheseideasandsetoutanewcourseandestablishedaclearidentityforOUSD:Community
Schools,ThrivingStudents.
InPhase2:Design(20102011),Thestrategicframework,identity,andprioritiesdevelopedinPhase1providedthebasisforour
workinthissecondphase.Makingthisplanrealrequiredmakingtheworkreal,includingcommunitymembersinmakinga
CommunitySchoolsDistrictemergefromaninstitutionthatpreviouslyprizedindividualimpact.Tenstrategicinitiatives
transformedintoFourteenTaskForcesthatengagedthecommunityandexpertsinaprocessofinquiry,research,analysis,and
recommendations.Theseeffortsareessentialtomakingnewengagementsystemsandprocessesthatwillsupportourlongterm
effortstoproducedurablequalitysystemsthatproducetrustingrelationshipsandbeliefinthepublicschoolsystemsabilitytocare
forandeducateOaklandschildren.
InorderforOUSDtobethebestfirstpublicoptionforfamiliesinOaklandwehavetobehaveinwaysthatfamiliesandcitizenscan
believein.Thetaskforceworkisdesignedtorequirepeopletoworkinnewwaysthatwillproducenewbeliefsovertime.Thisnew
wayofworkingtogetherwillproduceacultureofsharedpurposeandrelationalaccountability.
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Phase3:Implementation(20112014),beginswith
coordinating,aligning,andleveragingallresourcesin
serviceofyearonegoals.Theorganizationwillusethese
goalstoorganizeallfiscal,human,andphysicalassets.In
anenvironmentoflimitedresources,thestrategiesand
changesinthisplanmustbeimplementedwithsmart
allocationandreorganizationratherthanadding
unnecessarily.Withthedevelopmentofascorecardand
performancemanagementtools,wewillimplementanew
accountabilitystructurethatusesthegoalsasameasureof
performanceandguideforprofessionalandpersonal
development.Inthisphase,weengagethesignificantwork
ofmakinghumanresourcesmatchthegoalsand
organizationalneeds.
Inmanywaysthisisthehardestphaseofthesevenyears.
Mosteffortsgetderailedasthenewshinewearsoff.We
mustlearntoimplementwellandworkwelltogether.Staffandcommunityhavetodevelopthedisciplinedcommitmenttomake
thepathbywalking.Thisisthefulcrumoftheneworganization.
InPhase4:Tuning&Sustaining(20142016),wemoveforwardfromtheyearthreegoals.Wemarkourprogresstowardsour
aspirationtomovetheorganization.Weusetheyearoneandyearthreegoalstomeasureprogressandrevealwherethe
strengths,weaknesses,opportunities,andthreatslayinouroriginaltheoryofaction.Wearealmostentirelydonewithanymajor
retoolingorredesignwork.Theorganizationworksinawaythatiscommonlyknownandwellunderstood.Weshareddefinitions
ofwhatwedoandwhy.Weusesharedprinciplestogroundthetuningandsustainingwork.Webringcreativityandoptimismto
newproblems.Wedonotprotectourownprojects;instead,wecreateandextendopportunitiestobenefitallourstudents.We
askourselveswhatwelearned.Wedothisinwaysthataresustainedforaslongastheserviceisneeded.
OneofourfiveyeargoalsistoproduceanewfiveyearplanforourSchoolBoardtoconsiderforadoptioninJuneof2016.Thatplan
willbuildontheworkoftheprecedingsixyearsandbeginthenextchapterofOUSD.Thisthoughtfulconsistencywillallowusto
maintainleadershipcontinuityandimproveourcapacityasastabilizingandcatalyzingforceforOaklandshealthyfuture.
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BuildingTogether,EngagingtheCommunity
Oneofthehallmarksofthisstrategicplanningprocesshasbeencommunityengagement.Ratherthangoingintoaclosedroomwith
afewfolkstoanalyzedata,wekickedofftheplanningwithFourteenTaskForcestobringtogetherdistrict/schoolstaff,families,
topicalexperts,communitymembers,educationleaders,andotherstakeholderstolearn,frame,ask,answer,argue,and
recommend.WebegantheyeardevelopingstandardsandprinciplesformeaningfulengagementwiththeTaskForces.1 Sincethe
beginningofthisendeavor,weheldalmost350differentmeetings,convenings,andengagements(e.g.,taskforces,workinggroups,
publicpresentations)thatdrewalmost5500participants.Thissignificanteffortcontinuestoday,generatingtheconsiderable
amountofmaterialforthestrategicplan.
Taskforcesanchoredalargerglobalengagementapproachforstrategicplanningincludingtheonlineportal,publicBoardsessions,
youthengagementprojects,targetedoutreach,andregionalevents.WithabetaversioninFall2010,theThrivingStudents
Website(www.thrivingstudents.org)launchedinfullforceinJanuary2011withpagesforeachTaskForceandupdatesthatinclude
research,meetingmaterials,videos,andrecommendations.Throughouttheyear,theBoardofEducationheldperiodiccommittee
meetings,retreats,andstudysessionstodiscusskeystrandsofthestrategicplanningwiththestaffandpublic.
Inadditiontothe350differenttaskforcemeetings,weheldthreecitywideglobalengagementevents(oneineachregion)with
over500parents,students,communitymembers,andstaff(i.e.,88inRegion2,206inRegion3,and248inRegion1).Thegoalsfor
theseRegionalConveningswereto:1)introducethecommunitytoFullServiceCommunitySchools(FSCS)andtheStrategic
PlanningProcess;2)integratecommunityfeedbackintoeachtaskforcescriticalquestions;3)provideadditionalopportunitiesfor
2
involvement;and4)modelourprinciplesformeaningfulstudent,parent,andcommunityengagement.Fromthesurveyscollected ,
participantsoverwhelminglyfelttheeventsweremeaningfulbasedonfivethemes:1)theyfelttheirvoiceswereheard,2)the
meetingswereaccessible,3)theygainednewknowledge,4)theeventswerediverse,and5)theyleftfeelinghopeful.
WealsocompletedthreeYouthEngagementProjectsontheStrategicPlan:1)thedistrictwideYouthTruthhighschoolstudent
survey,with3,824studentsparticipatingacrossthirteenschools;2)fourAllCityCouncilHighSchoolandMiddleSchoolworkshops
onEffectiveQualityTeachingwith240students;and3)threehighschoolengagementeventsontheStrategicPlanwith115
students. 3 TheresultsoftheYouthTruthsurvey 4 highlighttheneedforFSCS,as70%ofallrespondentsindicatelifeoutsideof
schoolasthetopbarriertograduationandattendance,specifically,homelife,crimeandviolenceoutsideofschool,andfamily
responsibilities.Studentsalsoreportedhavinginconsistentsupporttomeetingtheirgraduationandpostgraduationgoals,mixed
(positiveandlesspositive)relationshipswithteachers,lackofaccesstorigorousclassesthatmakethemthink,andlittletono
knowledgeofRestorativeJusticeasadisciplinepracticeattheirschool.
Whenaskedwhattheirschoolscoulddotohelpthemdotheirbest,studentssaidsmallclasses,personalizedextrahelp,high
expectations,andsupportiveteachersandadministrators.Theseresultsreiteratethespecificstudentrecommendationsfromthe
ACCworkshopsandengagementevents.Thespecificyouthengagementrecommendationsonpeeracademicadvising,student
leadership,restorativejustice,ethnicstudies,socialemotionalsupport,andqualityteachinghavebeensubmitted,insomecases
alreadyintegrated,intothegoalsofthecorrespondingchangeinitiatives.
Inanefforttoincludevoicesofyouthandfamiliesnottypicallyengaged,weconductedLanguageCommunityFocusGroupswith
Spanish,Chinese,Vietnamese,Cambodian,andArabicspeakingfamilies.Aswithourotherengagementefforts,parentsrequested
moreconsistentcommunicationand opportunitiesforengagementatthesiteanddistrictlevel.Anothercommonthemeacross
groupswastheneedforcommunity schoolstoofferparenteducationandactivitiesforparentstolearnEnglish,becomeorientedto
GlobalEngagementPrincipleswereoutlinedintheStrategicWorkUpdatetotheBoardonDecember11,2009:MeaningfulStudent,Parent,&
CommunityEngagementmeans1)Learningandbuildingtogetherwithprimarystakeholders,2)Buildingtrust,mutualaccountability,shared
responsibility,3)Sharingleadershipforfullservicecommunityschools,4)Creatingconditionsforstudent&familyaccess,5)Modeling
transparencywithpoweranddecisionmaking,6)Providingopportunitiesforcontinuedengagementandleadership,and7)Buildingdistrict
capacity&structureforongoingstudentandparentvoice.
2
Onehundredandseventyfiveofthe500participantscompletedandreturnedtheirevaluationsurveys.Surveyparticipantsidentifiedthemselves
as42students,80parents,24communitymembers,8teachers,10classifiedstaff,7administrators,2securityofficers,and2policymakers.
3
ThethreeeventsincludetheACCHighSchoolGeneralMeetingsonDecember16,2010(34students)andJanuary20,2011(65students)andthe
MeaningfulStudentEngagementYouthPlanningRetreatJanuary79,2011(16students).
4
YouthTruthReportforOaklandUnified(2011)isavailableuponrequest.
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11

schoolprotocols,andlearnhowtocommunicatewithschoolstaff.Parentsandstudentsalsosaidcommunityschoolsneedtooffera
mainparentpointofcontact,tobuildrelationshipwith,andcoordinateopportunitiesforparentinteractionandsupportintheir
ownlanguage. 5
Atthestartofthestrategicplanningprocess,weconvenedanadhocadvisoryteamwithsomeofourkeyengagementpartners
includingYouthTogether,OaklandKidsFirst,OCO,GO!PublicSchools,PLAN,andOaklandParentsTogether.Together,wedefined
MeaningfulStudent,Family,andCommunityEngagementPrinciplestomodelinourglobalengagementmeetings:
1)learningandbuildingtogetherwithprimarystakeholders
2)buildingtrust,mutualaccountability,sharedresponsibility
3)sharingleadershipforFullServiceCommunitySchools
4)creatingconcreteconditionsforstudent&familyaccess
5)modelingtransparencywithpoweranddecisionmaking
6)providingopportunitiesforcontinuedengagementandleadership,and
7)buildingdistrictcapacity&structureforongoingstudentandparentvoice.
Wemustalsocreatestandardsandsupportsforparentengagementandleadershipprogrammingforuseinalldistrictandsite
meetings.OaklandhasaMeaningfulStudentEngagement(MSE)modelwecanbuildupon,learnfrom,andalignwith,aswebuild
6
outourengagementstrategy.
Ensuringsystemicaccountability,meaningfulstudent,family&communityengagementisoneofourSevenSchoolQualityStandards
(seeGoal5).TheseQualityStandardsarethestandardsofpracticeandessentialconditionsthateachschoolisexpectedtoachieve
asaFullServiceCommunitySchool.
ThroughtheworkofourRegionalGovernance,FullServiceCommunitySchools,QCSD,andSEANtaskforces,weheardthe
importanceofintentionalityaroundBuildingCapacityandInfrastructureforEngagement.Thespiritofthisplanisnotaboutmore
money,butaboutcomingtogethertobestmeettheneedsofourchildren.Weareintheprocessoflookingatourcentraloffice
structuretoprovideregionalstaffingforbothparentandstudentengagement,aswellaslookingtoourcityandCBOpartnersto
alignourparentandstudentengagementvision,strategy,andimplementation.MembersofourRegionalGovernanceTaskForce
developedclearrecommendationsforaninternalstaffstructuretosupportengagement,includingRegionalparentmeetingsand
7
interdepartmentalstafftraining .WewillalsobeusingrecommendationsfromFSCS,QCSD,andSEANtoinformengagementwork
8
ofYear1. InYear1wewillconvenetheFamilyEngagementCollaborative,paralleltotheMSECollaborative,toconductan
assessmentoffamilyengagementineachregion.Wemusthaveaclearapictureofbestengagementpractices,andwhereeach
schoolcommunityfallsinthespectrumoffamilyandstudentengagement.Throughthisprocess,wewilllearnthehistoryof
engagementandorganizingineachregion,andlearnfromthosewhocamebeforeus.Thisprojectisalsoanopportunitytobuild
relationaltrustandallianceacrossrace,class,andlanguage.
InYear1wealsowillcreateastudentandparentLeadershipDevelopmentPipelinewithclearentrypoints,fromtheschoolsiteand
neighborhoodtotheRegionalAdvisoryCouncil.
Thefollowingdiagramsillustratefoundationalprogrammingtobecreatedorpolishedtocreateclearentrypointsforstudentand
parentleadershipandengagement:
Allfeedbackfromthelanguagefocusgroupswascodedandintegratedintogoalareasonethroughfive,includingfeedbackaboutprovidingsafe
spaceandpreventingethnicharassmentofArabicspeakingchildren,generalbullying,andsupporttoparentsonhowtosupporttheirchildren
afterbeingharassed.
6
TheMSEworkcanbefoundatwww.thrivingstudents.org,intheStrategicPlanningreferencematerialssection.
7
TheintentistocreateaparallelorcomplementaryparentleadershipstructuretoAllCityCouncilmonthlyyouthleadershipmeetingsand
trainings.
8
ForfullRegionalGovernance,FSCS,QCSD,andSEANtaskforcereportsandgoalsforstudentandfamilyengagementinYears1,3,and5,please
downloadfromwww.thrivingstudents.org
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DIAGRAM4:RelationshipsforMeaningfulEngagementStructures&Programming
RegionalAdvisory
Council
(RAC)
Neighborhood
Council
StudentDirectors
onBoardof
Education
AllCityCouncil
YouthCenters
atSchoolSites
(Student
Leaders)
YouthCenters
inthe
Community
(Student
Leaders)
SchoolSiteCouncil(SSC)
EnglishLanguageAdvisory
Council(ELAC)
FSCSSiteLeadershipTeam
SiteProgramming
Leadership
Classes
StudentClubs
AdvisoryClasses
SiteProgramming
PeerAcademic
Mentors
Conflict
Mediators
CultureKeepers
City&
Community
Programming
MSWPartners,
Recreation
Centers,After
SchoolPrograms
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Sitebasedparentandstudentengagementprogrammingsuchasliteracyclasses,parentworkshoponcontentstandards,backto
schoolparentorientation,parentleadership,studentleadership,studentclubsareentrypoints.Parentsandstudentswillthenbe
recruitedfromthesebasicactivities,toserveonSSCand/orELAC,andbecomefamiliarwithFSCSmodel.Thesebodieswilldevelop
thesiteplan(SPSA),thesitesstrategicplantobecomeaFullServiceCommunitySchool.TheSSCandELACwillbesupportedby
regionalstafftobecomethesiteFSCSLeadershipTeam.9
Studentandparentmembersfromthesiteleadershipteamwillthenbe
encouragedandsupportedtotransitionintothenextlevelofleadership,after
servingontheSSC/FSCSsiteleadershipteams.Theneighborhoodcouncilswill
informtheneighborhoodserviceareas,orschoolclusters,oftheFullService
CommunityDistrict,informedbytheregionalassessments.Theneighborhood
councilswillbedefinedinYear1.
Finally,studentsandparentswhohaveservedextensivelyandarereadyfor
increasedleadershipwillbeselectedbytheneighborhoodcouncils.TheRAChas
directdecisionmakingpoweraboutresourceallocationintheirrespective
regions.TheRACSelectionprocesswillbedefinedinYear1,andthefirstcouncil
meetingwillbeconvenedattheendofYear1.
OneclearimmediateNextStepistocreateastudentandparentfriendlyguide
tothestrategicplantoanswerWhatdoestheplanmeanforme?
WealsoneedtoconveneourMSECollaborativeandyouthleaderstocelebrate,
reflectandevaluatethepastfouryearsinourimplementationoftheMSE
standards.Weneedtobringinadditionalorganizingpartners,andworkwiththe
cityandyouthservingagenciesinnewanddifferentwaystoimplementtheMSE
standards,andsupportstudentleadership,youthdevelopment,andcreatean
empoweredpeerorganizingcultureateverymiddleandhighschoolsite.
AswithSSC,theFSCSLeadershipTeamwillbecomprisedofstudents,parents,andstaffandcommunitypartners.Intentionaloutreachwillbe
conductedtocommunitypartnerswhoprovidedirectservicestotheschoolsite.
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HowtoRead&UsetheStrategicPlan
Inthestrategicplanpackage,severalpiecesworktogethertoprovideyouwithapictureofourfuturework.
SECTIONS&STOPLIGHTS:Atthetopofeachmajorsection,weaskthesecriticalquestions:
WhatDoWeWantForStudents?
Weneedtostopandaskourselvesthemostimportantquestion.Whatisitaboutthisgoalareaanditsinitiatives
thatwillhelpourstudentstothrive?(Instructional)
WhatMustChange?
Weoftenlookatsomethingthathasnotworkedforeverybody.Whydoweneedsomethingnewordifferent?
(Transformational)
WhatDoWeNeedToBuild?
Mostofourfutureworkandplansareinthisquestionwhatdoweneedtobuildcollectivelytohelpallstudentsto
thrive?Acrossthebigpicturegoals,wehighlightinitiatives(briefdescriptions,nextsteps)thatspanacrossourdistrict
departments,communitypartners,andeducationalleaders.Theseinitiativesgrewoutoftherecommendationsfrom
TaskForcesandotherongoingwork.(Structural)
TASKFORCEREPORTS:Thissummaryreportprovidesyouwithanoverviewoftheplanning,engagements,andwork.Behind
thegoalareas,initiatives,projects,andbodiesofwork,therearethesignificantcommunityengagementsandexplorationsthat
capturedthethoughts,opinions,andideasofmanyparticipants.TheTaskForceReportsdetailthisworkinmuchgreaterbreadth&
depth.
LANDMARKS:Inthisreportsappendices,welookatthesetsofmilestonesthatwewanttoaccomplishineachofthesegoal
areasoverthenextfiveyears.Foreachyearandforeachofourmajorstakeholdergroups,wepresentsomekeylandmarkstoown
andmonitor.Aswebuildtogetherovertheyears,thesearethelandmarksthatwewillpassalongthewaytoourdestination.
WEBSITEINFORMATIONANDMATERIALS:www.thrivingstudents.org
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15
GOAL1:Safe,Healthy,andSupportiveSchools
WewanteverystudenttoattendaFullServiceCommunityschoolthatcreatesasafeandsupportiveenvironment
wheretheycanthriveacademically,socially,andemotionally.Wewanteachstudenttogotoaschoolthatoffersa
comprehensiveandintegratedapproachtoeducation,ahubofpartnershipsthatorganizestheresourcesofthe
community.
WhatMustChange?
Weneedtochangethenotionofschoolsasplacesofinstructionseparatefromthefamily,community,and
neighborhood.Wemustworktogetherwithfamiliesandcommunitytobreakdownthebarrierstolearning.Wemust
evolvetheideaofschoolcommunitypartnershipsfromsimplyafterschoolprogrammingorsharingspaceorvisiting
campusesintotrueandauthenticcollaborationsinserviceofthrivingstudents.
WeneedtobuildasystemofFullServiceCommunitySchools.Inthismodelschoolswillactasresourceandservice
hubs,connectingwithlocalpartnerstohelpbuildhealthyandvibrantschoolsandcommunities.Weneedtoorganize
ourcentraldistrictstructuressothatthefinancialoperations,humanresourceefforts,andoverallcultureofOUSD
fostersFullServiceCommunitySchoolsandthrivingstudents.
INITIATIVE1:BuildingOaklandsCommunitySchools
KeyTaskForcesforReference:FullServiceCommunitySchools.Seealso:QualityCommunitySchoolsDevelopment;
EffectivePrincipalLeadership;AfricanAmericanMaleAchievement.
Inrecentyears,theOaklandUnifiedSchoolDistrict(OUSD)institutedchangesmakingitthemostimprovedurbanschooldistrictin
thestateofCalifornia.Overfiveyears,OUSDopened31newsmallschoolsinlowincomeneighborhoods,expandedsummerschool
servicesfrom2,000to8,000students,increasedafterschoolprogramsfrom34to91schools,servingmorethan17,500students,
andopenedninenewschoolbasedhealthclinicswithanadditionalsixopeningwithintheyear.Wenowensurethatchronicallyill
studentscanparticipateinafterschoolandsummerprogramsbyprovidingschoolnursestoaddressneededhealthcareandnow
providedentalcareatmanyofourelementaryandmiddleschools.Wealsostartedtodispenseglassesatschoolafterlearningthat
rd
almost30%ofthe3 gradersattendingoursummerprogramsneededfurthervisioncareandglasses.
Whilethedistrictsreformeffortsyieldedencouragingresults,toomanystudentsarenotbeingequallywellserved.African
American,Latino,EnglishLanguageLearningstudents,andstudentswholiveinpovertysufferanopportunitygap.Therefore,the
districtproposedFullServiceCommunitySchoolstobeOUSDsmodelofchange,andOaklandsBoardofEducationunanimously
approvedthisplan.
TheFullServiceCommunitySchoolImplementationProcess
FullServiceCommunitySchoolsaresupportedbystrongmultistakeholderleadershipteamsatthesite,regionalanddistrictlevels.
Theseteamsoperatetostrengthentheconnectionbetweentheschoolcommunitysdesiredoutcomesanditsprogramsand
services,andtocreateamultidirectionalsystemofcommunicationsat,acrossandbetweensitesandthedistrictsupporting
finelytunedserviceintegrationandresourcedistribution.Withtechnicalsupportandprofessionaldevelopment,theseleadership
teamscaneffectivelysupportanimplementationprocessrootedincollaboration,datadrivenselfassessment,andcontinuous
improvement.
InordertoprepareforthetransitiontoandoperationasFullServiceCommunitySchools,werecommendthatschools:
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1.
2.
Honorandlearnfromtheworkalreadyunderwaythroughoutthecitytobuildcommunityschools(schoolbasedhealth
clinics,smallschools,afterschoolprograms,earlychildhood,familyengagement,andsummerprograms;transitionsto
elementary,middleandhighschool,etc.)andusetheirplatformsandexistingtoolsasfoundationsforbuildingFSCSinall
OUSDschools.
Developarepresentative,collaborativeleadershipbodyateachschooltheCommunitySchoolSiteLeadershipTeam
andempoweritwithdecisionmakingresponsibilityandauthority.TheteamincludestheSiteDirectorandprincipal.
3.
CreateandsecurefundingforaCommunitySchoolSiteDirectorpositionforeachsitethatisresponsibleformanagement,
integrationandcoordinationofallstudentandfamilysupportservicesattheschool.
4.
TheCommunitySchoolSiteLeadershipTeameffectivelyusesdistrictprovideddataandcommunityengagementtoplan
forandmeasuredesiredoutcomes.
5.
Staff,instructionalleadersandcommunitypartnersatallsitesparticipateinprofessionaldevelopmentandcapacity
buildingthatcultivatesleadershipandownershipoftheFSCSframework(seeYearOneGoals).
Onceschoolsassembleasiteleadershipteam,theycanprepareageneralinventoryofexistingassetsandresources.Astheyforma
comprehensivemultistakeholderteam(CommunitySchoolSiteLeadershipTeam),theycanbeginthemoreformalprocessofusing
anassessmenttooltoscantheirsiteformajorFSCScomponentsand,later,usingadetaileddatabasedtoolforafullself
assessment(seeFSCSTaskForceReport).Theresultsofthatassessmentalongwithcommunityengagementwillguidethe
developmentofasitemission,goals,andanimplementationplan.
Oncetheimplementationplanisinplace,aFullServiceCommunitySchoolwillregularlyassessitsprogresstowardsachievingthe
desiredoutcomes,assessbarriersandstrategiestoeffectivelymeetitsgoals,andrefineitsprogramsinresponsetoresults,
changingneeds,andcommunityfeedback.
Weenvisiontheprocessofsiteimplementationasaroadwithseverallanes,withschoolsmovingatthepaceappropriatetotheir
readiness.Forinstance,byendofthefirstsemester,allschoolsshouldcompleteascanandinventoryoftheirassetsandresources,
butsomealsowillhaveconductedacompletequalitativeassessment.
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DIAGRAM5:ImplementationCycleforBecomingaFullServiceCommunitySchool
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Otherschools,withmanyFSCSsupportsalreadyinplace,willbeginbycompletinganassessment,thenidentifygapsand
programmaticneeds,andworkwiththedistricttobeginpilotingasaFSCS.Weenvisionmorethanoneentrypointateachstageof
theimplementationprocess,sinceschoolswillbeginatdifferentpointsinthedevelopmentalpathandmayprogressatdifferent
ratesastheycontinuouslyassessandrefinetheirprogramsandstrategiesaccordingtohoweffectivelytheyaremeetingBoard
resultsandcommunityidentifiedneedsandoutcomes.Diagram5(above)laysouttheplanning,implementation,andassessment
cycleforbecomingahighperformingFullServiceCommunitySchool.
Manyschoolshavealreadybegunaddressingtheneedsofthewholechildbydeveloping,adoptingandcollaboratingonafewor
manycomponentsofaFullServiceCommunitySchool.Acrossthedistrict,schoolsalreadyfoldinvariedanddifferentservicessuch
asafterschoolliteracyprograms,farmersmarkets,communitycomputerandtechnologytutors,dentalservices,libraryprograms,
saladbars,andgardens.Theseservicesmeetdifferentneedsatdifferentlevels.WeenvisiontheFSCSimplementationcycleasnot
prescriptive;withguidancefromtheFamily,Schools,andCommunityPartnershipsdepartment,eachschoolenterstheprocessatits
appropriatestage,aslongasithasalreadyaccomplishedthestepsleadinguptothatstage.
Diagram4alsoreferstothestagesoftransitiontoaFullServiceCommunitySchool.Thefirststage,exploring,involveslearning,
understandingandpreparationforthetransition;inthesecondstage,emerging,collaborativeleadershipbodiesformallyorganize,
anddevelopavision,goalsandanimplementationplan.Theseplansshouldalignwithotherreflectionandplanningprocesseslike
WASC(WesternAssociationofSchoolsandColleges)andSPSA(SinglePlanforStudentAchievement).Inthethirdstage,maturing,
academicandlearningsupportprogramsandservicesintegrateandtheschool,parentsandcommunityrecognizeahighlevelof
accountability.Thefourthandfinalstage,excelling,seessitesofferingafullcomplementofschoolandcommunityservices,and
engaginginregularoutcomeevaluationandadjustingprogramandprocessbasedonevaluationdata.
ItsimportanttonotethatnotallsuccessfulFullServiceCommunitySchoolsinOaklandwilllookthesame;theFSCSmodelmeans
thateachschoolrespondstotheircommunitysspecificneedsandresources.
StructuretoSupporttheImplementationofFullServiceCommunitySchools
TravelingtheroadtocreatingaFullServiceCommunitySchoolsDistrictpopulatedwithFullServiceCommunitySchoolsinvolves
establishingaseriesofpartnershipswithcommunitybasedorganizations,otherpublicsystemsandmajorcommunityinstitutions.
Wewillaskthesepartnerstoaligntheirpolicies,practicesandresourceswiththoseoftheFSCSDistrict,andtoinvestinthe
operationaltenetsofaFSCSDistrict,whichincludearesultsbasedvisiontiedtodataandevaluation;alignmentandintegrationof
FSCSnormsinthepoliciesandpracticesofsystemsacrossthecommunityandatsites;professionaldevelopmentthattransmitsand
teachesFSCSnormsandskills;andbroadcommunityengagementtohearandrespondtothevoicesofyouth,families,staff,
partnersandresidents.
Thisprocessrequiresinternaldistrictreorganizationtodevelopframeworksforcollaborativeleadershipanddecisionmakingat
everyleveloftheorganizationandwithinthecommunity.Italsocallsforsustainabilitystrategiesthatcoordinateandexpand
humanandfinancialresources:humanresourcedevelopment,includingleadershipandcommunitysupport;andongoingtechnical
assistanceandprofessionaldevelopmentnecessaryforcontinuousimprovement.
WerecommendthefollowingorganizationalandoperationalstepsfortheDistricttocreateasupportsystemforFullService
CommunitySchools:
1. ReorganizeexistingdepartmentstocreateaFamily,Schools,andCommunityPartnershipsDepartmentwithanexecutive
levelpositiontoleadtheFamily,Schools,andCommunityPartnershipsDepartment.ThisDepartmentprovidesleadership
ofFSCSdevelopmentandimplementation.
2. CreateaResourceDevelopmentUnit(standalonedepartmentorofficewithintheFamily,Schools,andCommunity
PartnershipsDepartment)tocoordinateandsupportsecuringgovernment,philanthropic,corporate,andotherfundingand
resourcestosupportFSCSandotherdistrictresourceneeds.
3. DevelopsystemsfordatadrivendecisionmakingandaccountabilityforoutcomesincollaborationwithHealthyKids,
HealthyOakland.
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4. Supportsite,regionalandcentralofficestaffandcommunitypartnersfromthebeginningandthroughoutthe
implementationprocesswithprofessionaldevelopmentandcapacitybuildingthatcultivatesleadershipandownershipof
theFSCSframework.
5. Developstandardsandbuildsupportsforparentandstudentengagementandleadershipthatareculturallyand
linguisticallyappropriatetoensuretheparticipationanddevelopmentofparentsandstudentsasresourcesandassetsfor
theFSCS.
6. FormanInteragencyLeadershipTeamforFSCSoutoftheFamily,Schools,andCommunityPartnershipsDepartmentthat
bringstogetherpublicsystems,majorinstitutions,businessandcommunitybasedorganizationstoworkoninteragency,
crosssectorplanningandcoordinationtosupporttheschoolsitesintheirtransitiontoanddevelopmentofFSCS.
7. EngagetheservicesofandsecurefundingforacommunityintermediarytosupportOUSDandcoordinatethecommunity
sideofthedevelopmentofFullServiceCommunitySchools;enlisttheservicesofanexternalcoachandproblemsolverto
supporttheentirecommunityinitseffortstoimplementeffectiveFullServiceCommunitySchoolsandthedistrict.
TheFamily,Schools,andCommunityPartnerships
DepartmentcoordinateswithallCentralOfficedepartments
andunitstoprovideseamlesssystemsofservicesand
supportstoschoolsitesandcommunitypartnersengagedin
FSCSdevelopment.Itfacilitatescrossboundaryrelationships
betweensites,regions,andschooldistrictdepartmentsto
supportintegration,effectivenessandefficiencyofacademic
andlearningsupportservices.
TheFamily,Schools,andCommunityPartnerships
Departmentworkswiththeleadershipofpublicsystems,
majorinstitutions,communitybasedorganizations,the
businesssector,philanthropyandotherstakeholderstoalign
everyonearoundacommonsetofoutcomesforyouthinthe
city.Thedepartmentalsoexecutespartnershipagreements
forhuman,financial,andprogramresourcesharingatthe
districtandsitelevels.
ThedepartmentworkswiththeExecutiveCabinettolinksitestointernalandexternalcapacitybuildingresourcesandisresponsible
forestablishingaminimumlevelofservicesateachschoolandwiththeassistanceofregionalofficersdefiningthegeographyfor
otherservices(hubbased,regional,districtwide).TheFamily,SchoolsandCommunityPartnershipsDepartment,workingwith
regionalofficersandsites,alsodevelopsstrategiesforimprovingacademicoutcomes.ItworkswithschoolsatallstagesintheFSCS
developmentprocess,determiningwhatlevelofsupportschoolsneed/qualifyfor,andtheirprogressintheprocessofbecominga
highqualityFullServiceCommunitySchool.
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PreparationUnderwayforTransitiontoFullServiceCommunitySchoolsandFSCSDistrict
MuchoftheDistrictsrecentsuccesscamefromthedecisiontoenterintoaformalpartnershipwithotherlocaljurisdictionsand
communitybasedorganizations(CBOs)tosharetheresponsibilityofadvocatingforchildren,youth,andfamiliesinOakland.The
districtcurrentlyhasaMasterAgreementswithAlamedaCounty,adatasharingagreementwiththeOaklandHousingAuthority
whereabout15%ofourstudentsreside,andan
agreementwiththeCitytojointlyevaluatetheafter
schoolprogramswecofundforstudents.Wehave
alreadybegunthecollaborativeworknecessaryto
alignpolicy,strategiesandoutcomes.
Foundationalpiecesforbuildingcommunityschools
existalready:agreementswithpartners,a
departmentthathasbrokeredrelationshipsbetween
schoolsandsystemsplayers,andseveralsitesthat
havealreadybeguntheworkofaligningstrategies
andoutcomesforschools.Allagreeontheneedto
betterserveourstudentsandtheirfamilies.Now,
wemustleveragealloftheexistingcrossagency
collaborationstoensurethatschoolsserveas
resourcecentersforcommunitiesthatrespondtothe
changingneedsofstudentsandfamilies.
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GOAL2:PreparedforSuccessinCollegeandCareers
Wewantourstudentstobepreparedtosucceedincollege,pursuesuccessfulcareers,beactiveinOaklandscultural
andcivicopportunities,andlivehealthylives.WewantOUSDstudentstoread,write,speak,thinkcritically,andreason
mathematically for success in college and careers. All students deserve excellent teachers who can inspire lifelong
learningwhilehelpingstudentsdeveloptheknowledgeandskillsforfuturesuccess.Wewantstudentstohave
multiplepathwaystomeetgraduationstandardsandfulfilltheirinterestsandaspirations.
WhatMustChange?
WhileOUSDhasshownbigimprovementsoverthelastfewyears,wemustchangethecurrentrealityaboutOUSD
resultstoday:toomanystudentsgraduateunpreparedtocompletecollegeandsucceedinaglobaleconomy.Most
schoolsdon'thaveallthetoolsnecessarytoprepareallstudentsforcareerandcollegereadiness.In2010,only35%of
OUSDs12thgradestudentscompletedthecollegeeligibilityrequirementsbygraduation(alsoknownastheAGrequirements).
ThosestatisticsgetworsewhenwelookatourAfricanAmericanandLatinopopulations.
WeneedtobuildFullServiceCommunitySchoolswhichdeveloppartnershipsthroughoutthecommunitytoensureall
studentssucceed.Weneedtobuildacorecurriculumthatpreparesstudentsforcollegeandcareersuccess,aligningit
withstateguidelines,designingaliteracyframework,andbuildingoffofoursuccessesinscienceandmathinstruction.
WeneedtodeveloplearningpathwaysfromPreKtohighschoolgraduationwithincreasedpersonalization,curricularlinks,
communityinvolvementandcollegeandcareerpathways.Weneedtoclosetheachievementgapthroughtargetedapproaches,
focusingonliteracydevelopment,AfricanAmericanMaleAchievement,targetedinquiry,EnglishLanguageLearners,andStudents
withDisabilities,andProgramsforExceptionalChildren.Inalloftheseefforts,wewillfocusonhighexpectationsofthestudentsin
oursystemandtheadultsresponsiblefortheirsuccess.
INITIATIVE2A:CoreCurriculum
KeyTaskForcesforReference:CoreCurriculum;Literacy.Seealso,STEM.
Itistimetocreaterigorousexperiencesandopportunitiestoaddressallstudentsandpreparethemforsuccessincollegeanda
satisfyingcareer.Toensureahighqualityinstructionalcore,weneedtoshiftfromisolatedstrategiesandprogramstosystemic
responses.OUSDmustdevelopPreKthrough12corecurriculumalignedtocollegeandcareerreadystandards(21stCenturySkills,
OUSDBoardResultsPolicies)andtotheCommonCoreStateStandardsastheydevelop.
InAugust2010,CaliforniaadoptedtheCommonCoreStateStandards(CCSS)inEnglishLanguageArtsandmathematics.Designedby
astateledeffortandcoordinatedbytheNationalGovernorsAssociationCenterforBestPracticesandtheCouncilofChiefState
SchoolOfficers,theCCSSareinternationallybenchmarkedandcraftedtoensurethatstudentswillexperiencesuccessincollegeand
careers.AdditionalCCSSwillbedevelopedforothercontentareas.
Teachersandadministratorswilldefineacoherentsetofexperiencesthatdeveloptheskills,knowledge,dispositionsandcapacity
studentsneedtobecollegeandcareerready.Ateachgradelevelandforeachcontentareathecourseofstudythatguidesteachers
astheydesign,instructandassessstudentswillbedefinedinthecorecurriculum.Itwillincludeguidingprinciplesfordisciplinary
teachingandlearning,syllabi,scopeandsequence,instructionalunits(modellessons),assessmentsandResponsetoIntervention
resources.Withteacherleaders,wewilldevelopasetoftoolsandresourcestobuildunderstandingandcapacityalignedtothenew
standards.Topreparestudentsandschoolsforthe2014assessmentsalignedtotheCaliforniaCommonCoreStateStandardswewill
employaphaseinstrategyasdescribedinthetablebelow:
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Year
201112
201213
201314
201415
201516
TABLEA:EnglishLanguageArtsandMathematicsCommonCoreStateStandards(CCSS)
Phase
CentralWorkingwithTeacherLeaders&Principals
SchoolSites
Awareness
Developalignedassessments;designanddeliver
UseitemsinspringafterCST;onsite
professionaldevelopmentonnewstandards;develop
professionaldevelopmentbyteacher
literacyframework;developcorecurriculum
leadersonnewstandards,aligned
components;selectandadoptalignedinstructional
assessmentitemsandliteracy
materialstoincludeclassroomlibrariesrepresentative
framework
ofstudentdiversity
Implementation Completeassessment;purchasealignedmaterialsand
AdministeranOaklandCCSSaligned
provideprofessionaldevelopmentoncorecurriculum
assessmentsinspringafterCST;onsite
andnewmaterials;developadditionalcorecurriculum
professionaldevelopmentoncore
components
curriculumandnewmaterials
Implementation Createadditionalsupportsandprovideprofessional
Onsiteprofessionaldevelopmenton
developmentonimplementingcorecurriculumandnew corecurriculumandnewmaterialswith
materials:expandclassroomlibraries
attentiontoOaklandCCSSassessment
results
Implementation Createadditionalsupportsandprovideprofessional
developmentonimplementingcorecurriculumandnew corecurriculumandnewmaterialswith
materials:expandclassroomlibraries
attentiontoCACCSSassessmentresults
Assessment
Evaluateadditionalneeds:expandclassroomlibraries
corecurriculumandnewmaterialswith
attentiontoCACCSSassessmentresults
WewilldevelopandemployasimilarcycleforscienceandsocialscienceasCommonCoreStateStandardscomeonlineforthese
contentareas.
FOCUS2A.1Literacy
WewantOaklandstudentstorelishreading,writingandspeaking,tobecomejoyfulaswellascompetentaroundliteracy.Toreach
thatgoal,weneedtodevelopaclearandcommonOUSDLiteracyFramework,andwebelieveaFullServiceCommunitySchools
approachwillaccelerateourwork.
ThePreK12LiteracyFrameworkwillfocusoncollegeandcareerliteracies.ItwillincludestrategiestoincreaseliteracyforAfrican
Americanmales,EnglishLanguageLearnersandSpecialEducationstudents.Informedbyresearch,wewillteachandimplement
strategies,resourcesandcapacityfordevelopingaccesstoanduseofacademicanddisciplinarydiscourseforallstudents.In
addition,wewilldevelopandimplementabalancedliteracyframework(explicitinstructionusingauthentictexts,usingvarious
modalities)forPreK5classroomsthataddressesalloftheskillsandcompetenciesrequiredforeffectiveandjoyfulreaders.
Amajorpriorityinvolvesbuildingontheworkwevestartedtodevelopasystemforarobustreadingassessment.Thissystem
includesuniversalscreening,yearlyreadingdiagnosticsandprogressmonitoringtools,aswellasdevelopinganetworkofearly
literacyleadersfocusedonstrengtheningteachercapacitytohelpstudentsbecomestrategicreadersbytheendofthirdgrade.In
addition,wewillanalyzemultipledatasources(CST,ReadingDiagnostics,Focal15)toidentifyeffectivereadingdevelopment
practices.Wewillidentifyanddisseminatesuccessfulfamilyliteracyresourcesandsupports.
FocusingonthevaluesofFSCS,wewillacceleratethedevelopmentofstrongreadingskillsformiddleandhighschoolstudents
readingfouryearsbelowgradelevelbydevelopingstrongandengagingreadingclassesthatembedethnicstudies,designedand
deliveredbyateamofsecondaryliteracyspecialists.Sincewehaveveryfewsecondaryliteracyspecialists,OUSDwillworkovera
numberofyearstodevelopcohortsofsecondaryliteracyspecialistswithmultiplepartnersincludingDr.AlfredTatumfromthe
UniversityofIllinois(acceleratingsecondaryliteracies),MillsCollege(certificationandcorecompetencies)andWestEd(strategic
literacyandacademicliteracy).Thespecialistswillreportcentrallyandbeassignedtoworkdailywithclassesofmiddleorhigh
schoolstudentswhoreadfouryearsbelowtheirgradelevel.Thespecialistswillparticipateinalearningnetworktoacquireand
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masterreadingstrategiesandsharechallengesandsuccesses.Theywillalsoleadstrategicreadingworkshopsforcolleaguesattheir
assignedschools.
FOCUS2A.2ScienceTechnologyEngineeringandMathematics(STEM)
Inthepastthreeyears,studentsexhibitedsteadyachievementgainsinscienceand
mathematics.Moreelementaryteachershavescheduledscienceinstructioninto
students'schooldayandareusingthedistrictadoptedsciencematerialswithintegrity.
In200910,theBoardadoptedapolicymandatingweeklyscienceminutesinelementary
programming.Thesefoundationaleffortscreatedastronginfrastructureforthework
ahead.
Whilewecelebratetheacademicgainsinscienceandmathematics,wealsorecognize
theirinadequacyandunevennesswhenwedelvedeeperintotheresultsforstudent
populations(AfricanAmerican,Latino,EnglishLanguageLearner),gradespans(middle
andhighschoolmath)andschools.Wearecommittedtoacceleratingscienceand
mathematicsgainsandsupportingrobustteachingandlearning.
Weplannotonlytoimprovescienceandmathematicslearningdramaticallybutalsoto
createadeepunderstandingofScience,Technology,EngineeringandMathematics
(STEM)careersaswellasopportunitiesforlinkedlearningbothinschoolandthe
workforce.Toaccomplishthis,wemustshiftfromaprogrammatictoasystemic
approach.
Wewillimprovemathematicsandscienceeducationthroughoutthesystemoverthelife
ofthestrategicplan.Eachyearwewillidentifytargetedmathematicsandscience
improvementareasandcreatestrategicandsystemicsolutionstoacceleratestudent
performancegains.Theworkwillbeinformedbytheanalysisofmultiplemeasuresthatexaminetheworkanditsimpact.Wewill
takeaFullServiceCommunitySchoolsapproach,regularlyturningtotheexpertiseofteacherleaders,localandnationalexpertsin
thefieldincludingDr.UriTreisman(STEM,UrbanMathematicsLeadershipNetwork),StrategicEducationResearchPartnership,and
BaySci(LawrenceHallofScience,Exploratorium).Weplantocallonthemtohelpusrefineyearlyplans,evaluatethework,design
anddelivertheprofessionaldevelopment,anddesignandrefinecurriculumalignedtotheCommonCoreStateStandards.
Eachyearprincipalsinpartnershipwiththeirteacherleaders,districtleadershipandSTEMpartnerswilltargetimprovementsin
STEMeducationinformedbycomprehensivedataanalysisofbothstudentgains,aswellasshiftsinclassroomandschoolwide
practices.Principalsandteacherleaderswilllearnhowtoplan,implementandevaluatehighqualityinstructionintheSTEM
disciplines.Allprincipalswillunderstandwhattolookforinclassroomsthatdeepenstudentsunderstandingsandaccelerate
mathematicsgainsforallstudents.Onayearlybasis,districtleadershipwillsupportsomesummerwork(13days)withthe
principalsandtheirleadershipteams.Wewillusefiveprincipaldevelopmentdaystoincreasesiteleaders'capacitytodesign,plan,
implement,monitor,andevaluateimprovementeffortsinSTEMeducation.
Thetargetedfocusfor20112012isK5scienceand68mathematicswhichallowsustodevelopdeeperunderstandingsandskill
developmentforstudentsbybuildingstrongerteacherinstructionaldeliveryinthetargetedgradelevelspansovertheyear.District
leadershipwillrequireprincipalstoevaluatetheirscience(K5)andmathematics(67)program,includingtheeffectivenessof
teacherpractice.TheRegionalExecutiveOfficers(REXOs)whoevaluateprincipalswillincludescienceandmathematicsinstructionin
theprincipals'performanceevaluations.REXOswillparticipateintheprofessionaldevelopmentofferedtoprincipalsandwillattend
monthlyplanningmeetingswiththeDeputySuperintendent,thescienceandmathleadershipteam,andSTEMpartners.Monthly
meetingswillbedevotedtoplanningtheprincipals'professionaldevelopmentinadditiontothedevelopmentoftoolsandresources
tosupportandevaluateprincipalsthroughouttheyearonscienceandmathematicsimprovementtargets.
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24
INITIATIVE2B:PathwaysfromPreKtoGraduation(Schooling)
KeyTaskForcesforReference:SecondaryExperience&AchievementNetwork.Seealso,EarlyChildhoodEducation;
Corridors;PathwaysandLinkedLearning;OfficeofTransformation.
ToomanyofOUSD'sschoolsworkinisolationwithlimitedattentiontowherestudentshavebeenandwheretheyaregoing.Yetwe
haveevidenceofgoodschoolsinOaklandtofuelthenextphaseinourgrowth.Wecannotaffordtoignorethewonderfulworkin
schoolswherechildrensucceed,wherestaffiscohesiveandreflective,wherefamiliesandcommunityshareinthelifeoftheschool,
andwhereleadershipishumbleandrelentless.Someoftheseschoolshavethrivedfordecadesandothershavegrownupinrecent
years;eachprovidesuswithlessonstolearn.Studentsineveryregionofthecityshouldhaveaccesstotheresourcestheyneedto
becollegeandcareerready.
FOCUS2B.1EarlyChildhood
EarlychildhoodprogramsneedtobealignedtotheK5continuumandexpandedtoservemorestudents.PrincipalsatK5schools
withearlychildhoodprogramswillsupervisetheprograms,andhelpintegratedthemintotheculture.Centralaswellasschoolsites
willincludeearlychildhoodpractitionersincurriculumandprofessionaldevelopmentopportunities.Wewilldevelopand
disseminatedevelopmentallyappropriatepracticesinPreK,andstrategiestoaddressamoreseamlesstransitiontoK5.Wemust
developtransitionalKindergartenprogrammingtoincludecurriculumandprofessionaldevelopment.TheOptionsprocesswillbe
revisedby2013toincludeafeederoptionpriorityforstudentsattendinganEarlyChildhoodCenterontheelementaryschool.
FOCUS2B.2Kindergartento8thGrade
Collegeandcareerreadinessdoesntbegininhighschool.InOUSD,theelementaryandmiddleacademiccoremustbealignedto
whatstudentsmustknow,understandandbeabletodotosucceedincollegepreparatorycoursesinhighschool.Elementaryand
middleschoolswillcontinuetonetworktocreatestrongandcoherenteducationalexperiencesforstudents.Theregionswillfocus
onimprovingtheacademicandsocialsupportsinelementaryandmiddleschoolssothateachneighborhoodhashighquality
choices.Inaddition,schoolcommunitiesinregionswillcollaboratetosharehighyieldedpracticesandtodeveloprobustfeeder
options.MoreK5schoolswilltransformintoK8schools.AcrossK8schools,communitieswillworktoimproveprogramsaligned
tothestrategicplan.Byprioritizingandaligningresources,weplantoexpandtheschooldayformiddle(andhigh)schoolstudents,
providingthemwithinstructionalsupportstoensuretheyachievegradelevelstandards.Allmiddlegradestudentswillhavethe
opportunitytoexplorecareerpathwaysandstarttheprocessofcollegeandcareerplanning.WealsoplantocreateaMiddleSchool
ImplementationTeamtodevelopamiddleschoolimprovementplanforthedistrict.
Toaggressivelydrivetheimprovementeffortinelementaryandmiddleschools,wewillestablishasetofindicatorswithtargeted
benchmarks,suchasthefollowing:
AcademicProficiencyandProgress
Principalsandregionalstaffwillbetrainedtospecificallyworkwithteacherstosteadilymoveallstudentsfromwheretheyareto
wheretheyneedtobetoreachacademicgains.Studentsinourdistrictfiveyearsorlongerwillmeetgradelevelstandardsincore
academicsubjectsameasuredbyproficiencyontheCaliforniaStandardsTestin:EnglishLanguageArts,Math,ScienceandSocial
Studies
StudentsinOUSDwillsteadilyprogresstowardsmeetinggradelevelstandardsincoreacademicsubjectsasmeasuredbythe
CaliforniaStandardsTestanddemonstratedyearlyas:
TABLEB:AcademicProgressChart
PROGRESSFROM
TO
FarBelowBasic
BelowBasic
BelowBasic
Basic
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PROGRESSFROM
Basic
UpperBasic
Proficient
TO
UpperBasic
Proficient
Advance
EnglishLanguageProficiencyandDevelopmentProgress
EnglishLearnersinourdistrictfiveyearsorlongerwillmeettheEnglishProficientlevelasmeasuredbyproficiencyontheCalifornia
EnglishLanguageDevelopmentTest
EnglishLearnersinourdistrictwillsteadyprogresstowarddevelopingEnglishLanguageproficiencyasmeasuredbytheCalifornia
EnglishLanguageDevelopmentTestanddemonstratedas:
TABLEC:AcademicProgressChartwithTime
BYTHEENDOF
FROM
TO
Year1
Beginning
Year2
Beginning
EarlyIntermediate
Year3
EarlyIntermediate
Intermediate
Year4
Intermediate
EarlyAdvanced
Year5
EarlyAdvanced
Advanced
Year6
Advanced
EnglishProficient
ReadingProficiencyandProgress
Studentswillprogress1.5ormoregradelevelsyearlyinreadingtomeetorexceedgradelevelproficiency.
FOCUS2B.3SecondaryEducation
Inordertomakesurethatmorestudentsgraduate,andourgraduatesarereadyforcollegeandcareer,OUSDwillmakeasignificant
investmentinstrategies,structuresandresourcestoimplementcoreelementsofthesecondaryreform.Highschoolswillcontinue
toprovidepersonalizedlearningenvironmentsbycreatingorsustainingmultiplestructuressuchassmallschoolsandpathways.
Throughtargetedsitebasedandcentralizedprofessionaldevelopmentthedistrictwillbuildhighschoolteacherproficiencyin
academicliteracy,differentiatedinstruction,interdisciplinaryteaching,andmathematicsinstruction.Throughstrategicstudent
recruitmentandteacherprofessionaldevelopment,highschoolswillincreasethenumberofstudentssuccessfullycompletingAG
requirements,takingAdvancedPlacement(AP)classesandpassingAPexams.Thedistrictwillsupportinnovationsinthe
developmentofstrategiestoacceleratelearningandbuildskillsforstudentswhoenterhighschoolwithbelowgradelevelreading,
writingandmathskills.Eachcurriculumgroupwillidentifyinnovativestrategiesandtakethemtoscale.Wewillsetupresources
foracademicaccelerationforstepupninthgradesummersessions.Wewillalsoprioritizeresourcecommitmentstofocusdistrict
levelmathsupportintheninthandtenthgrades.Eachhighschoolwillensurethatallstudentsreceiveeffectiveacademicadvising
andcounselingtosupportcompletionofAGrequirementsandcollegeandcareerreadiness.TheHighSchoolOfficewillestablish
structuresforthemonitoringoftranscriptforprogresstowardsgraduationandequitablecourseenrollmentopportunities.Each
highschoolwillprovidesystematicandcomprehensivesupporttoempowerstudentleadershipandpeerassistanceprograms,
specifically,RestorativeJusticeandPeerAcademicSupportSystems.Eachhighschoolwilldevelopsystematicandconsistent
strategiestoprovidesocialemotionalsupportandphysicalwellbeingforallhighschoolstudents.Highschoolswillimplement
consistentandcomprehensivepracticesandstandardsforparentandcommunityengagement.
Anearlywarningsystemformiddleandhighschoolstudentswillbedevelopedandemployedthatidentifiesstudentsthatrequire
additionalsupportsforsuccessinhighschool.Schoolswillestablishasiteteamtoincreasethesuccessofstudentstransitioningback
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intohighschoolfromtheJuvenileJusticeCenterorhavingdroppedout.Asetofspecificstrategiestobetterserveatriskyouth
willbedevelopedbyteacherleadersworkingwiththeLeadershipCurriculumandInstruction(LCI).Acomprehensiveatriskstudent
supportmatrixtoprioritizeadditionalservicesneededforyouthwillincludecomponentssuchas:paidemployment,mentorsand
specializedcounseling.OUSDwilldecreasedistrictwidedemandforcontinuationschoolplacementsbydevelopingauniform
referralprocessforcontinuationschoolsthatprioritizesstudentswhoaremostatriskofnotgraduating.
10
Buildingonexistingprograms,OUSDwillseekadditionalfundstodevelopacomprehensive"CareersPathways"approachto
preparingouryoungpeopletobesuccessfulincollegeandcareers.Careerpathwayswillconnectstrongacademics,Career
TechnicalEducation(CTE),workbasedlearningexperiencesandsupportservicessothatstudentsarepreparedforcollegeand
careersuccesswithinthecontextofaspecific,highdemandindustrysector.BuildingonthenumberofCareerPathwaysthatexistin
highschoolsnow,wewillincreasethenumberofwelldevelopedandeffectivelyimplementedpathways,whichincludecertificates
linkedtooccupations.Thesecertificateshavevaluetoemployersandalsobuildtowardhigherleveltechnicaldiplomasanddegrees.
OUSDs"CareerPathways"approachwillleadtoafullrangeofpostsecondaryandcareeropportunitiesandkeepalloptionsopen
afterhighschool.Inadditiontohighschoolprograms,districtstaffwillworkwithcurriculumspecialiststoimbedcollegeandcareer
readinessskillsinPreKthrough8curricula.
ToexpandandenrichlinkedlearningopportunitiesalignedtocareerreadinessOUSDwillmergedepartments,creatingaWorkforce
andEconomicDevelopmentOfficewithresponsibilityto:
1. DevelopandcoordinatepartnershipsbetweenOUSD,CityofOakland,theWorkforceInvestmentBoard,thePrivateIndustry
Council,ChambersofCommerceandindustryrelatedboardsandunions.
2.Significantlyincreaseworkbasedlearningopportunitiesthroughdevelopmentofbusinessandindustrypartnerships.
3.DevelopcareerplacementcapacitytoconnectOUSDhighschoolgraduatestopathwayemploymentopportunities.
4.DevelopcareerreadycertificationforOUSDhighschoolgraduates.
5.Developbusinessandindustryclasssponsorsforeachgraduatingclassateachhighschool.
Wewantthehighschoolimprovementefforttobeaggressive.Assuch,wewillestablishasetofindicatorswithtargeted
benchmarks,suchasthefollowing:
50%oftheclassof2016willgraduatewithatleastonecollegecredit.
ParticipationratesinAdvancedPlacementanddualcreditprogramswillmatchthedemographicprofileofeachOUSDhigh
school.
AGcompletionrateswillincreaseby10%eachyear.
CaliforniaHighSchoolExitExamsuccessratewillincreaseby10%eachyear.
The%ofstudentsgraduatinginfourandfiveyearswillincreasecohortgraduationdataby5%eachyear.
Thenumberofstudentswithmeaningfulinternshipsand/orpayingjobwillincreaseby10%eachyear.
FOCUS2B.4Corridors
ToattractandholdstudentsandfamilieswewillusetheFSCSmodeltocreatecorridors,networkingPreK12schoolsintargeted
areasinnew,innovativeways.Thesecorridorswilloffercoherentandcontinuouslearninginhighdemandareasalignedto
globalizationandlocalindustryareas.Inthenextfiveyearswewilldevelopdualimmersion,academicliteracyandSTEMcorridors.
Forexample,aSTEMcorridorofschoolswoulddriveeducationalandeconomicrevitalizationinatargetedneighborhood.These
schoolswouldreceiveintensesupportanddevelopmentofteachers,curriculum,STEMopportunities,leadership,andcommunity
infrastructurearoundSTEM.Theinitiativewouldensuremorescience,mathematics,andintegratedprojectbasedlearningwitha
STEMfocus.Overtime,thiscorridorofschoolswouldserveasincubator/laboratoryforinstructionaldevelopmentandregionalhub
forteacherattractionandinduction.Inadditionstrongacademicsupportinafterschool,summerandfamilyclasseswillhaveaSTEM
focus.
10
OUSDContinuationSchoolswillmodifyitsprogramminginordertosupportthedistrictgoalofgraduatingmorestudentswhoarecollegeand
careerreadywhileprovidingeducationaloptionsforstudentswhohavenotbeensuccessfulinourcomprehensivehighschools.Year1plans
includestructuralchangeswithtargetpopulation,referralprocess,careertechnicaleducationofferings,GEDoptions,andspecialeducation.
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FOCUS2B.5Transformation
Informedbypreliminaryworkthisspring,OUSDisraisingmoneytoestablisharobustOfficeofSchoolTransformationtosupport
schoolsweknowweneedtohave,butwhichareinneedofredesign.TheOfficewillfacilitateathoughtfulandpurposefuldesign
processforaspecificsetofOaklandschoolsthatfaceurgentchallenges.TheOfficewillimplementabroader,systematicand
comprehensiveinterventionmodelthatbringspositiveandsustainablechange.Itwillleadthetransformationofthedistrictsmost
challengedschoolsintohighqualitylearningcentersby:realizingandunderstandingpastfailures,maximizinginternalcapacity,
developingandexecutingcoordinatedprogrammaticstrategies,developingembeddedrelationshipswithinthecommunitiesserved,
andestablishingfundingandthinkpartnerswithinthenonprofitandcorporatecommunities.TheOfficewillcollaboratewiththe
QualityCommunitySchoolsDevelopmentGroup(QCSD),acentralOUSDdepartmentthatdevelops,monitors,andevaluates
standardsforschoolquality.AnalignmentbetweentheschoolqualitystandardscreatedbyQCSDandtheredesignplanswillensure
thatschoolsdonotsimplycarryoutimprovementeffortsinisolation,butratherthattheygainfromthedistrictwidemovement
towardinnovativeandpowerfulreformaimedathighqualityschools.Furthermore,theofficewillalsoutilizeitsstrategicpositionto
buildsystemsandstructuresthatallowforsharinglessonsacrossschoolsbothverticallyandhorizontally.TheOfficeofSchool
TransformationwillworktoensurethattheredesignplansofindividualschoolsarealignedtoOUSDsCommunitySchools,Thriving
StudentsStrategicPlan.
INITIATIVE2C:AcceleratingStudentsThroughTargetedApproaches
KeyTaskForcesforReference:AfricanAmericanMaleAchievement(AAMA);Literacy.Seealso,OUSDFocal15;English
LanguageLearners;ProgramsforExceptionalChildren.
OUSDhasoneofthemostdiversestudentpopulationsonethatspeaksover44differentlanguages.Thisissignificantwhen
overlaidwiththefactthatitalsoexperiencedthelargestAPIgrowthincomparisontocomparabledistrictsinCaliforniaandisthe
mostimprovedCaliforniaschooldistrictingrowthoverthelastfiveyears.Remarkablestridesofimprovementhaveoccurredand
wemustkeepthemomentumgoingforthiscommunitywithgreatneed.
However,thereremainsasignificantdisparityineducationalachievementamongourdifferentgroupsofstudents.Forexample,
OUSDstudentsat3rd,5thand8thgradeshaveimprovedsignificantlyintheirELACSTperformancebyalmostdoublingtheirpercent
ofProf/Advstudentsbetween200405and200910(21%to40%at3rdGrade,33%to54%at5thGrade,20%to36%at8thGrade).
However,exceptforAfricanAmericanstudentsatgradefive,theachievementgapsbetweenthegeneralpopulationandAfrican
Americanstudents,EnglishLearnersandstudentswithdisabilitiesacrossthesethreegradeshaveeitherpersistedorinsomecases
evenwidened.ThetablebelowdetailsthegapsizeinthepercentofreachingProf/AdvinELACSTineachyear.
TABLED:Differencein%ofStudentsReachingProf/AdvinELACSTbetweenPopulations
ELAAchievementGapGrade3
Year Allvs.AA Allvs.EL Allvs.SWD Allvs.AA Allvs.EL Allvs.SWD Allvs.AA Allvs.EL Allvs.SWD
2005
4
14
6
8
24
21
6
18
18
2006
5
19
17
10
23
22
5
23
23
2007
7
22
18
9
28
27
9
23
19
2008
6
17
21
8
26
27
10
26
22
2009
8
18
20
9
27
25
9
27
21
2010
10
17
24
6
28
22
7
31
24
Similarly,OUSDstudentsingeneralhavealsoshowngreatprogressinmathCSTperformanceoverthepastsixyearsatgradethree
andgradefivebetween200405and200910(from44%to61%atgradethreeandfrom38%to63%atgradefive).However,only
thegroupofEnglishLearnersmanagedtosteadilycatchupwiththegeneralpopulation(eveniftheyarenotquitethereyet).The
achievementgapsbetweenthegeneralpopulationandtheAfricanAmericanstudentsandstudentswithdisabilitiesagainhave
eitherpersistedorwidened.ThetablebelowdetailsthegapsizeinthepercentofreachingProf/AdvinMathCSTineachyear.
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Year
2005
2006
2007
2008
2009
2010
TABLEE:Differencein%ofStudentsReachingProf/AdvinMathCSTbetweenPopulations
MathAchievementGapGrade3
MathAchievementGapGrade5
Allvs.AA
Allvs.EL
Allvs.SWD
Allvs.AA
Allvs.EL
Allvs.SWD
10
9
14
12
15
23
11
13
23
15
17
25
13
14
20
13
25
29
12
6
30
13
13
29
16
8
25
11
18
21
15
7
21
16
11
27
Overthepastfiveyears,OUSDstudentsat5thand8thgradesimprovedsignificantlyintheirscienceCSTperformancebydoublingthe
percentofProf/Advstudentsbetween200506and200910(20%to44%at5thgrade,22%to46%at8thgrade).However,noneof
thethreestudiedsubgroupsAfricanAmericanstudents,EnglishLearnersandstudentswithdisabilitiesnarrowedtheir
achievementgapswiththegeneralpopulation.ThetablebelowdetailsthegapsizeinthepercentofreachingProf/Advinscience
CSTineachyear.
ItisworthnotingthatELstudentshavebeenthelowestperforminggroupofthethreesubgroups,andtheyaretheonlygroupwho
hashadaslowlywidenedachievementgapatbothgradelevels.WealsorecallthatELstudentsaretheonlysubgroupnarrowingthe
achievementgapinmath(butnotinELA)forthesametimeperiod.Therefore,inOUSD,whilethelanguageissuedoesnotseemto
haveanegativeimpactonstudentsmathperformance,itdoesappeartobeabarrierforstudentssciencelearning.Weneedmore
attentionpaidtosciencevocabularyacquisitionandunderstanding.
TABLEF:Differencein%ofStudentsReachingProf/AdvinScienceCSTbetweenPopulations
ScienceAchievementGapGrade5
ScienceAchievementGapGrade8
Year
Allvs.AA
Allvs.EL
Allvs.SWD
Allvs.AA
Allvs.EL
Allvs.SWD
2006
10
12
12
7
18
19
2007
8
21
15
10
20
19
2008
10
21
17
13
23
27
2009
9
21
12
13
23
22
2010
12
24
16
11
26
22
Onthenarrowmeasureoftestscoreswehavefailedtoclosetheachievementgap.Thepatternsofacademicperformanceweseein
ourdistrict,schoolsandclassroomsareevidenceofasystemthatishorriblyinadequate.Weneedtodifferentiatesupportsand
strategiesforpopulationsofstudents.
FOCUS2C.1CollaborativeInnovations
TheFullServiceCommunitySchoolmodelrejectsthesystemsofisolationthatfailedtosupportedstudentsandtheirteachers.We
intendtomakesurethateducatorsparticipateinongoingforumsforprofessionaldevelopmentandreflectionthatsupportstudent
engagementandachievement.Educatorswillcollaboratewithinandacrosssubjectareasandgradelevelstoofferstudentslearning
opportunitiesandpathwaysthatofferjoyful,robustandrichaligned,integratedandengaginglearningopportunities.Professional
learningcommunities,coaching,inquiry,walkthroughs,actionresearch,lessondesignandplanningwillfacilitateimplementationof
newandeffectivepractices.Educatorswilldesignandimplementlessonswhichinspirestudentstomakeconnectionswithinand
acrosssubjectareas.Educatorswillhaveaccesstointernalandexternalresourcesandexpertisefortheirprofessionallearning
communities.Centralofficewillseekgrantsforresearchstudiesandinnovationstoenrichlearningandaddressequity.Multiple
teacherleadershipnetworkswillbeestablishedandsupporttobuildoutcollaborativeinnovations.
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FOCUS2C.2AcademicLanguageandLiteracyDevelopment
Inorderforstudentstobecollegeandcareerready,educatorsneedtohaveastrongunderstandingoftheacademiclanguage
neededforfuturesuccess.Languagemediatesalllearningandthusallteachingwillinvolvetheintentionalteachingoflanguage
withinthesubjectmatterandacrossdisciplines.Educatorswillunderstandtheinterplaybetweenthedevelopmentofacademic
contentandlanguageandwillbeexplicitinthedevelopmentofacademiclanguageandliteracyasatoolrequiredtounderstand,
express,andgiverisetonovelideas.Academiclanguageandliteracydevelopmentinstituteswillbeofferedtoteachers.Teacher
leadershipnetworkswillcollaboratetocreate,test,refineanddisseminatelearningexperiencesthateffectivelyintegrateacademic
languageandliteracydevelopmentgoals.Byyearfiveatleast50%oftheteacherswillexhibitstrongintegrationofacademic
contentandlanguage.Educatorswilldesignandenactcoherent,alignedandcoordinatedcurriculum,instructionandservicesfor
studentsthatwillpreparethemforcollegeandcareers.Educatorswillplancarefullydesignedlessonstobuildandextendlearning.
Educatorswillincreaseintellectualrigor,createopportunitiesforintegrationandcreativity,aswellasforinterpretation,evaluation,
analysisandsynthesis.
FOCUS2C.3Focal15
In20102011eachschoolwasaskedtoestablishaninquiryteamforfifteenstudentsfocusedonELAormathematicsperformance
data.Thespecificstudentcohortsharedasetofinstructionalchallenges.Theteamofeducatorsontheinquiryteamincludedthe
principal,afacilitatorandteachersthatsharedthesestudents.Withconsultationfrominstructionalspecialistsfromtheregion
and/orCentralOfficeasneeded.Teammembersexaminedstudentworkanddata.Someusedreadingdiagnostics.Theyexamined
teacherpracticeandstrategiesexercisedtomeetstudentneeds.Theyengagedexternalresourcesasneededforresearch,highyield
resources,professionaldevelopmentonpracticesnoveltothemandexploredotherquestions.Theteamdefinedtheinstructional
strategiestheyemployedwiththespecificstudentcohortandsetgoals.Theteammadedecisionsrelatedtocurriculum,instruction
andassessmentforeachchild.Appropriatestrategiesandinterventionswereidentifiedtoaccelerateachievementandensureuse
ofrigorousandrelevantcurriculum,instructionandassessment.Theteamthenimplementedtheidentifiedstrategieswiththe
specificcohortofstudents.Theymonitoredtheprogressofstudentsusingsitedeterminedassessments.Theteamanalyzed
outcomes,maderevisionsandsharedknowledgetheFocal15Forum.
InquiryTeamsatschoolsiteswillcontinuetoidentifyfifteenstudentsoutsideofthe"sphereofsuccess"forintensivesupportto
acceleratetheiracademicachievementinatargetarea,andwillpromotestrategiesthatproducesignificantdocumentedgains
throughoutthedistrictonthepromisingpracticessite.Thecyclewillberepeatedeachyear,withworkcontinuallyrefinedandbest
practicesshared.SchoolmayopttocontinuetheworkwiththefirstFocal15oridentifyanewgroupofstudents.Highyield
practicesfromthisinquiryworkwillinformbothschoolsiteanddistrictwork.
FOCUS2C.4AfricanAmericanMaleAchievement(AAMA)
ToaccelerateachievementinacademicsandaddressthedisparitiesineducationalandsocialoutcomesforAfricanAmericanmales,
OUSDlaunchedthefoundationfundedOfficeofAfricanAmericanMaleAchievement(AAMA),atruemodelofaFullService
CommunityDistrictoffice.Overthenextseveralyears,AAMAwilllaunchandexecuteasetoffocusedinitiativesthatwillauditthe
districtssystems,institutionalizenewprocesses,collectresearchandbestpractices,andimplementinnovationsathighneedsites
toincreaseacademicopportunitiesandsuccess.
WewillconductanindepthexaminationandauditofinstructionaldepartmentsandschoolswithinOUSDtodeterminehowthey
contributetoorexacerbatethestateandconditionsofAfricanAmericanmalestudents.Concurrentwithanauditofdistrict
systems,AAMAwilldevelopstrategies,structuresandguidanceregardinghowtoimprovetheconditionsandoutcomesofAfrican
Americanmalestudents.AAMAstaffwilldevelopinterdepartmentalrecommendations,models,bestpractices,andfeedback
loopstoensurethatallthepartsoftheorganizationaremovingtogethertointerruptinstitutionaloppression.
AAMAwillsupportsuccessfulpilotsandpracticesthatyieldoutstandingresultsforandwithAfricanAmericanmales.AAMAhas
startedtobuildmultiplecollaborationstructuresforlocaltalent,creatingaspecifictaskforcecomprisedofthebestmindsand
peoplealreadytakingaction.Theteamsareworkingtotransferthebestthinkingandactionsinformatsforadoptionacrossschools.
Forexample,threehighschoolsarecurrentlypilotingacoursedesignedforAfricanAmericanmales.Wewillrefinebestpractices
fromtheworktoincludecurriculum,strategiesandmentorshipdevelopment,andimplementedtheseinadditionalschoolsfor
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malesatrisk.ThecurriculumspecialistswillidentifyanddevelopresourcestoaccelerateAfricanAmericanmaleliteracyratesand
successinacademics.
TheAAMAdepartmentwillalsoserveasaclearinghouseforinnovativeresearchandsuccessfulpracticesfromaroundthestateand
country.TheStateandNationalPracticesteamisconductingcomprehensiveanduptodateresearch.Additionally,theteamwill
bringstateandnationalexpertsandconsultantstoOakland,bothtolearnpracticesthatgetrealpositiveresultsandtoshareour
storiesforatrueexchange.AAMAstaff,withthesupportofallcentralservices,willevaluatetheperformanceandconditionof
AfricanAmericanstudentsinschools.AAMAwilltracktheprogressinsites,reportoutfindingsandprovideonsitetechnical
assistance.SchoolleaderswillexaminetheimpactofsitepracticesonAfricanAmericanmales.AAMAhasidentifiedapreliminary
setofindicatorsthatcanbeusedtoevidencetheimpactofsitepracticesonAfricanAmericanmales.Thoseindicatorsincludethe
achievementgap,graduationrate,literacyrateatgradelevel,suspensionrateduetodefiance,andattendanceimpactedbychronic
absence.Asetofprotocolswillbedevelopedtohelpschoolteamsfacilitateexaminationofdataandthepracticesthatinfluence
positive/negativeresults.Professionaldevelopmentonhighyieldstrategiestoengage,supportandholdAfricanAmericanmaleswill
becodifiedanddisseminated.AAMAhasalsodeterminedthatthereareasetoftransitionyearsforAfricanAmericanmalesthat
demandsignificantsupportandattentionfromeducators,familiesandcommunity.Wewilldevelopatoolforearlyidentificationof
st
rd
th
th
studentsstrugglingat1 ,3 ,6 and/or9 grades.Bestpracticesandsupportstointerveneatthesecriticalpointswillbeidentified
anddisseminatedtoschoolsalongwithidentifiedstudentsforimmediateimplementation.
FOCUS2C.5EnglishLearners
EnglishLearnerswillreceiveinstructionalignedtotheCommonCoreStateStandards.Studentswillhaveaccesstocorecurriculum
andcoreinstructionalmaterials.Oaklandwillbuildstudentslanguageassetsbydevelopingclassroomlibrariesforthedominate
languagesalignedtotheLiteracyFramework.ProfessionaldevelopmentforteachersofEnglishLearnerswillinclude:academic
languageandliteracydevelopment,literacydevelopmentinEnglishanddominatehomelanguages,languagetransfer,assessment
andfamilyengagement.WewilldevelopaLanguageAllocationPolicyforlanguageuseby2012andeachschoolwithEnglish
Learnerswillimplementaplanalignedtothepolicyby2013.WewillrecruitteachersthatserveEnglishLearnerstoparticipatein
EnglishLanguageArtsteacherleadershipcohorts.FamiliesofEnglishLearnerswillbeintroducedtostandardsandgraduation
requirementseachyearthroughacitywideconferencewithsessionsinEnglishanddominatehomelanguages.Dualimmersion
programswillbeenhancedandexpandedtocapitalizedonEnglishLearnersassetsandoffermorelanguagelearningopportunities
forallstudents.
FOCUS2C.6StudentswithDisabilities&ProgramsforExceptionalChildren
InFullServiceCommunitySchools,schoolandcommunityresourcesmergesothatallchildrenreceivehighqualityinstructionand
socialdevelopment.Thisapproachisespeciallyaptwhenitcomestostudentswithdisabilitiesandexceptionalchildren,andits
implementationgivesOaklandanopportunitytoassesshowOUSDandthecommunityhaveservedthesestudentsuptothispoint.
OUSDwilldoafocusedanalysisofSpecialEdprogramsinthedistrict.Itisimportantthatstudentswithdisabilitiescanattend
schoolandparticipateinschoolcommunitiesclosetotheirhomes;thereforeeachregionwillcreatecoherentandcontinuous
serviceofferings.
OUSDwillprovidecomprehensivetrainingforprincipalstobetheleadersofspecialeducationontheircampuses.Studentswith
disabilitieswillreceiveinstructionalignedtotheCommonCoreStateStandards.Allidentifiedspecialeducationstudentswillhave
maximumopportunitiesformeaningfulmainstreamingasmeasuredbymainstreaminglogsmaintainedbygeneralandspecial
educationteachers/staff.Schoolswillbuildthecapacityofstafftoincreasethelevelofinclusioningeneraleducationclassesfor
studentswithdisabilitiesto20%.
TheProgramsforExceptionalChildrenwillimplementaprocessthatwillensurethatprogramsareplacedatschoolsthatreflectan
equitablerepresentationofstudentswithandwithoutdisabilitiesinordertomaximizeexistingresourcesinafairandequitable
way;creatinganenvironmentthatisconducivetolearningforallstudents.TheProgramsforExceptionalChildrenwilldevelopand
implementsystemsthatwillfosterpositiverelationshipsandcommunicationbetweenparents,communityandagenciesinaneffort
todecreasethenumberoflitigiousandnoncompliantcases.TheProgramsforExceptionalChildrenwillreorganizethedepartment
intothreeregionstoalignwiththedistrictsoverallorganizationalstructure.TheProgramsforExceptionalChildrenwillcontinueto
developandstrengthenitscollaborativeeffortswiththegeneraleducationstafftodecreasethedisproportionatenumberof
students,specificallyAfricanAmericanmales,whoareidentifiedandplacedinspecialeducationprograms.
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GOAL3:HighQuality&EffectiveInstruction
Webelieveinclassroomswithengagedadultsandstudents,withcurrentcontentrootedinhistoricalcontext,with
groupsandindividualswhoarewellknown,wherethenewestunderstandingofhumandevelopmentpairswiththe
practiceofgreatteaching,wherepeopleusecommunityassetsasresources,andwherestudentsdemonstratewhat
theyknowinmanyways.Wewantteachers,principals,andotherleaderswhomakethispossible.
WhatMustChange?
Wewanttorecruit,retain,andrewardhighqualityteachers,principalsandotherleaderstoensurethatallstudents
learninclassroomslikethese.OUSDmustbecomeahighlysoughtafterplaceofemploymentwhereeducational
leadersknowtheywillbechallengedandsupportedbycolleagues,supervisors,andcommunitymemberswithhigh
expectations.Weneedtomakesurethatalleducators,parentsandpartnersunderstandandshareaclearframeworkforeffective
instruction,andholdeachotheraccountable.
WeneedtodevelopaggressivestrategiestorecruitandretainthebestandbrightesttalentinOUSD.Weneedto
developandnurturepartnerships,streamlineoperations,anddevelopsystemsofrecognitionandincentivestosustain
effectiveteachersandleaderscommittedtoOaklandschildren.Weneedtobuildonourdevelopingframeworksfor
effectiveteachingandschoolleadership,andbuildteacherandprincipalcapacitytoensurealleducatorsadheretorigorous
standards.
INITIATIVE3A:EffectiveTeachingFramework&Practices
KeyTaskForcesforReference:EffectiveTeaching.
Asstudentstravelthroughaneducationalsystemthemostimportantdeterminantforthemisthequalityoftheirteachers.High
quality,effectiveinstructionforeverychild,everydayinOUSDrequireshighlyeffectiveteachersineveryclassroom.Weneedto
developanEffectiveTeachingFrameworkthatwilldriverecruitment,preparation,support,evaluationandretentiondecisions.We
needtodevelopprotocols,videoclips,rubrics,walkthroughs,aswellasothertoolsandprocessestobuildacommon
understandingofhighqualityinstructionineachsubjectareaalignedtoanEffectiveTeachingFramework.Weneedtoattract,
recruit,developandretainexcellentteachersbyexecutingasetofstrategiesthatempowerteacherstocreaterichanddynamic
professionalculturesinschoolsandthedistrict.Inaddition,weneedaculturethatvaluesandrewardsteacherexpertiseand
knowledge,andoffersprofessionalandcareeropportunitiesforthesharingofexcellentpractices.Effectiveteachervoicesand
leadership,bothatthesiteanddistrict,needtoinformdecisionsrelatedtoteachingandlearning.
WewantempoweredandeffectiveteachersinOUSDclassrooms,teacherswhodesignanddeliverlessonsthatdrawonstudent
interestsandactivelyengagethemintheconstructionofknowledgeandskills.Theyshouldunderstandstudentspriorknowledge,
skills,cultureandlinguisticbackgrounds,andtheyshouldcreateabalancebetweenpurposefuldirectinstructionandcollaborative
learningforstrategicoutcomes,therebydeepeningstudentsknowledgeandskillswhileheighteningtheirlevelsofmotivationand
engagement.Teachersshouldstrivetoincreasestudentspreparationforcollegeandcareer,andreadythemtoparticipateactively
andproductivelyinsociety.Wewant,ineffect,FullServiceCommunityTeachers,whouseeverypossibleresourcetosustaintheir
studentssuccessandtheirowncareer.
InOctober2010,theEffectiveTeachingTaskForcewasconvenedtodesignaTeacherConventionthatinvitedteacherstodesignan
EffectiveTeacherFrameworkandidentifytheoptimalteachingconditionsinalignmenttoourvisionofthrivingstudents.TheTask
ForcechargedfacultyateachOUSDschooltoselectatleasttwoclassroomteachersfortheEffectiveTeachingConvention.The
CaliforniaProfessionalStandardsserveasoneofthebasicresourcesfordevelopingtheEffectiveTeachingFramework.Overtwoand
ahalfdaysteachershadtheopportunitiestoweighinontheframeworkdesignandconditions.OUSDwillcontinuetodrawonthe
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wisdomofeffectiveteacherstoimproveinstruction.Recommendationsfromeffectiveteacherswillinformmultipleinstructional
improvementinitiatives.
Theteachingandlearningconditionsdifferschooltoschoolandimpactopportunitiesforhighqualityeffectiveinstruction.In
partnershipwiththedistrict,eachschoolneedstoimproveontheteachingandlearningconditionstoinclude:time,professional
development,familyengagement,newteachersupport,schoolleadership,facilityandresources,instructionalsupports,
managementofstudentconduct,teacherleadership,communityinvolvementandsupports.Followingtheconvention,we
distributeda"ConditionsSurvey"toallteachersandsiteadministrators,developedbytheNewTeacherCenterincollaborationwith
theNationalEducationAssociation(initialfindingsreleasedinJune2011).Weneedtousetheresultsofthesurveytoprioritize
improvementsinconditionsatschoolsandthedistrict.
Ateamofteacherleaderswillcontinuetheworkinitiatedatthe
conventiontodevelopOUSDsEffectiveTeachingFrameworkbythe
endofthesummer.Eachyear,wewillorganizetwoteacher
conventionstobringteacherstogethertoshareeffectivepractices
fromclassroomsandschools.Bothsitebasedandcentralized
professionaldevelopmentwillincreasethelevelofteacherledlearning
alignedtodistrictimprovementgoalsandteachersneedsand
interests.
Tosustainthework,wewillfacilitatemonthlytaskforcemeetingsto
respondtochallengesandopportunitiesbasedonteacherfeedback.
Thetaskforcewillidentifytoolsandresourcesthedistrictshould
procureordeveloptoimproveteachingconditionsandincreasethe
recruitment,retentionanddevelopmentofeffectiveteachers.The
ConditionsSurvey,whichgeneratedbaselinedataonconditions,will
beadministeredagaininyearthreeandfivetoevaluateprogress.
Wewillexamineorganizationalpoliciesandpracticesforalignment
withHighQualityEffectiveInstruction(HQEI).Recruitment,retention,
evaluationandcompensationwillshifttoincreaseHQEI.Professional
developmentfocusedonHQEIinsubjectareaswillintegrateknowledgeandresourcestoaddressdiverselearnersamplifyingthe
repertoireofallteachers.Leaderswillgrowintheircapacitytoshareinleadershipandimproveconditionsaswellassupport,coach,
andevaluateforHQEI.ClassroomsthatevidenceHQEIwillbeidentifiedusingprocessesgeneratedbytheTaskForce.Incentiveswill
beprovidedtothosepractitionersrecognizedasdeliveringHQEIandwhodesignstructuresandprocessesthatopentheir
classroomsforcollegiallearningacrosstheschool,regionand/ordistrict.Overtimewewilldeveloparichbankofprocesses,and
classroomtoolsgermanetoOaklandthatsupportandevidenceHQEItoonboardnewteachersandacceleratetheireffectiveness
andtoexpandtherepertoireofseasonedteachers.WhatHQEIlookslike,andhowitimpactsstudentoutcomesinmultiplecontexts,
willbecometransparentandreadilyavailableacrossthedistrict.
EducatorsinOUSDwillpracticepurposefullearningbycollaboratingatmultiplelevels.Specificprofessionallearningnetworkswill
beestablishedinpriorityareas.Eachprincipalwillidentifymath,scienceandliteracyteacherleaders.Centrally,OUSDwilltake
responsibilityofbuildingthecapacityoftheseteacherleadersthroughworkshopswiththeLeadership,CurriculumandInstruction
officeontopicssuchasinquiry,actionresearch,lessonstudyandinnovativecollaborations.Theteacherleaderswilltakewhat
theyvelearnedindistrictsessionsandpresentprofessionaldevelopmentworkshopstotheircolleaguesattheirschoolsites.The
firstgroupofteacherlednetworkswillfocusondevelopingcollegeandcareerreadinessliteraciesinalignmentwiththerecently
adoptedCommonCoreStateStandards.Onsiteprofessionallearningcommunitieswillcontinuethroughoutthesystemandregions
willprovidethemwithsupporttoincreasetheireffectivenesstoincludeteacherleadership.OUSDwillestablishsubjectmatter
teacherleadershipteamsinstrategicimprovementareassuchasEthnicStudies.Initiativeswithinstitutionsofhigheducationand
informallearninginstituteswillgenerateadditionallearningopportunitiesforstaffinalignmenttopriorities.
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INITIATIVE3B:EffectivePrincipalLeadershipFramework&Practices
KeyTaskForcesforReference:EffectivePrincipalLeadership,CoreCurriculum,FinancialandOperationsReadiness,Full
ServiceCommunitySchools,ResultsBasedBudgeting,RegionalGovernance.
Successfulschoolsneedgreatprincipals,andprincipalsareessentialforthesuccessfultransitiontoFullServiceCommunitySchools.
Weseeprincipalsaskeyleaderswhowill:
LeadFullServiceCommunitySchools
Leadtheeffortsofschoolstohaveeffectiveteacherswhopreparestudentsforcollegeandcareers
Leadschooltransformationandtheirschoolsworkincorridors
Leadtheuseofinformationonhowwecanbestservethewholechild
Leadcommunitiestowardscommongoalsforourstudents.
Today,OUSDprincipalssitatanexusofrecentreforms,bothlocalandnational(e.g.ExpectSuccess,smallautonomousschool
movements,charters).TheprincipalsroleshavebeenshapedtoincludeworkingwithRBBandOptions,creatingmarketmodelsfor
schoolservices,andparticipatinginvariousleadershiprecruitmentpipelines(likeNewLeadersforNewSchoolsandPLI).Principals
wearmanyhats,frominstructionalleadertobudgetingmanagertocommunityandfamilycontact.Theyalsocontendwithwork
thatcandistractfromthesehats,namelymanagingIT,troubleshootingfacilities,anddealingwithcomplianceandlaborwork,
muchofwhichisdistributedfromthecentraloffice.Finally,asthetaskforcefoundfromitsfocusgroups:Notunlikemany
districts,wehavemultipleinterpretationsofeffectiveleadership.Theexpectations,foci,andgoalsforleaderschangefrequently
andvaryacrossthedistrict.Leadersexperiencetheseinconsistenciesasbarrierstotheirlearning.
Clearly,intransitioningtoFullServiceCommunitySchools,someelementsoftheprincipalrolewillchange,andexpectationsfor
principalsmustbeclarified.WemusthaveacommondefinitionofwhataFullServiceCommunitySchoolleaderembodies,andwe
mustsustainafocusonleadershipdevelopmentoveraseriesofyears.TheEffectivePrincipalandLeadershipTaskForcedeveloped
DimensionsofEffectiveLeadership,aframeworkforthehiring,development,supportandevaluationofschoolleaders.This
documenthelpsinsuretransparentprocesses,andreinforcesthebeliefthateverylevelrequireseffectiveleadership.Dimensionsof
EffectiveLeadershipcanevolveintoacomprehensiverubricforguidance.Aseconddocument,PrinciplesforLeadership
Development,willprovideclarityandfocusforprofessionaldevelopmentandleadershipsupport.
Tocarryoutthiswork,weneedtohaveasharedvisionofOUSDleadershipandFullServiceCommunitySchools.Weneedto
developthecapacityofallleaderstocarryoutFullServiceCommunitySchools,withdifferentiatedleadershipprofessional
developmentalignedforadultlearning.Weneedtobuildstrongsystemsandstructuresforcollaborationbetweencentraloffice
andschoolsites.Somesuchstructuresmayincludenonevaluativeinquirybasedcoaching,insituinquiryprojects,andaBuddy
Schoolsystem(suchastheonealreadyinstitutedinRegion3).
ThroughoutCommunitySchools,ThrivingStudentswedetail
neworchangedinitiativesthatrelyonprincipalleadership.
Thisplanalsoreflectsworkdonetoreducebureaucracyin
thesupportofprincipals.
InGoal4,weexplaineffortsforCentralOffice
reformtoreducethebureaucracythatstealstime
fromadministratorsandteachers,especiallytime
thatcanbespentinserviceofstudentsandschools.
Thisrequiresthatthecentralofficemovefrom
simplyimprovingitsservicestandardstobea
serviceorganizationtotrulyimprovingall
servicesandorientationtobeanInServiceOf
organization.Inpracticalterms,thiswidespread
initiativewillhelpprincipalsbyreducingthe
numberofhatstheywear,oratleasttheamountof
timeassociatedwiththosehats.
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Twobigeffortsintheplanhaveimpactontheleadershipanddecisionmakingrolesatschoolsites:FSCS(Goal1)and
RegionalGovernance(Goal4).Whiletheseproposalsaroundstructuremayseemlikeaseachange,inmanycasesthese
areshiftsandrefinementstopracticesalreadyinplace.TheFSCSmodeltalksaboutatransformationinhowschoolsand
communityinteract,butmanyOaklandschoolsalreadydothiswork(inhealthcenters,inafterschoolprograms,with
CBOs).TheprincipalwillhireandoverseetheSiteDirectorsimilartohowPrincipalscurrentlyworkwithrolessuchas
AfterSchoolCoordinators,CommunityLiaisons,andTSAs.WithregardstoRegionalGovernanceanditsimpactonresource
decisionmaking,thinkingabouttheworkthatPrincipalscurrentlydowithSSCsandCBOsisagoodguideforhowtheymay
interactwithCommunitySchoolSiteLeadershipTeams.TheRegionalteamswilllookmoreatneedsandresourcesona
macrolevele.g.,whattheassetswithintheregion,howcantheybettermatchtotheplacesofhighneed,andwhatgrant
opportunitiestheyshouldleveragewithaneighborhoodcohort.
MuchofthecontentinGoal2(PreparedforSuccessinCollegeandCareer)relatestotherigor/relevanceofwhatweteach
inschools(CoreCurriculum,STEM),theinnovationstoturnschoolsaround(Transformation,Corridors),andtargeted
approachesformanyofourstudents(AAMA,SPED,Focal15).Inallthesecases,welooktoprincipalsforcentraland
criticalleadership.
InGoal3,wetalkaboutdevelopingframeworksofeffectivepracticesforteachersandprincipals,andalsoabouthowtore
designourhumanresourcessystemstoimprovethepathwayofrecruitmenttoretirement.Principalswillbeintimately
involvedinbothofthesetracks,howwecanshapethebestsystemforexcellentandeffectiveteaching,andhowtheycan
helptodesignthesystemthatbringsthebestoftheirowntoourschools.
ManyprincipalsfocusonRBBbecauseitrepresentsakeypathforschoolsiteleadershipanddecisionmaking.TheRBB
TaskForceandWorkingGroupbothhavesignificantrepresentationofprincipals,andtheyhavelaidoutaroadmapfor
examiningasetofallocationformulas.Thisworkwillleadtorecommendationsforthenextcycle,inthecontextofhow
pastreformshaveperformedandhowthenewplaninitiativeswillchangethelandscape.
PrincipalleadershippreparationandprofessionaldevelopmentforFullServiceCommunitySchoolswillintegraterichexperiences
focusedoncollaborativeleadershippractices,acceleratingimprovementsforhighqualityinstructionintargetedcontentareas,
addressingequity,andgrowingaFullServicecommunitySchool.Ateamofleaders(principalsandcentralized)willconveneregularly
tocontinuetheworkinitiatedbytheEffectivePrincipalLeadershipTaskForce.Wewillrefineandfullydeveloptheframeworkto
includearubricandresourcesthatanchor/illustratethedimensions(vision,equity,instruction,relationships,resilience,
accountability,managementandpartnership).Wewillusetheframeworktorecruit,hire,develop,support,andevaluateleaders.
Allschoolleaderswillorganizeanddesignforqualityandequity.Indoingsotheywillexaminethepoliciesandpracticesemployed
attheschoolsiteanddetermineareaswherequalityand/orequityneedsattention.Someoftheareasoffocusareresource
deployment,funding,programming,corecurriculumquality,supportforacceleration,leadershippractices,teacherspreparation,
placementandprofessionaldevelopment,accountability,andparentandcommunityengagement.Principalswillinquireastotheir
effectivenessinallocatingfundsbasedonstudentneeds.Dotraditionallyunderservedstudentshaveaccesstothecorecurriculum?
Aretheysupportedwithadditionaltimeandmaterialsincludinghighyieldtechnologysupports?Istheirallocationofresources
matchinghighneedstohighlevelsofsupports?Arehighqualityandexperiencedteachershired,scheduled,andretainedtoteach
highneedstudents?Aredecisionsrelatedtobudgetallocationmakingadifferenceforallstudents?Principalswillimplement
observablepracticeshiftstowardeffectivedecisionmakingthatacceleratesthequalityofinstructionforallstudentsandthe
buildingofaFullServiceCommunitySchool.
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INITIATIVE3C:SupportingLeadershipandTalentDevelopment
KeyTaskForcesforReference:EffectiveTeaching;EffectivePrincipalLeadership.
WeneedFullServiceCommunityLeadersforOUSDclassrooms,schools,regionsandthecentraloffice.Theseleadershavetojuggle
manytasks:theyneedtomanageoperationseffectively,theyneedtobecomehighlyeffectiveinstructionalleaders,andtheyneed
tobuildrelationshipsandstrategiccollaborationswithparentsandcommunitymembers.Leaderswillneedtoassesstheirown
levelsofexpertisewithleadershippractices,operations,instructionandcommunityengagementandworktogethertosharetools,
knowledgeandstrategiesintheseareastoaccelerateeveryonescapacitytodeliveronthepromiseofhighqualityeffective
instructionandFullServiceCommunitySchools.
OUSDwillestablishaTalentDevelopmentOfficethatwillcollaboratewithHumanResourcesandalltheinstructionaldepartments
toattract,recruit,develop,supportandretaineffectiveteachers,principalsandotherleaders.Itwillworktoestablishcareerladders
forteachersandsuccessionplansforprincipalandcentralizedleadershippositions.Theofficewillensurethatpolicies,
infrastructureandpracticesareinformedandcraftedbasedonstrongprinciples,research,analysisofcurrentstudentand
organizationalperformancedataandtherecommendationsfromtaskforcemembers.Theofficewilldevelopablueprintforaction
thatchallengesalladultsintheOaklandcommunitytostepuptheirgameintheinterestofchildren.Itwillfocusonchildren
receivinghighqualityeffectiveinstructionwithinhighqualityFullServiceCommunitySchools.Todeliverhighqualityeffective
instruction,OUSDwillincreasethenumberofeffectiveteachersineveryclassroomandhighqualityprincipalsineveryschool.
Oaklandneedstoenhancepartnershipswithlocaluniversitiesandotherhumanresourcedevelopmentorganizationstoaugment
highqualitylearningopportunitiesinschools,thedistrict,community,andinstitutionsofhighereducation.Inaddition,wemust
enhanceandaligntheoperationsforonboarding,evaluatingandrewardingteachersandleaderstohaveapositiveimpacton
children.Criticaltothisistheestablishmentofpracticesthatvalueallhumansandtreatthemwithrespectanddignitythroughout
theircareersintheserviceofOaklandschildren.
Programmaticcentralofficestaffandregionalteamleaderswillneedtoexaminetheircurrentrolesandmaketheshiftsnecessary
tosupportFSCSs.AFullServiceCommunityDistrictcallsforacultureofcollaborationandinterdependence.Leaderswillneedto
bolsterthequalityofserviceswhilelearningtobecomehighlyeffectiveintheleveraging,coordinatingandaligningofcommunity
resourcestomeetstudentlearningandsocialneeds.Eachleaderneedstocreatestructuresfordataanalysisandinquiryastohow
institutionalpracticesintheirsphereofinfluenceimpacttheeducationandwellbeingofstudents.Theyneedto
analyzemultipledatasourcestoinformstudentsinstruction,programandservices.Beyondthetraditionalassessments(diagnostic,
formative,summative)andstudentdata(attendance,suspensions,dropouts)theyneedtoexaminehowcommunityresources,
budgetallocationsandstaffprogrammingimpactseducationandstudentslives.Leadersneedtoidentifyinefficienciesandtheir
impactonstudentsandfamilies.Eachyearleadersneedtodecideonimprovementtargetsinalignmenttodistrictgoals.
Centralizedleaderswilldevelopayearlyneedsandassetassessmentbasedonanunderstandingofthestudentsandfamiliesserved
byregionandinschools.Abankoflocaleducationalandserviceresourceswillbeidentifiedandposted.Theywillengageinthe
identificationordevelopmentoflocal,stateand/ornationalresourcesintheinterestoftheirstudentsandfamilies.Centralized
leaderswillcollaboratetooverseethecoordinationanddeploymentofresources.Leaderswillberesponsibleforcommunication
andcollaborationwithCBOs,IHEs,philanthropicorganizations,cityandcountyservices,faithbasedorganizations,andothers.They
willcollaboratewithcolleaguestoensureefficienciesofscaleandeffectivecollaborationacrosstheschoolsandregions.Centralized
leaderswillalignstaffandresourcestosupportthesuccessoftheschoolsastheyworktoestablishFullServiceCommunitySchools.
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GOAL4:BuildingtheFullServiceCommunityDistrict
WeneedtobuildsupportivesystemsandstructureswithinourCentraldistrictorganizationtoachievethesegoalsfor
ourstudents.WhatlinksCentraldepartmentstostudents?Wewantstudentstohaveteachersandprincipalsfocusing
oninstruction,notspendinglargeamountsoftimeoverwhelmedbyinefficientandbureaucraticredtape.Wewant
studentsservedinawholechildway,benefitingfromthemostefficientandeffectivecombinationofouravailable
resources,regardlessofgoodtimesorbad.
WhatMustChange?
Wemustchangethewaywedobusiness.Wemustreorientthewaythatwegatheranduseinformationtomake
decisionsthatimpactourchildren,youth,andfamilies.Wemustinterruptpatternsthatendupcausinginequity,
intentionalornot.Weneedtoanticipatewhatcommunityschoolswillneed,andwemustpreparesmoothprocesses
tomakeithappen,removinginefficientobstaclestogettingthingsdone.Wewanteverydistrictemployeetounderstandhowtheir
jobimpactsschoolsandstudents.Finally,wemustgetsmartabouthowwecoordinate,align,andleveragetomakethemostofour
resources.
Forthisgoal,welookatfourinitiativesthataddresshowthedistrictcansupportcommunityschoolsandthriving
studentsfromaCentralposition.WebeginwithplansforreinventingtheCentralorganization(e.g.,reducingredtape
frustration,connectingCentralstafftoschoolsandstudents),andthendiscussrefiningspecificprocessesthatcan
creategreaterequity(e.g.,fundingschools,choosingschools).Next,welookathowthecompasspointofservingthewholechild
requiresthereinventionoftwoanchordepartments(data,facilities).Finally,wedetailourblueprintsforregionalandneighborhood
governanceandleveragingtheresourceswithin.
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Tobegin,letsconsiderarethinkinghowthedistrictdoesbusiness:
DIAGRAM6:OUSDFacilitiesStrategyModelforPlanningParadigmShift(March2011)
PlanningParadigmShift
Then
Now
Schoolclosuresasasinglesolutionto
academicandfiscalchallenges
Multiprongedapproachtocreateequitable
opportunitiestolearnforchildrenand
families
Noclarityregardingtowhatend?
GoalofFullServiceCommunitySchools&
communityhealth&wellbeing
Lookingatindividualschools
Lookingatentireregions
Noconsiderationofassets
Maximizingassetsinformsdecisionmaking
Tactical
Strategic
Shortterm
Longhaul
Equityneutral
Equitycentered
Asasystemofschools
Becomingaschoolsystem
Policy
Implications
Thismodel,designedinpartnershipwiththeOUSDBoardofEducationforfacilitiesmasterplanning,providesasummaryofthe
typesofchangeswewanttomakeacrosstheorganization.Ineachofthefollowinginitiatives,weshifttheparadigm.
INITIATIVE4A:CentralOrganizationInServiceOf
KeyTaskForcesforReference:FinancialandOperationsReadiness.
Seealso,FullServiceCommunitySchools;RegionalGovernance;QualityCommunitySchoolsDevelopment.
TheCentralDistrictOrganization(Central)isoftenplacedattheheartofFullServiceCommunityDistrictdevelopment.Many
peoplethinkofCentralasthepiecesofthedistrictnotinfrontofstudentsintheclassroom,butabsolutelyessentialtorunning
schoolsandservingkids(payroll,supplies,humanresources,curriculumdevelopment,custodialservices,andinformation
technology).Howdotheorganizationssupportsystemsandprocessestransformthemselvesintonotjustaserviceorganization,
butanorganizationinserviceofschoolsandstudents?AndhowdoweconnectallofOUSDsteammembersandtheir
importantworktoensuringthatstudentsaresafe,protected,andthriving?
Severaltaskforceshaveconsideredthesequestionswithsignificantdepthandconcreterecommendations.TheFullService
CommunitySchoolsTaskForcedevelopedassetinventoriesandrubricsforCentraltoconsiderhowtobecomeaFullService
CommunityDistrict.RegionalGovernanceproposedreorganizationrecommendationsthatlocatemoreoftheCentraldepartments
andemployeesincloserrelationshipswithschoolsandstudents.QualityCommunitySchoolsDevelopmenthasdevelopedasetof
qualitystandardsspecificallyforCentral,usedtoevaluateusasaFullServiceCommunityDistrict.Allofthesepieceswillimpact
howwechange.Overthenextfiveyears,theCentralofficewillembarkonthreephasestoreinventitself:
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PHASE1(20112012):
ReduceInefficiency,DirectMoreMoneytoClassrooms,andLearnHowtosupportCommunitySchools
BoththecommunityandschoolshaveoftenseentheCentralofficeasadrainonresourcesandanobstacletoeducation.Despite
improvementsresultingfromExpectSuccess!,inefficienciesendemictopublicinstitutionsremainthroughoutthedistrictand
dealingwiththedistrictisoftenchallengingforteachers,parents,siteadministrators,andthegreatercommunity,distracting
themfromservingstudents.Thesedistractionscanresultinsiteleadersnotfulfillingcompliancetasks,thuscreatingmanygapsin
siteoperationsthatleavethedistrictvulnerabletoauditfindingsandfines.TheCentralofficemustreinventitselfinorderforthe
districttoachieveitsvisionofCommunitySchools,ThrivingStudents.
Currently,CentralStaffappearsnottohaveframeworksthataredirectlyconnectedtoworkatschoolsitesorengageddirectlywith
students.Thislackofconnectionunderminescommitmenttochildrenasthefoundationofallworkdoneinthedistrict.Inaddition,
withoutunderstandingtheactualchallengesandcomplexitiesofschoolssites,Centralofficeworkcanbecomedisconnectedand
actuallyhindertheprogressatsites.Andgiventhatstateeducationfundingprobablywontincreaseanytimesoon,oneofthefew
waystoincreasemoneyfortheclassroomistodecreasethefundsneededforCentralbusinessoperations.
Howwillwereducebureaucraticfrustration,whiledecreasingthenoneducationalbudget,andenablestafftoconnectmoreto
communityschools?Providingqualityservicetominimizebureaucraticfrustrationcancost;wecannotreduceresourcesfor
businessoperationsandautomateservicessomuchthatschoolsandthecommunityareunhappy.
Overthenextfiveyears,CentraldepartmentsmustreinventthemselvestoserveFullServiceCommunitySchools.Wewillachieve
thistransformationintwosteps.
Duringthefirstonetotwoyears(Phase1),thefocuswillbeonperfectingthebasics,suchasalwayspayingemployeescorrectlyand
ontime,seamlesslyonboardingnewemployees,providingpowerful,reliabletechnology,gettingthroughfinancialauditswithout
findings,securelymanagingemployeedataandprocessingvendorpaymentspromptly.Wewillachievetheseoutcomesthrougha
combinationofprocessredesign,theimplementationoftechnology,organizationalredesign,professionaldevelopment,and
strengtheningthetiesbetweentheCentralOfficeandschools(seeFinancial&OperationsReadinessTaskForcereportfordetailson
specificimplementationprojects).
WhiletheCentralOfficedepartmentsperfectthebasics,theywilllearnwhatitwilltaketosupportthenewmodelofFullService
CommunitySchools.
1. UsingTechnologytoEnableSelfService,ReduceLeadTimes,andGeneratePerformanceMetrics
Technologyusuallyyieldsthegreatestgainsinproductivity,especiallybyenablinguserstodomuchoftheworkthemselves,
withoutdealingwithpaperforms.OUSDstaffcouldchangetheirdetailsontheirW4,onboardanewhire,submitapayablefor
reimbursement,requestaconsultant,andmyriadotherservicesfromtheircomputer.Technologyenablesleadtimesand
processingtimestodramaticallyshorten,givinggreaterflexibilityandconveniencetoOUSDemployees.Targetareaswill
include:onboardingnewemployees;archivingandretrievingdocuments;payroll;creatingfullonlinesystemforprofessional
servicescontracts;developingcustomerserviceportal;inputanddistributionofindividualemployeedata.
Technologywillfacilitatethegenerationofperformancemetrics,sothatboththecustomersandtheproviderscanmonitorthe
qualityofservice.Thistransparencywillestablishthefoundationsforgreateraccountability.Theperformancemetricswill
drivecontinuousimprovement.
2. TechnicalSupportandProfessionalTrainingforSchoolOperations
Eachschoolwillreceiveguides,trainingandongoingcoachingtohelpimprovetheoperationsskillsofsiteadministrator'starget
areasandprojectswillinclude:CentralizedOperations/DepartmentalCalendar;CentralOperationsHandbook(HotPink
Book);AugustOperationsWorkshopforPrincipals;OpsInductionforNewPrincipals;OperationsCoaches;RegionalClassified&
ClericalTraining(monthly).
3. LocateSelectedCentralStaffClosertoSchoolsandStudents
Staffwillbelocatedclosertotheworkinsomecases,withinschoolsthemselves.Throughreciprocalrelationshipswith
schools,CentralOfficestaffwilldevelopadeeperunderstandingofthechallengesandneedsofadministratorsandteachers,
andstrengthenacultureofservicetoschools.ThismeasureisalsorecommendedbyRegionalGovernance.
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4. StrengthenTiesbetweenSchoolsandDepartments
Everydepartmentexplicitlypartnerswithaspecificschoolandeverydepartmentmembercommitsadayofserviceevery
monthtothatschool.Everyprincipaltakesononeorganizationalresponsibility(e.g.experiencednewprincipalmentoring,
QCSDleadershiprole,ongoingAdvisoryMembersoftaskforce,andDepartmentalinput/reviews/feedback).
5. LearntheCommunitySchoolsModelfortheCentralDistrict
WhiletheCentralOfficeimprovesefficiencyandservicequality,aparalleleffortwillexplorehowCentraldepartmentsmustbe
reinventedtosupportquality,FullServiceCommunitySchools.
FinancialLandscape:StatusafterStateControl
OUSDregainedcompletelocalcontrolonJuly1,2009aftersixyearsofstatecontrol.Theeducationalprogramshadbeenredesigned
understatecontrol,butmanyfinancialissuesremained.Understatecontrol,thedistrictusedonetimemonies,suchasprivate
fundingfromExpectSuccess!,tobalancethebudget;therewaslimitedinvestmentinaccounting,andnoauditedfinancialsfor
severalyears.In200809,thelastyearunderstatecontrol,recurringexpenseswereexceedingexpectedongoingrevenuesby
approximately$40million.
TheBoardofEducationmadeeliminatingthisstructuraldeficitoneofitsbudgetpriorities.Ongoingexpensesinclude
approximately$6millionininterestpaymentstoservicetheloanfromthestate,whichhadrisenfrom$65millionto$100million
fromwhenthestatetookovertheadministrationtowhenlocalcontrolresumed.Whilethedistrictsenrollmentdeclinedfroma
highof55,000in199900toitscurrentenrollmentof38,540,thedistrictstillmaintainsaportfolioofapproximatelyninetyseven
schools.10
Budgetingfor201112
Goingintothebudgetingprocessfor201112,thedistrictanticipatedwhatwasthoughttobearealisticscenario:thedistrictwould
assumethatthetemporarystatetaxincreasesenactedafewyearsagowouldnotbeextended.Thiswouldresultina$19million
gap,includingthe$7millionstructuraldeficit.Thedistrictintendedtouseonetimemoneytooffsetsomeoftheshortfalland
budgetfora$12millionreductionfromthecurrentyear.AllschoolsandmostCentralOfficedepartmentscompletedtheir
budgetingagainsttargetssetbythisscenario.
However,whenthegovernorfailedtogettheextensionofthetaxextensionsontheballotbylateMarch2011,thedistrictstarted
preparingforascenariothatwouldbemuchworse:insteadofa$349decreaseinfundingperstudent,itwasestimatedthatthe
districtwouldhavetoadjustto$844lessstatefundingperstudentcomparedtotheprioryear.Thisgapwouldgrowfrom$12.6
millionto$30.5million.
Havinglargelycompletedthebudgetingprocess,thedistrictintendstohonorthecommitmentstheschoolsmadeduringtheir
budgetingprocess(RBB),makesomeadditionalsmalladjustments,andfundmostoftheincremental$18milliongapfrom
additionalflexingofAdultEducationTier3funds,excessreservesheldbythedistrictandotheronetimefunds.Havingexhausted
thesereserves,nosuchfundswouldbeavailableshouldashortfalloccurthefollowingyear,buttheonetimemeasurewouldallow
thedistricttimetocompletedevelopingthestrategicplanandtouseitastheguidetorestructure,shouldsuchactionbenecessary
inthefuture.Beginninginthefallof2011,OUSDwilluseaprogrambasedprioritizedbudgetingprocesstoensurelongterm
academicandfiscalsolvency.Year1,wewilldetermineasustainablenumberofschoolsandstaffforourstudentpopulationand
budget,whilemaintainingafocusonequity.ByYear3,wehopetoachievethis.Wealsowillexplorewaystoattractandretain
excellentstaffthroughresponsibleandsustainablecompensationprograms.
FinancialStrategyGoingForward
Statefundingrepresentsover80%ofthedistrictsunrestrictedrevenues.Givenrecenthistory,OUSDmustprepareforthe
unpredictabilityofstatefundingtocontinue,andcannotrelyonfundingfromthestatetoincreaseanytimesoon.Ifthestate
fundingremainsatprojected201112levelsin201213,thedistrictwouldhavetodramaticallyrestructure.Closingthestructural
deficitmustcontinuetobeapriority.
10
CurrentenrollmentforK12includingcharterschoolsis45,269.
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ChangestoOUSDwillbeconsistentwiththestrategicplan:developingoperatingquality,fosteringcommunityschoolsand
maintainingacommitmenttoequity.OUSDisaserviceorganization;itsmostvaluableassets,andmostofitscost,arepeople.OUSD
employeecompensationremainsamongthelowestofanyschooldistrictinAlamedaCountyandeveninthischallengingeconomic
climate,theBoardofEducationcontinuestomakeincreasingemployeecompensationahighprioritytohelpretainemployees.
DIAGRAM7:ChangesinStateFunding
Unrestricted General Fund

Budget Development 2011-12
$4,395
PHASES2AND3(20122016)
ReorganizingandPrioritizing
AttheendofPhase1,weshouldhavetransformedtheCentralOfficetoanefficientorganizationinserviceofschools.InPhases2
and3,theCentralOfficemusttransformitselfintoanefficientorganizationinserviceofFullServiceCommunitySchools.
Toachievethisoutcome,theCentralOfficewill:
1. Expandthereachofexistingresourcesthroughrealignmentsandpartnerships
Centralwillrealignitsresources,modifyprocesses,andestablishpartnershipstosharelabor,funding,technology,data,and
facilitieswithotheragenciesinsupportofOaklandsstudents.
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2. PlaceparticularFocusonStudentswiththeHighestNeed
Wewillmodifythedeliveryofservicessothatpriorityandfocusisgiventotheschoolsservingthestudentswiththegreatest
need(asidentifiedbythesystemsimplementedthroughtheHealthyKids,HealthyOaklandTaskForce).Thechallengesfacing
thestaffintheschoolsservingthehighestneedstudentsareimmense.Theconsequencesoffailureforthesestudentsare
muchgreaterthanforstudentsinotherschools,andthecostofdistracted,frustratedadultsismuchhigher.Whenthereare
competingrequestsforthesameservices,theschoolsservingthehighestneedstudentswillgetpriority(ratherthanalways
prioritizingservicestrictlyaccordingtofirstcome,firstserved).Thisservicemodelresemblestheservicemodelformany
commercialenterprises.
ThisservicemodelcanonlyworkwithoutdamagingtherestofthedistrictiftheCentralhastransformedintoahighperformance
organizationinserviceoftheschools.Phases1and2areprerequisitesbecausetheyareuniversal.Onlythencanwemovetothe
targeteduniversalapproachinPhase3,anapproachcoinedbyJohnA.Powellwhichsaysthatneedsofthedisenfranchisedmust
bespecificallyaddressed.
INITIATIVE4B:ProcessesforGreaterEquity
KeyTaskForcesforReference:SystemsEquityReformResultsBasedBudgeting;OptionsandSchoolChoice.
TargeteduniversalismalsodrivestwootherCentraldistrictprocessesthatcouldcreategreaterfairnessandequityforschoolsand
studentsofhighneed(i)howwefundschools;(ii)howfamilieschooseschools.
Whiletherearemanycomponentstofundingschoolsfairlyandprovidingequitableschoolchoice,thisplanfocusesonmaking
refinementstoResultsBasedBudgeting(RBB)andOptions.Bothoftheseprocessesweredesignedtobringhigherlevelsofequity
toahistoricallybifurcateddistrict(e.g.,hills,heartlands),withothersimultaneousreformeffortsuchasbuildingtwohighquality
schooloptionsineveryneighborhood.Takentogether,thisbundleofstrategieswouldyieldgreaterequityandquality.Looking
backoverseveralyearsofRBBandOptions,wecannowseethattherehavebeensignificantsuccesseswithoutstandingheartland
schoolsandsignificantprogressinclosingthedisparitybetweenhillsandheartlands.However,withtheintersectionand
compoundedeffectofmanydifferentreformsoperatingatdifferencerates,wenowhavesomeunintendedinequitiesthatneed
attention.
FOCUS4B.1ResultsBasedBudgeting(RBB)
TheResultsBasedBudgeting(RBB)taskforcesetitsvisionthatinfiveyears,allstudentsineveryschoolhaveaccesstoawell
resourced,qualityschoolprogramwithadditionalresourcesdesignatedtosupportstudentswiththehighestneedsalignedwith
districtwideandschoolsitestrategies.
Traditionally,schoolshadbeenstaffedbasedonaformulathatallocatedteachersbasedonthenumberofstudentsenrolledina
particularschool.Whilethissystemprovidedanequitablenumberofteachers,itdidnotnecessarilyprovideforequitablefunding
becauseindividualschoolsiteshavestaffingcoststhatvarysignificantlyduetotheseniorityofteachers.Thedisparatestaffingcosts
mostseverelyimpactedTitleIeligibleschoolsbecausetheyhadadisproportionateshareoflowersalariednewteachers,resultingin
TitleIschoolspayingforthenonTitleIschoolsteachersalaries,insteadofhavingtheadditionalfundingavailabletosupporttheir
ownprograms.11 ThoughsomeTitleIschoolshavelargeproportionsofveteranteachers,themajoritydonot.
ResultsBasedBudgeting(RBB)introducedadistrictwideprocessbasedonaperpupilformulaallocationandonstructuresto
supportaccountabilityforschoolsitedecisionmakingcenteredaroundfourkeytenets:transparency,equity,accountability,and
sitebaseddecisionmaking.Thepurposesofthisreformincludedcreatingopportunitiesfornewandexperiencedteacherstolearn
andmentoreachother,maintainingfiscalresponsibility,promotingmoreeffectiveandefficientdecisionmakingforusingfundsin
supportofstudentachievement,andaddressingsystemicinequitiesinfundingallocations.
1.
ImpactofMultipleReformsonRBBResults
TheimpactofRBBonstudentachievementgoalshavebeeninterpretedinseveralways.Someschoolcommunitieswithhistorical
challengeswithstudentachievementattributetheirsignificantgainstotheirnewabilitytomanagetheirbudgetsunderRBB.Other
11
OUSDs201112RBBHandbook
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schoolcommunitiesreportlittleimpactornegativeimpactonstudentoutcomes.Acrossthedistrict,theimpactofRBBis
inextricablefromitsintersectionswithseveralotherkeyreformsimplementedinOUSDatthesametime.Thecombinedand
compoundedimpactofthesereformsandfactorshasdeterminedourcurrentsituationandcreateschallengesforevaluatingwhat
hasledtheimpact:
SmallSchoolsMovement(e.g.,sinceRBBusesactual[ratherthanaverage]salariesforschoolpersonnel,smallschoolsstaffed
largelybyveteranteachersfacegreaterresourceconstraintsthanschoolswithbalancedfaculties 12 )
OptionsandSchoolChoice(e.g.,withmanychoicesforfamilies,needsmightchangewildlybetweenbudgetdevelopment(inthe
winter/spring)andthestartofschoolinthefallasfamiliesseekouttheirbestoptions;forschoolsservingtransientstudent
populations,orlocatedinneighborhoodsperceivedaslessdesirablethanothers,thechallengeoffundingaconsistentprogram
oftenrequiresinterventionsandsubsidies,increasedfamilyengagementandinvestmentinschoolswhereitwasoncescarce).
ExpectSuccess(e.g.,providedcriticalfundstosupporttheinitiationofRBBintheformoftransitionalsupportforthesystem,
subsidiesfordifferentkindsofneedsatdifferentschoolsites,andtraining)
ShrinkingCAStateResources(e.g.,overthelastfiveyears,someOUSDadministratorshavenoticedthattheysimplycannotafford
tosimultaneouslystafftheirschoolsitesandprovidethenecessarysupplementalservicestotheirstudentsandfamiliesdueto
13
risingcostsanddiminishingresources, increasedpressuretodomorewithless,andtoleadschoolcommunitiesthrough
difficultdecisionmakingprocesseswherefewoftheoptionsservethebestinterestsofchildren)
OtherconcurrentfactorswithRBBimplementationinclude:SiteBasedDecisionMakingandTheoryofAction(e.g.,makingfinancial
decisionsaccordingly);OperationalDexterityandServiceExcellenceforCentral;andEvaluationandStaffPerformance(e.g.,using
theevaluationprocesstomanageperformancetocreateandnurturearesultsdrivencultureandconsequences).
2.
CriteriaforRefiningtheAllocationsFormula
Lookingahead,werecommenddesigninganallocationsformulafocusedontheoutcomeswehopetoattain.Inthatformulawillbe
certaincriteria.Todevelopcriteriawewillsynthesizefeedbackfromcommunitymembers,principalsandotherstaff,andtheBoard
ofEducationontheprinciplesandmechanicsofimplementation.Wewillalsostudysuccessfulsystems.Theworkingcriteriawillbe
usedtoevaluateseveralpotentialsystemspriortothebeginningofthe201213BudgetDevelopmentCycleinNovember2011.
Thesecriteriaarealsodesignedtointegratewiththeworkofstrategicinitiatives.Forexample,astheSchoolQualityReviewprocess
identifiesaneedforadditionalresourcestosupportaprogrammaticstudentneedataschool,theallocationsformulamustprovide
foraprocessofallocatingresourcestodoso.Or,asRegionalGovernancegeneratesincreasedattentiontoresourceallocationin
someareas,theallocationsformulamustpromotethetransparencyandaccountabilityforresultsnecessarytoensureeffective
strategicplanningineachregion.Weworkedtodevelopcriteriafortheformulathatcouldtestoutwhetherapotentialallocations
formulawouldmeetourneedsandflexwithchangingconditions.Thecurrentcriteriahavethreecoreelements,thougheach
elementrepresentsawiderangeofopinionsandperspectivesandwillcontinuetodevelop:
a. AbilitytoFundanAdequateCoreProgramatEverySchool:Thecriticalfactorsofenrollmentandteachersalaryandbenefits
donotuniversallyallowforabalancedbudget,requiringsubsidiesbasedonschoolsizeandsalary/benefitcosts,rather
thanstudentneeds.Whilethedefinitionofanadequatecoreprogrammaychangeasdistrictwideprioritiesandfinancial
positionchange,itisthemainresponsibilityoftheschooldistricttoprovideabasiceducationalprogramtoallstudents.
b.
c.
AbilitytoEquitablyFundDifferentiatedStudentNeedsatEverySchool:Recognizingthatthediverseneedsofstudents
acrossOaklanddemandsadifferentiatedapproach,theTaskForceworkedtoidentifyfactorsthatcoulddeterminewhat
factorscouldbeusedtodifferentiatefundingforstudents(seeforthcomingRBBTaskForcereportappendix).However,the
allocationsformulamustbefacileenoughtoallowforadditionalresourcesrequiredtosupportstudentswiththehighest
needs.
EaseofImplementation:Inatimeofshrinkingresourcesforadministration,asuccessfulallocationsformulamustbesimple
toimplement.Weintendforthesystemtorelievebureaucraticfrustration,notcreateit.
12
Vasudeva,A.,DarlingHammond,L.,Newton,S.,&Montgomery,K.(2009).OaklandUnifiedSchoolDistrictnewsmallschoolsinitiativeevaluation.Stanford,CA:
SchoolRedesignNetworkatStanfordUniversity
13
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3. AnalyzeExamplesofAllocationsFormulas
InearlyFall2011,thetaskforcewillcontinuetoevaluatepotentialallocationsformulasforimplementation.Todate,therearethree
typesofallocationsformulastoreview,thoughadditionaltypesorhybridformulasmayemergeovertime.
a.
DistrictWideStaffingAllocationsFormula
Inthisallocationsformula,aCentralgroupcomprisedofprogramfocusedandoperationalfocusleaderswilldetermine
appropriatestaffingforeachschoolsiteprogram,basedonasetofconstraintsandpriorities.Thisformulamay
accommodatedifferentiatedstudentneedsthroughdirectedallocationsofstaffandothersupports,thoughitsprimary
functionistoensureanequal,basiccoreprogramateveryschool.
b. WeightedStudentAllocationsFormula
Inthisallocationsformula,studentswillgenerateresourcesforschoolsbasedonabaseallocationamountandadditional
allocationsearnedbydifferentfactorsofachievementandsocialneeds.Thisformulamayaccommodatedifferentiated
studentneedsdependingonthedegreeofflexibilitywithwhichtheallocationsmaybeused.Thisformulausesequity,not
equalityastheprimarybasisfordeterminingallocations,meaningthatsomestudentswillgeneratefewerresourcesthan
otherswithmoreneeds.
c. EnrollmentBasedAllocationsFormula
Inthisallocationsformula,studentsgenerateresourcesforschoolsbasedonanequalbaseallocationamountforall
students.MostsimilartothecurrentRBBformula,wewouldaugmentthisformulawithspecificutilizationrequirementsto
accommodatedifferentiatedstudentneeds.
4. IdentifyingCriticalConditionstoSupportImplementation
Eachofthepotentialallocationsformulasrequiressomecriticalconditionstosupportsuccessfulimplementation.Asthespecific
formuladesignsarefurtherdetailed,additionalconditionsmaysurface.However,weanticipatetwoprimaryconditionswillpersist
regardlessoftheallocationsformuladesign:
a. Engagement&Communications
b. ClearRoles&Responsibilities(withaccountabilityforresults,andtoolsandtrainingtosupporteffectiveness)
TheRBBTaskForcehasprioritizedtransparencyandregularfeedbackasacriticalpracticeforallbudgetingdecisions.Therealitiesof
thecurrentstateoffundingforpubliceducationcreatenewchallengesindecisionmakingandcommunications,andthetaskforce
willcontinueitsengagementthroughthesummerandfall,ensuringasuccessfullaunchoftherecommendedallocationsformulafor
the201213cycle.
FOCUS4B.2Options&SchoolChoice
TheOptionsprocessforschoolenrollmenthasbeenineffectsincethe20052006schoolyear,andsincethattimeenrollment
patternsacrossthedistricthavechanged.AsofNovember2010,only49%ofOUSDstudentsattendedtheschoolintheir
neighborhoodattendancearea.
ItwasthechargeoftheOptions&SchoolChoiceTaskForcetoconductaninquirytoexplorethebreadthofsuchchanges,and
study,researchandanalyzethepositiveandnegativeimpactsofOptionsonvariousstakeholdergroupsinthedistrict.Oncethe
outcomesofthecurrentpolicywerefullyunderstood,thetaskforcewouldputforthrecommendationstocreateamoreequitable,
effectiveandefficientenrollmentpolicy.
Overthepastfiveyears,severalquestionsmanyfocusedonequity,communication,andaccessregardingtheimplementation
andimpactofOptionswereraisedbyBoardMembers,OUSDCentralofficeandschoolsitestaff,parentsandcommunity.The
OptionsTaskForceusedthethemesofthesequestionstodrivetheirinquiry.Theyhadadiversemembershipwhichwentthrough
multiplestagesknowledgedevelopment,evidencegathering,missionandvisiondevelopment,reviewofrecommendations
beforeestablishingamissionandvisionandgoals(seeforthcomingOptionsTaskForcereport).
ThetwomainareasoffocusfortheOptionsInquirywere:
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1) EnrollmentPolicyIshavinganintradistrictopenenrollmentpolicy/OptionsrightforOUSD?
ForExample:Hasallowingfamiliesandstudentstoselectschoolsoutsideoftheirneighborhoodcausedsharp
declinesinenrollmentatOUSDhighschoolssuchasFremontandCastlemont,andinneighborhoodssuchasWest
Oakland,leadingtolessinvestmentofresourcesinschoolswhichhavealreadybeenstrugglingtoserve
disadvantagedstudents?
2) ImplementationofthePolicyShouldtherebechangestothewaythatCentralOfficeimplementsOptions?
ForExample:HasCentralOfficefailedtoprovidefamiliesandstudentswithequitableaccesstoOptionsduetoissuessuchas:
lackofcommunication,
lackoftransparency,
poorcustomerservice,and
preferentialtreatment?
KEYFINDINGS
1.
EnrollmentPolicy
InresponsetothequestionofwhetherOptions/intradistrictopenenrollmentisrightforOUSD:
WhenlookingatdatatheInquiryTeamfound:DuringthetimeframeallottedfortheInquiry,theteamwasunabletofindsufficient
evidencethatOptionswasthesolecauseofdecliningenrollmentatcertainschoolsandincertainneighborhoods.Instead,evidence
showedthatenrollmentacrosstheentiredistrictwasinsteadydeclineuntilthe20102011schoolyear.Whileweknowthat
Optionsdoesimpactenrollment,itcouldnotbeproventhatendingtheOUSDOptions/intradistrictopenenrollmentpolicywould
solveenrollmentproblemsatourschools.
WhentalkingtofamiliesandstudentstheInquiryTeamheard:FamiliesandstudentsfeelthatOUSDschoolsarecurrently
unequal.ManyofthosewhoutilizedOptionstomovetheirchildrenawayfromtheirneighborhoodschoolstatedthattheywould
havelikedtohavesenttheirchildrentoschoolintheirneighborhood,iftheeducationalofferings,physicalappearance,andsafetyin
andnearallofourschoolswereequal.Familiesexpressedexcitementattheprospectofhavingqualityschoolsinevery
neighborhoodastheStrategicPlanisimplementedinthecomingyears,butwithourcurrentofferingstheyappreciateandneed
choice.
Basedontheseandotherfindings,theInquiryTeamrecommends:DuetothefactthateliminationofOptionswouldnotsolve
OUSDscomplexenrollmentissues,andduetothefeedbackweheardfromfamiliesandstudentstheInquiryTeamdoesnot
recommendeliminationoftheOptionspolicyatthistime.However,inacknowledgementoftheimpactthatOptionsdoeshaveon
enrollmentinmanyofourschools,andbecausetherewasnotsufficienttime,data,orexpertisetoexploretheimpactofopen
enrollmentonissuessuchasgangactivity,thecommitteealsorecommendsthatweformanEnrollmentAdvisoryBoardtocontinue
studyingOptions,andmakeongoingrecommendationsregardingitsfuture.
2.
ImplementationofthePolicy
InresponsetothequestionofwhetherthereneedtobechangesinCentralOffice/schoolsiteimplementationofOptions:
WhenlookingatevidencetheInquiryTeamfound:TheInquiryTeamreviewedinformationabouttheoriginalintentofOptions
whenitwasindevelopment,andfoundthatamissionandvisionstatementfortheprogramdidnotexist.Theteamalsofoundthat
OptionswasconceivedinconjunctionwithotherOUSDinitiativeswhicharenolongeroperatingordidnotfullycometofruitionin
everyneighborhood(i.e.ExpectSuccessandtheSchoolPortfolioManagementvisionoftwoqualityschoolsineachneighborhood
inreferencetothesmallschoolsthatwerebeingdevelopedinlocationssuchastheCesarChavezEducationalComplex).Inaddition,
therehadbeennoreviewofOptionstomakesurethatitwasmeetinganenrollmentvisionforOUSD.Finally,theteamreviewed
thecurrentlotterypriorities,outreachmethodsthatareandhavebeeninuse,proceduresandcustomerserviceintheStudent
AssignmentOffice,andcommunicationfromCentralOfficeandschoolsitestofamiliesregardingOptions.
WhentalkingtofamiliesandstudentstheInquiryTeamheard:FamiliesandstudentsquestionwhetherOptionsisatruechoice
processbecausemanystudentsarenotassignedtotheschool(s)theyhaveselected.Familiesacknowledgethattheyoftenmake
choicesbasedonperceptionsinsteadoffacts,buttheyfeelthatthedistrictandschoolsdonotdoasufficientjobofgettingneeded
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informationouttothecommunity.Thereisalsoastrongpublicperceptionthatpreferentialtreatmentbasedonrelationships,
address,socioeconomicstatus,andethnicityaffectstudentassignments.Inaddition,althoughOptionshasbeeninplaceforover
fiveyears,manycommunitymembersremainunclearabouttheprogram,whoitsfor,andhowtofullyparticipate.
Basedontheseandotherfindings,theInquiryTeamrecommends:TheInquiryTeamhasdeveloped,andrecommendsapprovalof,
itsmissionandvisionstatementsforOUSDenrollment,whichwillhelpguidefuturedecisionmakinginthisarea.Inaddition,the
teamhasmadeseveralrecommendationsregardingoutreach,customerservice,transparency,andthedevelopmentofan
EnrollmentAdvisoryBoardtoprovideconsistentreviewsoftheprogramanditsimplementation.
Theserecommendationsaimtobothcorrectchallengescausedbythecurrentsystemandaddressongoingneeds:
ContinuetoreviewandreviseOUSDsenrollmentsystemoverthecomingyearstomakesurethatitisachievingitsvision
andtocheckforanyinequitiesthatwemightnotseefromourcurrentvantagepoint.
Identifytheneedsofthecommunityandtheresourcesnecessarytoprovideusefulinformationtofamiliesbeforethey
makeenrollmentdecisions,andimplementaninitialoutreachtoolkitandplan.
Begincompilingdata,initiatingstudies,andconductingcommunitysurveysregardingschoolsafetyperceptionsand
concerns.
ImplementKindergartenandmiddleschoolcohortlotterypriorityforstudentsattendingOUSDEarlyChildhoodEducation
(ECE)CentersandOUSDelementaryschools.
Createsystemsforfamiliestoparticipateinidentifyingresourcesatschoolsitesandmakesuggestionsforcommunity
facilityuse.
ProvidefamilieswithaccesstoinformationthatOUSDcollectedthroughitsfacilityassetmapping.
Communicatewithfamiliesaboutexistingspecialprogramsandhighschoolpathwayssotheycanprovideinputon
potentialfutureprograms.
ConductresearchtoidentifyProgramImprovement(PI)transportationfundsthatexisttohelpfamiliesattendnonPI
schools.
Publishrevisedenrollmenttimelinethatallowsmoretimeforfamiliesandstudentstoparticipate.
ImplementnewStudentAssignmentOfficehoursandcustomerservicestandards.
ConductRegionalOptionsfairsandrovingenrollmentopportunities.
EnsurethateachschoolsiteandECEcenterhasadesignatedandtrainedpointpersonwhounderstandsandhandles
enrollment.
Reviseassignmentlettersandregularlypublishandupdatelistofschoolswithopenspacesinordertoprovidefamilieswith
moreinformationandincreasethesenseoftransparencyandfairnesswiththeprocess.
ReviewandcalibrateenrollmentpolicyandStudentAssignmentOfficeoperationsforalignmentwithgoalsofFullService
CommunitySchools.
Togarneradditionalopinionsandfeedback,andtoofferfurthermeansofparticipationforparents,caregiversandschoolsites,the
InquiryTeamoftheOptionsTaskForcedistributedanOptionsSurveytoeverydistrictschoolinthreelanguages.Thesurveyisalso
availableonlinethroughthewww.thrivingstudents.comwebsite.ThesurveysweredistributedinFebruary2011andarestillbeing
returned.Asummaryofthesurveyresponseswascompiled.Yearonetacticalgoalsweredevelopedbyanalyzingthisdata.
ProposedEnrollmentMissionStatement
ThemissionoftheOaklandUnifiedSchoolDistrictEnrollmentProgramistoensurethateveryOaklandchildhasequitableaccessto
aqualitypubliceducation,andencourageandsupportcommitmenttoFullServiceCommunitySchools.Implementationofthe
programwillbetransparentandwillfocusonpartnershipamongalladultsinourcommunitythroughmutualrespect,shared
responsibility,andjointaccountability,sothatALLOaklandchildrengraduate,andasaresultarecaring,competent,andcritical
thinkers,fullyinformed,engaged,andcontributingcitizens,andpreparedtosucceedincollegeandcareer.
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ProposedEnrollmentVisionStatements
Ourvisionoftheequityneededineachofthefollowingareasasitrelatestoschoolselectionandthe enrollmentprocess.
AREA
Vision
SCHOOLS
Allstudentshaveaccesstoqualityschoolsandallneighborhoodshavequalityschools.
SCHOOLSELECTION
Familiesmakeinformedchoicesaboutwheretheysendtheirchildrentoschoolandfamilydecisions
arebasedonwhatisbestfortheirchild/children.
OUTREACHANDACCESS
Familieshavetheinformationtheyneedtomakeinformedchoicesanddistrictenrollmentservicesare
clear,fair,andaccessibletoall.
Schoolsitesandcommunitypartnersaresupportingfamiliesinmakingschoolselections.
SAFETY
Studentsfeelsafegoingtoandfromschoolandarewellcaredforinsideschool.
PREKENROLLMENT
OUSDPreKprogramsarefullyintegratedandwelcomedaspartoftheschoolcommunityatthe
campuseswheretheyarelocated.
FACILITIES
Improvedandequitableschoolfacilities(bothinteriorandexterior)serveascentersforthe
neighborhoodandcommunityacrosstheentiredistrict.
SPECIALPROGRAMS
AllOUSDschoolsofferspecialprogramsthatareattractivetofamilies.
TRANSPORTATION
Policiesandresourcesareinplacetoassiststudentswhoarehavingdifficultywithtransportation
and/orattendance.
ENROLLMENTTIMELINE
OUSD'senrollmentprocesshasaclearandsufficienttimelinethatiswellcommunicatedtoallOakland
families.
SYSTEMSAND
Studentassignmentsarefair,equitable,transparentandconsistent.
IMPLEMENTATION
StudentAssignmentOfficestaffisfamilyfriendly,offersexcellentcustomerserviceandisroutinely
evaluatedandheldtoservicestandards.
FULLSERVICE
FamiliesinvestinandparticipateinFullServiceCommunitySchools.
COMMUNITYSCHOOLS
AllOUSDschoolsareabletoclearlydefineandsharetheirvision,focusanduniquefeatures.
FULLSERVICE
OUSDprovidesclearandaccessibledataregardingtheresultsofthestudentplacementprocessand
COMMUNITYDISTRICT
thelotteryalgorithm.
INITIATIVE4C:ServingtheWholeChild
KeyTaskForcesforReference:HealthyKidsHealthyOakland;RegionalZoneApproachAssets&FacilitiesManagement
Traditionally,wehavegatheredbasicinformationaboutstudentssuchastestscoresandattendance.Thestudentprofilesthatwe
createfromthesedatapointscantelluswhetherkidscometoschoolandhowtheydoonannualstandardizedexams,butwhatdo
weknowabouttherestoftheirlives?Dotheyliveinpublichousing?Aretheirparentsemployed?Istherehealthyfoodavailable
fortheirmeals?Anddowethinkthatalltheseotherfactorsaffecttheirachievement?Similarly,whenwelookatinformation
aboutourschools,wehaveusuallymeasuredthingslikesquarefootage,portables,andrentalpossibilities,butnotnecessarily
neighborhoodeconomicimpact,specificstudent&familyconsequences,orprogrammaticeffects.FortheseCentralorganization
departmentsofResearch,Assessment,andData(RAD)andFacilitiesPlanning,wehavesignificantfiveyearplansforbuildingnew
FullServiceCommunityDistrictsystems:
FOCUS4C.1HealthyKidsHealthyOakland(HKHO)
HKHOisaredesignofourRADdepartmenttoprovidecomprehensiveinformationandanalysisaboutthewholechild,andnewtools
forpresentingdatainactionableways,inordertoaddressinequitiesandimproveeducationaloutcomesforallOaklandstudents.
1.
ExpandedDataFramework&BringingTogetherDataabouttheWholeChild:GatherandsharedataacrossOUSDdepartments
andacrossagenciese.g.,City,County,OaklandHousingAuthority,AttendanceWorks,andUrbanStrategiesCouncil.Wehave
beguntoexpandandsimultaneouslycentralizeawiderangeofdatainserviceoftheFullServiceCommunityDistrictand
Schools,andinserviceofourregionalgovernanceapproach.
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2.
ReorientingHowWeFrame,Present,andUseData:Asa
district,wearemovingawayfromflatreportingofdatato
usingaHealthyKids,HealthyOakland(HKHO)frameworkto
analyzethedataandpresentitinmeaningfulways.For
example,ifwesimplycreatedatableshowingstudent
scoresandpercentagesontheCaliforniaPhysicalFitness
Test(PFT),itwouldlikelyjustbeareportthatcollected
dust.However,byselectivelychoosingacoupleofareasof
thePFTandprovidingexplanationsaboutthemeaningof
thescoresinrelationshiptostudentsshorttermandlong
termhealth,andbypresentingthedatainvisually
understandableways,wehopetochangethewayweuse
datatoimprovestudentslivesandschooloutcomes.In
addition,dataforschoolsanddepartmentswillbeframed
bytheirbalancedscorecardgoals,orbythequality
standardsforschools,orbytheFullServiceCommunity
Schoolsrubric,orbythelensofAfricanAmericanmale
achievement.Ratherthansimplybeingdisconnecteddata
pointsorpatterns,weasadistrictwillviewandanalyzethe
data,makingmeaningfromthedatawithinthesestrategic
frames.
DIAGRAM8:SampleRADMotionChartforELA
3.
ProvidingComprehensiveAcademicandNonAcademicDataAnalysis,Indicators,andTools:HavingaHealthyKids,Healthy
Oaklandanalyticalframeworkallowsustolookatastudentslifecourseandschoolcoursepathwayfromearlychildhoodall
thewaytohighschoolgraduationandbeyond.Webringtogetherwhatweknowaboutchilddevelopmentandcriticallife
transitions,aswellaswhatweknowaboutcriticalschooltransitions,tounderstandwhatcreationofaprotectedpathwayto
graduationforeverystudentrequires.Forexample,wehavelearnedthatchronicabsenteeismisnotjustahighschoolissue.
ElementaryschoolchronicabsenceinOaklandandacrossthecountryishighestinkindergarten,andthisearlychronicabsence
isassociatedwithlowerreadinglevelsinthe5thgrade.Ifwebeginaddressingtheunderlyingcausesofchronicabsenceat
kindergartenorevenpreschool,wemayseeimprovedreadinglevelsatthecriticalthirdgradelevel,whenstudentsmovefrom
learningtoreadatabasicleveltolearningtoreadcomplexsubjectspecifictextandreadingtolearn.Weneedthisfuller
pictureofeachchildthatHKHOprovidestoaddresssystemicissuesandinequitiesacrossthedistrict.
4.
CreatingNewToolsforNewWork:Interruptinginequityrequiresnewtools.TheOpportunityMappingprojectservesasatool
forcreatingequitablesystemsofresourceallocation,somethingthatbecomesallthemoreimportantduringtimesofscarcity.
Motionchartsareanothernewtechnologyandtool,allowingustoviewtrendsinmotionovertime.Thesetrendscanbe
academic(graduationrates,CSTscores,chronicabsenteeismrates,indicatorsofAfricanAmericanmaleachievement,etc.),
healthrelated(physicalfitnessscores,etc.),enrollmenttrendsanythingofimportanceforwhichwehavecollected
longitudinaldata.Anewgenerationacademicreportingtoolwillallowteachersandprincipalstoinstantlycreatetheirown
reportsonstudentlearning.Professionaldevelopmentwillbeprovidedtoprincipalsandteachers.Principalscanthenview
studentlearningacrossclassroomsorbyteacher,subgroup,orindividualstudent.SchoolswillnothavetowaitforRADdata
analyststopulltheirdataitwillbeattheirfingertips.Newtechnologieswillallowtheacademictooltotalktotheother
toolstoprovidewaysofanalyzingdataacrossacademicandnonacademicindicatorsanddatasets.Predictivemodeling
analysisandtoolswillplayacriticalroleinreducingandpreventingdropoutsandimprovinggraduationrates.
FOCUS4C.2RegionalZoneApproachAssets&FacilitiesManagement
AnothermajordatatransformationtoservethewholechildistakingplaceintheFacilitiesdepartment,whichispreparingitsown
masterplanforourphysicalassets(i.e.,classrooms,schoolbuildings,land).Inthepast,OUSDfacilitiesplanningusuallyanalyzedflat
information(e.g.,squarefootage,numberofportables,currentenrollment)tomakecriticaldecisionsabouthowtousespace(e.g.,
closingschools,leasingrooms,tearingdownportables).However,aspartofourstrategicplanning,theRegionalZoneApproach
Assets&FacilitiesManagementtaskforcepresentedarenewedvision:Maximizethequalityuseofourassetsinserviceofcreating
equitableopportunitiesforlearningandtosupportthehealth,andwellbeingofallchildren,familiesandtheircommunities.Similar
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toHKHO,Facilitiesproposesseveralnewtoolsandnewwaysofdoingbusinessthatwillbetterservethewholechild(e.g.,
expandingthesetofdataandgatheringnewinformationandanalyzingthroughdifferentlensestoconsidertheprogramimpacton
highneedsstudentsandtheeconomicimpactonhighneedsneighborhoods).
1. Assets&FacilitiesDatabase:ThenewOUSDFacilitiesDatabaseisatoolfororganizingandmanagingresourcesacrossspace
andtime.Thedatabasehelpsstakeholdersmakeinformeddecisionsaboutsiteswhileprovidingmeaningfulinformationto
plannersanddesigners.Thisdatabasesynthesizesdatafromabroaderrangeofsources(thanbefore)andfeedsintoadynamic
interfacethathelpsdecisionmakersunderstandtheirfacilitiesandevaluatetheimpactsofalternativeplansovertime.The
OUSDdatabaseisfundamentallystructuredaroundspatialrelationships.Inputsinclude:mapsandplans,schedules,finances,
userdata,andpublic/civicdata.Outputsincludedetailedassetprofiles,comparisonsnapshots,aggregateassessments,
mapping,andscenariomodeling.
2.
UsingProgrammatic&EquityLensesinFacilitiesPlanning:Thechartbelowshowshowthenewstrategicframeworktakes
facilitiesplanningbeyondtheflatnumberstoconsidermultiplefactorsthatservethewholechild.
TABLEG:PhysicalandProgrammaticElementsforFacilitiesPlanning
Goals
PHYSICALStrategies
AssetManagement:Developstrategiesfordistrict
assetallocationinlinewiththedistrictsstrategic
initiativesandpriorities.
Filters
MasterPlanRecommendations
AlternativeUseRecommendations
SpaceUtilization
FacilityCapacity
Modernization
Outcomes 3RegionalZones
NeighborhoodServiceAreas
RevenueGeneratingMeasures
Bestuseofassetstocreatequalityspacesfor
children,youth,andfamilies.
Actions
Construction
Renovation
MultiUse
Lease
Sale
PROGRAMMATICStrategies
CommunitySchools,ThrivingStudents:CreateaFull
ServiceCommunityDistrictthatservesthewhole
child,eliminatesinequity,andprovideseachchildwith
excellentteachersforeveryday.
FullServiceCommunitySchoolReadiness
Transportation&Accessibility
EarlyChildhoodandAfterschoolPrograms
Safety
FSCS/Qualityschoolsdevelopment
HoldingPowerGraduating/Recovering
ThrivingStudents
ImpactsonAPI,Equity,Program,Workforce
Development
CityandSchoolPartnersProgramsinPlace
SchoolTransformation
QualityProgramsReplication
Expansion
Consolidation
Closure
Ourstrategicplanbridgesthephysicalandprogrammaticoutcomeschangingfromastraightforwardflatanalysisofspacedatato
amorecomplexandcomprehensiveprocessthatusesnewlensestoconsideralltheprogrammatic,equity,andeconomic
developmentimpactsthataspacedecisioncouldaffect.Withthisnewframeworkandnewdatabase,facilitiescanlookatits
scenariomodelingforimportantspacedecisionsandconsidermorerobustpros/cons.Thediagrambelowanalyzesoneoffour
traditionalbigimpactoptionsfordistrictwidefacilitiesi.e.,usingamixofactionsaccordingto:efficiency,removingportables,
matchingenrollment,anddistributingevenly.Withthenewlenses,wenowseethedisadvantagesmoreclearly.
Movingahead,Facilitieswillincorporatethestrategicplanningworkofthetaskforceintoitsfacilitiesmasterplantostart
implementationinSummer2012.Thismasterplan,whichisunderdevelopment,includessignificantsustainabilitygoalsand
policies.
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DIAGRAM9:FacilitiesPlanningwithCapacityMappingDemonstrationforEfficiency(ProsandCons)
DECISIONbasedonEFFICIENCY
Consolidateschooloperationsto
fewestnumbersofsites
Operatethelargestfacilities
Advantages
Loweroveralloperatingcosts
Disadvantages
Ignoresneighborhooddistributionof
sitesandcurrentpreferencepatterns
Ignorestheneedsoftheneighborhood
Basedonasinglevaluesizeof
campus
Doesnotincludeprogramdetails
Doesnotfactorinoncampus
amenities like sports fields or health
Database:CapacityMappingDemonstration
INITIATIVE4D:Coordinating,Aligning,andLeveragingourResources
KeyTaskForcesforReference:RegionalGovernance;RegionalZoneApproachAssets&FacilitiesManagement.
Seealso,HealthyKidsHealthyOakland;FullServiceCommunitySchools.
Theregionalapproachtoorganizingresourcesisnotnew.Mostrecently,wehaveseenitpromotedineffortssuchastheHarlem
ChildrensZoneandPresidentObamasPromiseNeighborhoodsinitiative.Atitsheart,RegionalGovernancewillhelp:
Collectandmaintainanaccurateinventoryofassets,resources,andneeds(seeGoal1andFullServiceCommunitySchools)
Matchandconnectresourcestoneedsacrossneighborhoodsandregions
Buildthecapacityandreachofassetsandresourcessuchasprovidersandorganizations
Track,monitor,andcapitalizeonhighleverageopportunitiessuchasgrantsandpartnerships
Forourstrategicplanning,theRegionalGovernancetaskforceexploredhowtoprovideastructureforbuildingrelationshipsamong
families,community,schoolsandrepresentativesfromthecity,CBOs,thedistrict,andothers.Thisstructurewillleadto
collaborativeandauthenticdecisionmakingaboutresourceallocationandthatreflectsasharedresponsibilityforstudentoutcomes
withaclear,measurablelensforequityandachievement.
LookingatthesoberingstatisticsoneducationalattainmentinOakland,itseasytopointoutthebarrierstosuccessfacedbymany
ofthedistrictsstudentsandtoassumethattheremustnotberesourcestoleverageforchange.However,Oaklandisresourcerich
inmanywaysthatmatterforstudents.Theschooldistricthasalonglistofphysicalcapitalassetsthatarentbeingusedtotheirfull
potential.Thecityhasahighdensityofcommunityandfaithbasedorganizationsreadyandeagertoadministerprograms.The
questionishowOaklandcommunitiescanusethoseresourcesmoreeffectivelytorealizethevisionofaFullServiceCommunity
Districtwithcommunityschoolsandthrivingstudents.
BudgetconstraintsanddifferencesinneedsacrossOaklandsuggestthatitwouldbeinfeasibleandineffectivetofloodeveryschool
inthedistrictwithexactlythesamesupportsystemandhopeforthebest.Themostauthenticwaytomeetcommunityneedsin
schoolsistoinvolvethemindecisionmaking.However,wecannotstopwithengagement.Wemustmakedecisionsaboutresources
allocationbasedonevidenceanddatainorderforthedistricttoseemeasurablegainsforstudents.Inordertomovetowardits
visionwhileholdingitselfaccountabletohighstandards,OUSDhasaneedtodevelopagovernancestructureproposalthat
regionalizesdecisionsaboutresourceallocation,facilityuse,andprogramminginawaythatallowsthedistricttorespondto
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neighborhoodleveldifferencebutalsofitswithintheregionalframeworkofschoolsitemanagement.Therearetwomajoraspects
toimplementingaregionalgovernancestructure:
1. RelationalPrinciplesforRegionalGovernance:Throughitsextensiveengagements,thetaskforceemergedwiththefollowing
communitycontributionsregardinghowtocreatedurable,sustainable,andauthenticregionalgovernance.
TABLEH:CommunityInputforRegionalGovernance
MISSION,VISION,ANDVALUESfor
REGIONALGOVERNANCE
WHYREGIONALGOVERNANCE?
EquityintheAllocationofResources:
Althoughequitymaynotmeanequality,the
CreatingaCollectiveVision:Getting
governancestructureisstillresponsiblefor
buyinfromfamiliesandyouthin
pushingindividualfamiliesand
realizingavisionofFullService
organizationstotakeastakeinthesuccess
CommunitySchools
ofallstudents,notjusttheirstudents.
BeinginRightRelationshipwith
AccountabilitythroughDemocratic&
EachOther:Prioritizingtrusting
IntentionalProcess:Includesbalancing
relationshipsthatempowerfamilies
quantityandquality,andintentional
andthatarebasedoncommunity
outreachtoengagepeopleclosertothe
needs.
groundandthenworkingtogetherwith
PrioritizeProgramsoverStructure:
themtofindpower.
Consideringhowdistrictdepartments
ProvideaSpaceforCollaborationin
andotherstructureswillalignwith
OrdertoLeverageExistingResources:The
regionalgovernance.
regionalgovernancestructurewillprovidea
spaceforcollaborationthatallowscouncil
membertoleverageexistingresourcesin
serviceofyouthandfamilies.Thiswill
involvemakingconnectionsbetweenspace
andplacebysupportingnetworksofleaders
withinneighborhoodserviceareas,bringing
groupstogetherbyidentifyingschoolsas
sharedspaces.
CREATINGCONDITIONSfor
REGIONALGOVERNANCESUCCESS
Representation
o
Prioritizeyouth
o
Involvepeoplefromthe
neighborhood&respecttheir
contributions
o
Bewillingtodocontinual
engagementandorganizingwork
SharingPower
o
Beclearaboutlinesofauthority
o
Makethescopeofdecisionmaking
explicit
Values
o
Actionorientedpractices,activity
basedtomakethingshappen
o
Buildrelationaltrust&alliances
acrossrace,class,andlanguage
o
Sensitivitytolocal/neighborhood
levelneedsandcontext
Commitments
o
Developaleadershippipeline
o
Investincapacitybuilding
o
Providethedatanecessaryto
empowerdecisionmaking
2.
StructureBodiesandRoles:Inkeepingwiththeideaofleveragingexistingresourcesandassets,theactualstructureof
regionalgovernancewillneedtomapontotheexistingleadershipanddecisionmakinginfrastructureinOakland.
RegionalAdvisoryCouncilAstheillustrationbelowindicates,theRegionalAdvisoryCouncilisatthecenteroftheRegional
GovernanceStructure.Asthedecisionmakingbody,itgeneratesrecommendationsfortheBoardandthedistrictsleadershipteam
relatedtoresourceallocationinthethreeregions.ThisbodyisdifferentfromtheInteragencyLeadershipTeamreferencedinGoal1,
FullServiceCommunitySchools.
RegionalSupportStaffInternaldistrictstaffthatarealignedandleveragedinservicetotheRegionalAdvisoryCouncil.Aproposal
forhowtoachievethisisincludedinthefollowingsection.
RegionalServiceProvidersServiceproviders(orpotentialserviceproviders)whoseserviceareasencompassmorethanone
neighborhood.Giventheirpositionsofpowerinthecommunity,theirparticipationisalsoconsideredtobeinservicetotheRegional
AdvisoryCouncil.
YouthandFamiliesYouthandfamiliesfigureprominentlyinthestructurethatextendsoutwardfromtheRegionalAdvisory
Council,inordertodemonstratetheircentralitytothework.Theyareengageddirectlybythecouncilthroughexistinggroupssuch
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asPTAsorthroughoutreachandorganizing.Theycanalsoengagethroughtheschoolsiteasreflectedintheirinclusionthereas
well.
DIAGRAM10:PotentialforRegionalGovernanceStructure(Proposal)
RegionalGovernanceStructure
RecommendationstoSchoolBoardand/orExecutiveLeadershipofDistrict
Directdecisionsaboutresourceallocationwhenandwhereappropriatew/inpredefinedscope
CentralOfficeStaff
Housing
Family,Schools,and
CommunityPartnerships
QualityCommunitySchools
Development&
Transformations
Regional&Network
ExecutiveOfficers
SecondaryExperience&
AchievementOfficers
Facilities&Assets
Management
HealthyKids,Healthy
Oakland(RAD)
CountyReps
CityReps
ParksandRec
RegionalGovernance
AdvisoryCouncil
PublicLibrary
FaithBased
CBOs
YouthandFamilies
Foundations
PublicHealth
Healthand
HumanService
AllCityCouncil
FamilyLiaisons
HSLeadership
PTAcoordinators
communityorganizing/outreachactivities
Clustersofschoolsthatneedmoresupportto
developintoaneighborhoodservicearea
Families
Community
Youth
SchoolSite
Council
Teachers
Principal
Service
Provider
Service
Provider
Service
Coordinator
Families
Community
Youth
SchoolSite
Council
Teachers
Principal
Service
Provider
Service
Provider
Service
Coordinator
SchoolSiteLevel
SchoolSite
Council
Teachers
Principal
Service
Provider
Service
Provider
Service
Coordinator
Families
Community
Youth
SchoolSite
Council
Teachers
Principal
Service
Provider
Service
Provider
Service
Coordinator
Existing,strongNeighborhoodServiceArea
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NeighborhoodServiceAreasPreexistingnetworksamongschools,communityandserviceprovidersthatexhibitstrongleadership
andcanbeleveragedtoimplementadvisorycouncilactionplans.
ClustersofSchoolsThatNeedMoreSupporttoDevelopintoaNeighborhoodServiceAreaNotallschoolsarelocatedinpre
existingnetworksofsupport.Theregionalgovernancestructurewillneedtoworkatbuildinguptheseschoolsitestodevelopa
networkofleadersandserviceprovidersatthelocallevelwhocanmeettheneedsofstudentsandfamiliesintheareainserviceof
equity.
3. CrossWorkforData,Inventory,andStructure:
RegionalGovernanceisworkingwithseveralothertaskforcessuchasRegionalZoneApproachAssets&FacilitiesManagement
(providingfurthergovernancestructureresearchandengagement,andthedatabaseofphysicalcapitalassetscriticaltothecapacity
buildinganddatadrivendecisionmakingprocesses);FullServiceCommunitySchools(aligningandcoordinatingthedifferentroles
andbodiessuchastheCommunitySchoolSiteLeadershipTeam,andtheinventoryprocessforassetsandresources);HealthyKids
HealthyOakland(providingdataonindicatorsofneedandopportunitymapping,centraltotheabilityofregionaladvisorycouncils
tomakeevidencebaseddeterminationsofequitableresourceallocationacrossdiverseneighborhoods).
Forimplementation,thesenextstepsarerecommendedformovingtowardregionalorganizing:
A. InternalStaffStructureReorganizeCentralfunctionsinsupportofaregionalapproach.Pilotregionalapproach
implementationteamsforFullServiceCommunitySchools.
B. AnalysisofResources&DeploymentAjointeffortofanalyzingexistingregionalinformationtoestablishprioritiesfor
resourcedeploymentanddevelopment.Establishingacomprehensiveplatformtohouseandsharealldata.
C. EstablishProcessforRegionalAdvisoryCouncilMembershipBuildingonstakeholderinventory,involvingmixof
democraticelectionsandintentionalappointments,transparentandaccountable.LinkandrelatetotheFullService
CommunitySchoolsproposedstructureofCommunitySchoolSiteLeadershipTeam.
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GOAL5:AccountableforQuality
Wewantstudentstobenefitfromthehighestqualityschoolssupportedbythehighestqualityservices.Inordertodo
so,wemustensurethatwehavetherightsetofschoolsandprogramstoservealllearnersandwemustbecome
accountableforquality.Weensurethatalleducationstakeholdersacceptresponsibilityandholdthemselvesandeach
otherresponsibleforeverylearnerhavingfullaccesstoqualityeducation,qualifiedteachers,challengingcurriculum,a
fullopportunitytolearn,andappropriate,sufficientsupportforlearning.
WhatMustChange?
Underourcurrentstateandfederalsystemsofschoolaccountability,theprimaryindicatorofschoolqualityis
standardizedtestscores.InCaliforniathesetestscorescontributetoaschoolscorecalledtheAcademicPerformance
IndexorAPI.Alongwitheducators,manyparentsandcommunitymembersarefamiliarwiththissystemandfrequently
describethequalityofschoolsbasedontheirAPIscore.Asaresult,publicschoolsincreasinglyfocusedtheircurriculum,energy,and
resourcesonpreparingstudentstoperformwellonthestandardizedteststhatcontributetoaschoolsAPIscore.Whatisflawed
aboutthissystemisthat:
1. Itdoesnotprovideawayforthoseoutsideoftheschooltoknowandunderstandwhatishappeninginsidetheschool;
2. Itdoesnotprovideawayforthoseinsidetheschooltoknowandunderstandwhatisworkingandnotworking;
3. Itdoesnotinformtheschoolsystemaboutwhatschoolpracticesareeffectivesothatotherschoolscansimilarlydevelopand
improve;
4. Itdoesnotbroadenourattentionbeyondthenarrowoutcomeofstudentsbasicacademicskillstoincludestudentsemotional
health,physicalhealth,socialskills,preparationforskilledwork,criticalthinking,orotherqualities.
Accountabilitysystemscurrentlyinplaceworktojudge,rankandpunishschools;schoolslacksignificantincentivestoimprove.
Additionally,nofocusondistrictorganizationandtheeffectivenessofitssupportandservicetoschoolsexist.Thismustchange.
Thedevelopmentofqualityschoolsrequiresaclearunderstandingofhoweffectiveschoolsandschoolsystemswork,
andacommondefinitionofqualityschools.Wemustworkbackwardsfromthere,creatingabalancedscorecardfor
schools,developingdistrictdepartmentsthatsupportqualityschoolsbasedonthiscommondefinition.Weneedto
developasystemofschoolaccountabilitythat:
1. providesallmembersofthecommunityawindowintoourschoolstoseewhatworksanddoesntwork;and
2. providesallstakeholderswithinaschoolamirrorthatreflectstheextenttowhichschoolqualitystandardsarebeingmet;and
3. providestheschoolsystemwithadatabaseofwhichpracticesgenerateresultsandhowbesttosupportthem.
WecallthisRadicalTransparency.
Thisrequiresthatwecreateaschoolqualityreviewprocessthatlooksatbothschooloutcomes,aswellaswhatishappeninginside
ofourschools.Inconjunctionwemustmanageourportfolioofschoolsusingabroadrangeoffactorstoidentifytherightmixof
schoolstooperateexpandingandreplicatinghighqualityschools,andsignificantlyrestructuringorclosingothers.Wemustbuilda
comprehensivesystemthatblendsandadaptsthepracticesofastrongschoolreviewprocesswithschoolportfoliomanagement
andnewschoolincubation/development.Thissystemmustincorporatethetenetsandframeworkofourchangemodel(FullService
CommunitySchools),anduseaQualityStandardsapproach.
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INITIATIVE5A:Ensuring,Reviewing,andBuildingHighQualitySchools&District
ReferenceReports:QualityCommunitySchoolsDevelopment.
Qualityschoolsmakeasignificantdifferenceinthelivesofchildrenandsociety.Moreeducatedpeoplehavelongerlife
expectancies,higherincomes,betterhealth,andhighercommunityparticipationthanothers.Creatingthehighestqualityschools
mustbeOaklandsfocus.Todoso,wemusthaveacommondefinitionofqualityandwemustcontinuouslyreviewthequalityofall
ofourschools.
Inworkingtowardthatgoal,theQCSDTeamanalyzedlocalandnationalqualitystandards;conductedacommunitywidelistening
campaignandidentifiedStandardsofPractice,sevenuniversalkeyconditionsforqualityschools:
1. Ensuringthrivingstudentsandhealthycommunities
2. Qualitylearningexperiencesforallstudents
3. Safe,supportive&healthylearningenvironments
4. Learningcommunitiesfocusedoncontinuousimprovement
5. Meaningfulstudent,family&communityengagement/partnerships
6. Effectiveschoolleadership&resourcemanagement
7. HighQualityCentralOfficethatisinServiceofQualitySchools
ThesearecalledourSchoolQualityStandards.
Afterconductingthelisteningcampaign,theQCSDTeam,withthesupportofaTechnicalAssistanceteam,developedadatabaseof
stakeholdercommentsandresponses,andorganizedthosecommentsandresponsesunderthesevenKeyConditions.
TheQCSDTeamandTechnicalAssistanceteamhasalsoconcludedthatthesestandardsofpracticeneedtobeimplementedthough
alensofequity.Inordertodothis,weproposeafocusonsixgoals:
1.
2.
3.
4.
5.
6.
Comparablyhighacademicachievementandotherstudentoutcomes
Equitableaccessandinclusion
Equitabletreatment
Equitableopportunitytolearn
Equitableresources
Equitableaccountability
Wehavesetforthquestionsundereachgoalthatfocusthestandardsofpracticeonkeyissuesofequity.
WedevelopedtheSchoolQualityStandardsthroughaprocessofbringingtogetheraTechnicalAssistanceteamcomprisedof
educators,parents,communitymembers,principals,andyouthresearchers.PoringoverlisteningcampaignresultstheTechnical
AssistanceteamestablishedasetofCommunityExpectationsforschoolquality.Additionally,ateamofyouthresearchersanalyzed
fouryearsofyouthledpolicyinitiativesinOaklandandconductayouthfocusedlisteningcampaignandestablishYouth
Expectationsforschoolquality.
Throughcollaborativeplanning,theQCSDTeamincorporatedresultsandrecommendationsfromtheTeachingEffectivenesstask
force,theEffectiveLeadershiptaskforce,theFullServiceCommunitySchoolstaskforce,theSecondaryExperienceandAchievement
taskforce,andtheAfricanAmericanMaleAchievementtaskforce.Thishelpedtoensurethattheworkofthesetaskforces
meaningfullyinformedtheSchoolQualityStandards.Thisincludedapproachestoinstruction,characteristicsofeffectiveleadership,
commitmentstopartnershipwithcommunity,andidentifyingcriticalsupportsofthecentraloffice.ItisalsocriticalthatQCSDs
workalignswiththeFSCSmodel,template,andidentificationofschoolprogress.
Ultimately,throughaprocessofconductingweeklyworksessionsoveraseriesofmonths,theQCSDTechnicalAssistanceteam
draftedandrefinedasetofSchoolQualityStandardsthattookintoaccounttheCommunityExpectations,theYouthExpectations,
theresearchonlocalandnationalqualitystandards,andtheworkofourTaskForces.
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ThefollowingisabriefsynopsisoftheSchoolQualityStandardsthathavebeendeveloped.Foracompletesetofthestandards
pleaseseethefullQualityCommunitySchoolsDevelopmentreport.
KeyCondition1:EnsuringThrivingStudents&HealthyCommunities
1. Aqualityschoolsetsandachievesclearandmeasurableprogramgoalsandstudentlearningobjectives.
2. Allstudentsdemonstrateprogressonacademicandsocialgoalseachyearandacrossyears.
3. Allstudentsachieveatsimilarlyhighratesandanygapsinachievementaresubstantiallynarrowing.
4. Allstudentsachieveatlevelsthatcomparepositivelywithstateandnationalaveragesandwithsimilarschools.
5. Allstudentsdemonstratecriticalthinkingskillsandapplythoseskillstowardssolvingcomplextasks.
6. Allstudentsdemonstrateskillsinandknowledgeoftheartsandliterature.
7. Allstudentsdemonstrateanabilitytounderstandandinteractwithpeoplefromdifferentbackgrounds.
8. Allstudentsachieveandmaintainsatisfactoryphysicalhealthincludingdiet,nutrition,exercise,andrest.
9. Allstudentsdemonstratetheattributesandskillsofemotionalhealthandwellbeing.
10. Allstudentsdemonstratetheskills,knowledge,anddispositionsneededintheworldofwork.
11. Allstudentsdemonstratetheskills,knowledge,anddispositionsofengagedcitizens.
KeyCondition2:QualityLearningExperiencesforAllStudents
Aqualityschool
1. providesstudentswithcurriculumthatismeaningfulandchallengingtothem.
2. providessafeandnurturinglearningenvironments.
3. ensuresthatthecurriculumfollowsstateanddistrictstandards,withclearlearningtargets.
4. usesinstructionalstrategiesthatmakelearningactiveforstudentsandprovidethemwithdifferentwaystolearn.
5. usesdifferentkindsofassessmentdataandevidenceofstudentlearningtoplaninstruction.
6. ensuresthatallteachingisgroundedinaclear,sharedsetofbeliefsabouthowstudentslearnbest.
7. ensuresthatstudentsknowwhatthey'relearning,whythey'relearningitandhowitcanbeapplied.
8. providesacademicinterventionandbroaderenrichmentsupportsbefore,during,andafterschool.
9. usesleadershipandyouthdevelopmentcurriculumandextracurricularcontenttoengagestudents.
10. providesandensuresequitableaccesstocurriculumandcoursesthatprepareallstudentsforcollege.
11. hasacollegegoingculturewithstaffandteacherswhoprovidecollegepreparednessresources.
12. providesopportunitiesforstudentstolearncareerrelatedskillsandtodevelop21stcenturyworkhabits.
KeyCondition3:Safe,Supportive,&HealthyLearningEnvironments
Aqualityschool
1. isasafeandhealthycenterofthecommunity,opentocommunityusebefore,during,andaftertheschoolday.
2. offersacoordinatedandintegratedsystemofacademicandlearningsupportservices,providedbyadultsandyouth.
3. defineslearningstandardsforsocialandemotionaldevelopmentandimplementsstrategiestoteachthosestandards.
4. adoptsrituals,routinesandpracticesthatpromoteachievementsoitiscooltobesmart.
5. identifiesatriskstudentsandintervenesearly,tohelpstudentsandtheirparentsdevelopconcreteplansforthefuture.
6. createsaninclusive,welcomingandcaringcommunity,fosteringcommunicationthatvaluesindividual/culturaldifferences.
7. hasstaffthatiscommittedtoholdingstudentstohighexpectationsandhelpingthemwithanychallengestheyface.
8. hasclearexpectationsandnormsforbehaviorandsystemsforholdingstudentsandadultsaccountabletothosenorms.
9. ensuresthatthephysicalenvironmentofclassroomsandthebroaderschoolcampussupportsteachingandlearning.
10. supportsstudentstoshowinitiative,takeresponsibility,andcontributetotheschoolandwidercommunity.
11. helpsstudentstoarticulateandsetshortandlongtermgoals,basedontheirpassionsandinterests.
KeyCondition4:LearningCommunitiesFocusedonContinuousImprovement
Aqualityschool
1. makessurethatteachersworktogetherinprofessionallearningcommunitiesfocusedonstudentprogress.
2. ensuresthatstaffregularlyanalyzemultiplekindsofdataaboutstudentperformanceandtheirexperienceoflearning.
3. hasstaffthatcontinuouslyengagesinabroadvarietyofprofessionallearningactivities,drivenbytheschoolsvision.
4. providesprofessionaldevelopmentthatmodelseffectivepractices,promotesteacherleadership,andsupportsteachersto
continuouslyimprovetheirclassroompractice.
5. ensuresprofessionallearninghasademonstrableimpactonteacherperformanceandstudentlearning/socialdevelopment.
6. providesadultlearningopportunitiesthatusestudentvoiceand/orareledbystudents.
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7.
8.
9.
provideslearningopportunitiesthatbuildcapacityofallstakeholderstogiveinput,participatein,orleadkeydecisions.
providesadultlearningopportunitiesthatusedifferentinstructionalstrategiestomeetneedsofindividualadultlearners.
hasacollaborativesystem,involvingallstakeholders,forevaluatingtheeffectivenessofitsstrategiesandprograms.
KeyCondition5:MeaningfulStudent,FamilyandCommunityEngagement/Partnerships
Aqualityschool
1. buildsrelationshipsandpartnershipsbasedontheschool&communityvision/goals,needs,assets,safetyandlocalcontext.
2. sharesdecisionmakingwithitsstudents,theirfamilies,andthecommunity,aspartofworkingtogetherinpartnership.
3. allocatesresourcesequitablytoachievehigherandmoreequaloutcomes.
4. partnerswithstudentsbylisteningtotheirperspectivesandprioritiesandactingontheirrecommendationsforchange.
5. workswithstudents,theirfamilies,andthecommunity,toknowhowthestudentisprogressingandparticipatinginschool.
6. providesopportunitiesforfamiliestounderstandwhattheirchildislearning;whythey'relearningit;whatitlooksliketo
performwell.
7. buildseffectivepartnershipsbyusingprinciplesofstudentandfamily/communityengagement.
KeyCondition6:EffectiveSchoolLeadership&ResourceManagement
Aqualityschoolhasleadershipthat
1. buildsthecapacityofadultsandstudentstoshareresponsibilityforleadershipandtocreateacommonvision.
2. sharesschoolimprovementanddecisionmakingwithstudentsandtheirfamilies.
3. providesstudentleadersaccesstoadultdecisionmakersandsupportsthemtobestrongrepresentativesofstudents.
4. ensuresthattheschoolssharedvisionisfocusedonstudentlearning,groundedinhighexpectationsforall.
5. createsandsustainsequitableconditionsforlearningandadvocatesforinterruptingpatternsofinequities.
6. guidesandsupportsthedevelopmentofqualityinstructionacrosstheschool.
7. developsandsustainsrelationshipsbasedontrustandrespect.
8. perseveresthroughadversesituations,makescourageousdecisions,andassumespersonalresponsibility.
9. collaborativelydevelopsoutcomes,monitorsprogress,andfostersacultureofaccountability.
10. developssystemsandallocatesresourcesinsupportoftheschoolsvision.
11. isdistributed,throughprofessionallearningcommunities,collaborativeplanningteams,andselectindividuals.
KeyCondition7:HighQualityCentralOfficeinServiceofQualitySchools
Aqualitycentraloffice
1. monitorseachschool,providessupports,andholdsstaffaccountable,basedonstandardsforschoolquality.
2. providescoordinatedandintegratedfiscal,operationalandacademicsystemsthathaveademonstrableimpact.
3. modelstheplanningandactionstrategiesthatresultinthegreatestimprovementinschoolandsystemwideperformance.
4. equitablyallocatesresourcestoachievehigherandmoreequaloutcomes.
5. ensuresthateachschoolisasafeandhealthycenterofthecommunity,withhighqualityfacilities,openandintegratedinto
communitylife.
6. governingbodyandadministrationareeffectivelyfocusedonstudentlearningandsupporttheschoolseffortstoraisestudent
academicandsocialoutcomes.
7. buildscapacityofadultsandstudentstoshareresponsibilityforleadershipanddecisionmaking,tocreateandsustainFSCS.
8. facilitatesthecollection,analysisandsharingofrelevantdataamongpartnerstoinformdecisionmaking.
9. hasaclear,collaborativesystem,involvingallstakeholders,forevaluatingtheeffectivenessofitsstrategiesandprograms.
10. helpsschoolsmanagekeystudenttransitionsbetweengrades,amonglevelsofschooling,andbetweenschools.
11. develops,supportsandsustainspartnershipswithkeypublicandprivateentitiessuchasphilanthropy,city,county,
communitybasedorganizations,highereducation,business,andcommunityandfamilyrepresentatives.
SchoolQualityReview
Believingthattestscoresandotherquantitativemeasuresofschoolperformanceprovideonlyapartialwindowintothequalityofa
school,theQCSDTaskForceproposesaSchoolQualityReview,financedbytheQCSDdepartment.Modeledafterworkdonein
othercountries,thisinspectoratesystemwithqualifiedevaluatorsandotherstakeholdersvisitingclassrooms,interviewing
membersoftheschoolcommunity,observinginstructionandlookingatteacherandstudentworkwouldbuildonsomeofthe
workoftheOUSDCharterReviewProcess.SQRshouldbedoneintandemwithratherthaninadditiontoorincompetitionwith
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otherreviewandplanningprocesses,likeWASCandSPSA.Alloftheseprocesseswouldbemadeeasilyunderstoodforfamiliesand
thepublic.
TheQCSDTeamknowsthatcreatingthesystemrecommendedintheirforthcomingreportrequiresaninvestmentoftimeand
resources,butinsiststhatthealternativecontinuingthepresentaccountabilitypolicybecauseitscheapandavailableis
unacceptable.
TheschoolqualityreviewprocessevaluatestheextenttowhichschoolsliveuptoourSchoolQualityStandards.Inordertomeasure
this,wemusttakeintoaccountmultipleperspectives,andtoevaluateboththeinputs(schoolingprocess)andoutputs(results).The
schoolqualityreviewprocesswillincludedevelopingregionalreviewteams,conductingaschoolselfstudy,analyzingvarieddata
andresults,andconductinganextensiveschoolsitevisit.
Witharegionalreviewteam,abroadbaseoftheschoolcommunitywillengageintheschoolqualityreviewprocess.Additionally,
variedperspectiveswillprovidegreaterinsightandwillmaximizeouropportunityfortheprocesstohaveabroaderandmore
sustainableimpactonallschools.
AschoolselfstudyallowstheschooltospeakforitselfanddescribeitsprogresstowardstheSchoolQualityStandards.Aschool
selfstudyalsoprovidesareflectiveopportunityfortheschooltoconsideritspracticestodateandtoengageinaprocessof
developingacommonpictureoftheschoolamongstakeholders.
Usingvarieddataandresultshelpsevaluatetheextenttowhichtheoutcomesoftheschoolmeetstandardssettoensureall
studentsarethriving.Datacanincludestudentworksamples,presentations,assessmentresults,surveyresults,andavarietyof
othersourcesofinformationthathelptodescribeschoolandstudentperformance.QCSDwillincludedatafromschoolsConditions
Survey,andwithHealthKids,HealthyOaklandforthemostusefuldata.
Schoolsitevisits provideclearerpicturesofthewayinwhichtheschoolsupportsstudentlearning,supportsadultslearning,and
supportstheconditionsnecessarytofulfillthegoalsofcreatingFullServiceCommunitySchools.Thiswillincludeinterviewswith
keycentralofficeleadershipandsupportproviders.Theresultoftheschoolreviewprocesswillincludeacomprehensivereport
detailingtheextenttowhicheachschoolismeetingourOUSDSchoolQualityStandards.
Eachyearcohortsofselectedschoolsineachregionwillundergoacomprehensiveandbalancedschoolqualityreviewuntil,overthe
courseofthreeyears,allK12schoolswillhavebeenreviewed.ThiswillincludeapilotoffifteenschoolsinYearOne.Thesecycles
ofreviewwillcontinueasaformofongoingassessmentandaccountability.Eachyear,schoolsidentifiedthroughthisprocessas
strugglingwillreceivefollowupvisitstoensureimprovementsaretakingplace.Schoolsidentifiedashighqualitywillreceive
supporttosystematicallycontributetoimprovingschoolqualitycitywidethroughexpansion,replicationand/orsharingofbest
practices.Regionalteams,inadditiontoconductingtheschoolreviewprocess,willfacilitateopportunitiesforindividualschool
communitiestodevelopactionplansforcontinuousimprovementbasedontheresultsofthereviews.Possiblenextstepsinclude:
TheQSCDteam,withcontinuedsupportfromitsTechnicalAssistanceteam,mustfurtherdeveloptheSchoolQuality
Standardsintouserfriendlyversionsforparentsandstudents;aswellasdeveloprubricsthatwillassistintheSchool
QualityReviewprocess.
TheQCSDteamwilldeveloptheinitialprotocols,trainings,andhandbookstoconductthefirstschoolqualityreviewsin
YearOne
TheQCSDteamwillintegrateitsSchoolQualityReviewprocesswiththeworkofvariousdepartmentssuchasLeadership,
CurriculumandInstruction(LCI),FullServiceCommunitySchools(FSCS),andResearch,AssessmentandData(RAD).
TheQCSDteamwillrallysupportfor,develop,pilot,andimplementaninspectorateSchoolQualityReviewsystem.
TheQSCDteamwillseekadditionalfundstosupportthiseffort.
INITIATIVE5B:BalancedScorecard&PerformanceManagement
WhereWeveBeen
Inlastyearsstrategicframework,weprovidedanoverviewofhowwewouldliketobeaccountablewiththisplanningandthework
oftheorganization.InordertocreateandsustainaFullServiceCommunityDistrictcomposedofhighqualityFullService
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CommunitySchools,weneedastrategicmethodfortranslatingstrategicdirectionintoaction.Weneedaclearplanthatuses
multiplemeasurestoshowcaseourprogressthatiseasilyupdatedandaccessibletothewholecommunity.Wewantamethodthat
helpsexamineprogressonayearlybasisandbringstolifetheactionsthatwillenabletheproposeddirection.Wewantastrategyto
examineannualresults,shareresults,learnfromhighyieldpracticesandadjustplans.TobecomeaFullServiceCommunityDistrict,
eachandeveryindividualinourschoolsandinourcommunitywillbeheldaccountableforcreatingFullServiceCommunitySchools
thatholdmorestudentsandgraduatestudentsreadyforsuccessincollegeandcareers.
Weproposedusingthebalancedscorecard,astrategicmanagementsystemthattranslatesvisionintospecificmetrics(developed
byRobertNortonandDavidKaplan(1996)).InthissystemeachstakeholdergroupfromBoardanddistrictdepartmentstoschools
andcommunityorganizations&leaderswouldhavetheirownscorecardcomprisedofstrategicactionsthatwillhelpachievethe
desiredoutcomes.Thescorecardsuseacascadingmodelwherestakeholdersdescribetheiractionablegoals,anddesignthe
objectivesandtaskstomeetthosegoals,allrollinguptoaddressthestrategicdirectionandbigpicturegoalareasofthedistrict.The
modelcascadesfurthertolineupmultiplemeasurementsanddiversedatasetsasbenchmarkstoseetheimpactandprogressof
eachgoal,objective,andtask.
WhathappenedduringtheDesignPhase(20102011)?
Initially,theHKHOandQCSDtaskforceswereslatedtohelpdevelopthebalancedscorecardforthedistrictandschools.However,
sincethepurposeofthebalancedscorecardistomeasureprogresstowardstrategicgoals,itcannotbedesigned(norcanmetricsbe
established)untilthestrategicplanisinplace.Thebalancedscorecarddependsonthecompletionoftheworkofallofthetask
forces.Further,wehadplannedtodevelopaperformancemanagementtoolthatwouldaccompanythebalancedscorecard.This
toolwouldutilizenewtechnologiestoenablecentralofficeandregionalleadership,aswellasschoolsites,tomeasureprogress
towardstrategicgoalsidentifiedinthebalancedscorecard.Giventheneedtohavetheplaninplace,thedevelopmentofthe
balancedscorecardandperformancemanagementtoolhaveshiftedtobecomeamajorpartoftheworkforYearOneofthe
implementationphase.
MaterialsforBalancedScorecard?
Duringthisdesignandplanningyear,thetaskforcesandotherdepartmentshavebeencreatingtherawmaterialsforthescorecard.
Forexample,eachtaskforcehasdevelopeddraftgoals,objectives,andtasksforyearsone,threeandfiveanddistributedthem
acrossconstituencygroupssuchastheBoard,districtdepartments,schoolsitesandstaff,families,andcity/communitypartners.
Thisefforthascollectedhundredsofentrieswhichwillpopulatethescorecardandmanagementtool.Further,wehaveorganized
thisbodyofinputintothefivemajorgoalareas,yieldingdraftlandmarkswithineachareaforvariousconstituencygroups.These
arecapturedwiththisreportintheappendices,andprovidethebigpictureframeforthescorecardandmanagementtool.The
workofthetaskforcesuncoveredcriticalareasofsupportandservicesthattowhichleadershipwithinthedistrictmustbe
accountable.Altogether,theinput(largeandsmall)willpushourdevelopmentaheadexpeditiously.
TechnicalAdvice&SupportforBalancedScorecard.
OneadditionalgamechangeristhesignificantmultiyearinvestmentfromKaiserPermanente,whichincludestoplevelexecutive
partnershipwithOUSDinseveralfunctionalareas.OneofthesefunctionalareasistheuseoftheBalancedScorecardtomanagethe
progressoflargeinstitutionsandcommunitypartners.BeginninginSummer2011,Kaiser(inpartnershipwiththeTaproot
Foundation)willprovidecriticalsupporttoOUSDindesigningandimplementingtheBalancedScorecard.
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SchoolPortfolioManagement
Aspartofanongoingprocesstoensurethatwehavetherightmixandnumberofhighqualityschoolsandprogramstoserveall
learners,beginninginthefallof2011,theSuperintendentwillpresentschoolrestructuringrecommendationsbasedonexistingdata
andinformation.Theserecommendationswillincludeexpandingprograms,consolidatingprograms,transformingschools,and
schoolclosures.Therecommendationswillbetheresultofanalysisintofactorssuchasqualityreviewfindings,schoolacademic
performance,enrollment,fiscalsustainability,opportunitiestolearnforallstudents,location,facilitiesandotherphysicalassets,
aswellashowindividualschoolprogramsfitwithinabroaderportfolioofschools.Membersofthecommunitywillhave
opportunitiestoinformtheserecommendationsaswellascontributetotheplanningandimplementationofthese
recommendations.Eachyear,wewillengagewithstakeholderscitywidetocontinuouslyimproveandrefinethisprocess.Aswe
movefromviewingschoolclosureasthesinglesolutionforacademicandfiscalsolvency,wewillbuildsystemsandstructuresto
provideamultiprongedapproachtocreateequitableopportunitiestolearnforchildrenandfamilies.Possiblenextstepsinclude:
TheQSCDteam,incollaborationwiththeRegionalandHighSchoolOffices;HealthyKids,HealthyOakland;andDeputy
Superintendents,willcollectandanalyzedataandinformationbasedonarangeoffactors.
TheQCSDteam,incollaborationwiththeRegionalandHighSchoolOfficesandDeputySuperintendents,willdevelopaset
ofRegionalRestructuringRecommendations,takingintoaccountthegoalofensuringhighqualityschooloptionsforall
learnersineveryregion.
TheQCSDteam,incollaborationwiththeRegionalandHighSchoolOfficesandDeputySuperintendents,willimplementa
processtoengagethebroaderOaklandcommunityinordertobetterinformandultimatelyimplementtheproposed
restructuringrecommendations.
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CONCLUSIONSharingVision&BuildingTogether
Weapplaudthehardworkithastakentoproducethisfiveyearplanthatfocusesonservingindividualchildreninwaysthatwill
transformOakland!Wehopeyouareasencouragedasweare.
Thedesignphaseisclosingandtheimplementationphaseisbeginning.Thisplanwillguideeachstepinourpursuitofservingeach
childinwaysthatensuretheygraduatefromhighschoolreadytosucceedinOaklandandtheworldbeyond.OUSDiscommittedto
keepingourpromisetocontinuallybecomewhatourchildrenandfamiliesneedfromussothateachchildgraduatesfromhigh
schoolpreparedforcollegeandcareer.Wewillembracenewtechnologiesanddeepenourinvestmentineffectiveteaching.We
willpartnerandworkinwaysthatmakethebiggestandbestdifferenceinthelivesofchildren.
Weareenteringatimewhenwehavenamedthatinequityiseveryonesproblemandthatqualityiseveryonesresponsibility.A
timewhenweacknowledgethatservingthewholechildrequiresengagingthewholecommunity.Ifwecontinuetodepletethe
humancapitalofourcityandstatewewillfailtorealizeouraspirationsforthefuture.Regionalgovernanceandeverincreasing
civicparticipationisessentialtofullyrealizeafullservicecommunitydistrict.Tocoordinate,align,andleverageallofourresources
foreachchildinOaklandisamassiveundertaking.Webelieveitcanbedone.Webelieveitmustbedone.
Theone,three,andfiveyeargoalsincludedherewillguideworkplansandleadershipdecisions.Thegoalswillalsoguidehowwe
enterandstayinpartnershipsinserviceofhighacademicandsocialoutcomesforeveryOaklandstudent.Thisplanisawritten
commitmenttobeanorganizationinserviceofchildren,families,staff,andschoolsineveryneighborhoodinOakland.
Theexcitement,energy,andgoodthinkingittooktocreatethisplanareonlythebeginning.Wearelookingforwardtolearningand
leadingwithyouoverthenextfiveyears.Turningtowardseachotherandlinkingarmstocreateequitableopportunitiesfor
learning,toensureahighqualityinstructionalcore,andtonurturethesocialandemotionalhealthofeachofOUSDsstudents.
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