every student. every classroom. every day.

OUSD Board of EducationDecember 11, 2010

COMMUNITY SCHOOLS, THRIVING STUDENTS

Strategic Work Update

2

OVERVIEW

3

Strategic Direction

for the Future

Community Schools, Thriving

Students

Adopted Unanimously,

June 2010

(1) EMPOWERING & ENSURING EXCELLENT TEACHERS

(3) AFRICAN AMERICAN MALE ACHIEVEMENT (AAMA)

(4) REGIONAL NETWORKSA. P-8 Networks

B. SEAN (Adult Education, High School Specialists, School to Career)

(5) BUILDING FULL SERVICE COMMUNITY SCHOOLS

A. Family & Community ServicesB. Complementary Learning

C. Incubator – Wrap Around Models, Knowledge Transfer

(6) QCSD GROUPA. Program Evaluation

B. Portfolio Management & Accountability

C. Charters & Pilots

(7) SINGLE SHARED DATA WAREHOUSE and

BALANCED SCORECARDA. Data, Accountability, Research &

AssessmentB. Balanced ScoreCard (BSC)

C. Healthy Kids, Healthy Oakland

(8) SYSTEMS EQUITY REFORMA. RBB Reform (Resource Allocation)

B. Options & School Choice

(9) OPERATIONS & FINANCE READINESS

(10) REGIONAL NEIGHBORHOOD ZONE APPROACH

A. Setting Up Structure & Coordination, Alignment, Leveraging

B. Using All Assets to Serve Children

(2) EFFECTIVE PRINCIPALS & LEADERSHIP

HIG

H Q

UA

LIT

Y E

FF

EC

TIV

E IN

ST

RU

CT

ION

GO

AL

To create a F

ULL S

ER

VIC

E C

OM

MU

NIT

Y D

IST

RIC

T that serves the w

hole child, elim

inates inequity,

and provides each child with

an excellen

t teacher for every day.

FR

AM

EW

OR

KT

hree (3) Regions o

f Need-B

ased Netw

orks that host S

afe & H

igh Quality F

ull Service C

omm

unity Schools.

PR

IOR

ITIE

S1. S

afe, Healthy &

Supportive S

chools2. H

igh Quality E

ffective Instruction

3. Colleg

e & C

areer Readiness Literacy

MIS

SIO

N &

VIS

ION

All students w

ill graduate. As a result, they are caring, com

petent, and critical thinkers, fully-inform

ed, engaged, and contributing citizens, and prepared to succeed in college and career.

RE

AD

YIN

G T

HE

OR

GA

NIZ

AT

ION

fo

r F

SC

DS

tru

ctu

res

& S

yste

ms

PROCESS A Writing the Plan

(Year 1)

PROCESS B Communications

PROCESS CCommunity Engagement

PROCESS DResource &

Fund Development

4

Community Schools, Thriving Students

10 Strategic Initiatives for 2010-2011(1) EMPOWERING & ENSURING

EXCELLENT TEACHERS

(3) AFRICAN AMERICAN MALE ACHIEVEMENT (AAMA)

(4) REGIONAL NETWORKSA. P-8 Networks

B. SEAN (Adult Education, High School Specialists, School to Career)

(5) BUILDING FULL SERVICE COMMUNITY SCHOOLS

A. Family & Community ServicesB. Complementary Learning

C. Incubator – Wrap Around Models, Knowledge Transfer

(6) QCSD GROUPA. Program Evaluation

B. Portfolio Management & Accountability

C. Charters & Pilots

(2) EFFECTIVE PRINCIPALS & LEADERSHIP

HIG

H Q

UA

LIT

Y E

FF

EC

TIV

E IN

ST

RU

CT

ION

(6) QCSD GROUPA. Program Evaluation

B. Portfolio Management & Accountability

C. Charters & Pilots

(7) SINGLE SHARED DATA WAREHOUSE and

BALANCED SCORECARDA. Data, Accountability, Research &

AssessmentB. Balanced ScoreCard (BSC)

C. Healthy Kids, Healthy Oakland

(8) SYSTEMS EQUITY REFORMA. RBB Reform

B. Options & School Choice

(9) OPERATIONS & FINANCE READINESS

(10) REGIONAL NEIGHBORHOOD ZONE APPROACH

A. Setting Up Structure & Coordination, Alignment, Leveraging

B. Using All Assets to Serve Children

RE

AD

YIN

G T

HE

OR

GA

NIZ

ATI

ON

for

FSC

DS

truc

ture

s &

Sys

tem

s

5

Ideas Into Action10 Initiatives 14 Task Forces

1.A. EFFECTIVE TEACHERS

1.B. CORE

CURRICULUM

1.C LITERACY

2EFFECTIVE

PRINCIPALS & LEADERSHIP

3AFRICAN

AMERICAN MALE ACHIEVEMENT

(AAMA)

4.A. REGIONAL

GOVERNANCEPre K - 8

NETWORKS

4.B. SECONDARY

EXPERIENCE & ACHIEVEMENT

NETWORK

5FULL SERVICE COMMUNITY

SCHOOLS (FSCS)

6QUALITY

COMMUNITY SCHOOLS

DEVELOPMENT(QCSD)

7HEALTHY KIDS

HEALTHY OAKLAND

Data

9FINANCIAL & OPERATIONS READINESS

10FACILITIES &

ASSET MANAGEMENTRegional Zone

Approach

8.B.OPTIONS &

SCHOOL CHOICE

8.A.RBB

Resource Allocation

6

Task Forces, Communications, and Community Engagement

7HEALTHY KIDS

HEALTHY OAKLAND

DATA

5FULL

SERVICE COMMUNITY

SCHOOLS

6QUALITY

COMMUNITY SCHOOLS

DEVELOPMENT

4.A.REGIONAL

GOVERNANCE and

PREK-8 NETWORKS

8.B.OPTIONS &

SCHOOL CHOICE

8.A. RBB

ResourceAllocation

4.B. SECONDARY EXPERIENCE

& ACHIEVEMENT NETWORK

1.A. EFFECTIVE TEACHING

1.B. CORE

CURRICULUM

1.C LITERACY

2EFFECTIVE

PRINCIPALS &

LEADERSHIP

3AFRICAN

AMERICAN MALE

ACHIEVEMENT

9 FINANCIAL & OPERATIONS READINESS

10FACILITIES

& ASSET MANAGEM

ENT

Regional/DistrictTOWN HALLS

LANGUAGE SPECIFIC

TOWN HALLS

A B C

FOCUS GROUPSCitywide

COMMUNITY EVENTS

(City, CBOs)

GLOBAL COMMUNITY ENGAGEMENT Menu of Vehicles

TASK FORCE WEBSITES

FAQs, Q&As,Blog Comments

NEWSLETTERS

AUDIO VISUAL

RECORDINGS,WEBINARS

GLOBAL COMMUNICATIONSMenu of Vehicles

INQUIRY TEAM

QCSD Websitewww.qualitycommunityschools.net

LISTENINGCAMPAIGN

Example of Task Force Engagements

SCHOOLS & PARENT

NETWORKS(e.g., SSCs, PTAs)

7

Supporting Success Across

Task Forces

GlobalCommunityEngagement

Global Communications

Resource Development: High-Leverage Partnerships

Fundraising

8

GLOBAL COMMUNICATIONS & COMMUNITY ENGAGEMENT

9

What Are We Building?

• Together, we are turning this strategic vision into reality.

• Together, we are building the five-year strategic plan for Oakland Public Schools.

• Together, we are using this process to develop recommendations and write “chapters” for the Five-Year Strategic Plan.

* Task Forces are just one part of a multifaceted, multi-step process on the way to creating a Full-Service Community School District

10

Variety of Communications and Engagement Vehicles

BOARDCOMMITTEES

BOARDCOMMITTEES

FOCUSGROUPSFOCUS

GROUPS

TASK FORCEMEETINGS

TASK FORCEMEETINGS

INTERVIEWSINTERVIEWSDIALOGUES

TeacherFamilies

DIALOGUESTeacherFamilies

TOWNHALLSTOWNHALLS

WEBSITEINTERACTIVE

INPUT

WEBSITEINTERACTIVE

INPUT

WEBSITEINFORMATION

UPDATES

WEBSITEINFORMATION

UPDATES

BOARD OF EDUCATIONBOARD OF EDUCATION

CommunityEngagement

Opportunities

CommunityEngagement

Opportunities

11

GLOBAL APPROACH

7HEALTHY KIDS

HEALTHY OAKLAND

DATA

5FULL

SERVICE COMMUNITY

SCHOOLS

6QUALITY

COMMUNITY SCHOOLS

DEVELOPMENT

4.A.REGIONAL

GOVERNANCE and

PREK-8 NETWORKS

8.B.OPTIONS &

SCHOOL CHOICE

8.A. RBB

ResourceAllocation

4.B. SECONDARY EXPERIENCE

& ACHIEVEMENT NETWORK

1.A. EFFECTIVE TEACHING

1.B. CORE

CURRICULUM

1.C LITERACY

2EFFECTIVE

PRINCIPALS &

LEADERSHIP

3AFRICAN

AMERICAN MALE

ACHIEVEMENT

9 FINANCIAL & OPERATIONS READINESS

10FACILITIES

& ASSET MANAGEM

ENT

Regional/DistrictTOWN HALLS

LANGUAGE SPECIFIC

TOWN HALLS

A B C

FOCUS GROUPSCitywide

COMMUNITY EVENTS

(City, CBOs)

GLOBAL COMMUNITY ENGAGEMENT Menu of Vehicles

TASK FORCE WEBSITES

FAQs, Q&As,Blog Comments

NEWSLETTERS

AUDIO VISUAL

RECORDINGS,WEBINARS

GLOBAL COMMUNICATIONSMenu of Vehicles

INQUIRY TEAM

QCSD Websitewww.qualitycommunityschools.net

LISTENINGCAMPAIGN

Example of Task Force Engagements

SCHOOLS & PARENT

NETWORKS(e.g., SSCs, PTAs)

12

Task Force Composition

• Each Task Force lead has a mandate to:– Create a Task Force representing the broad range of demographics

and perspectives

– Ensure the groups most impacted by the subject have a strong presence at the table

• Each Task Force is driven by the specific demands and requirements of its task – There is no universal method for selecting taskforce members or

uniform size of the committees

– The rationale for Task Force selection or an overview of the interests represented will be provided on its website

13

Communications Objectives • Inclusiveness

– Taskforce is broad-based and representative – Taskforce is just one of multiple ways to influence

process• Transparency

– Provide consistent, interactive multimedia documentation that allows for community – not just task force – participation

• Productivity– Regular work product and interactive, multimedia

documentation that allows for community – not just task force – participation

• Relevance– Show relationship of individual workstreams to

other taskforces and strategic plan

14

Communications Tools

• Progress will be communicated through a range of vehicles:– Board Of Education– Community Dialogues– Focus Groups– Media– Newsletters– Regional & Task Force Meetings– Teacher Dialogues

New www.thrivingstudents.org website:• Strategic Vision and related documentation• OUSD Mission, Goals and Priorities• Microsites for each of the 14 task forces offering:• Documentation (agenda, calendar, minutes, recordings)• Taskforce description (objectives, composition, contact info)• Interactive tools (blogs, social media)

15

16

Getting Involved, Getting Engaged

Building Together!• 14 Task Forces

• Multiple ways beyond taskforces to participate

• More taskforce detail (background, event calendar, etc.) on website: www.ousd.k12.ca.us/taskforces

• New website @ www.thrivingstudents.org - January 1

Have questions? Contact:troy.flint@ousd.k12.ca.us

510.473.5832

17

Global Engagement Principles

• Meaningful Student, Parent, & Community Engagement – Learning and building together with primary

stakeholders– Building trust, mutual accountability, shared

responsibility– Sharing leadership for full service community schools

• Engagement Standards– Creating conditions for student & family access– Modeling transparency with power and decision

making – Providing opportunities for continued engagement

and leadership

• Commitment– Building district capacity & structure for on-going

student and parent voice

18

Global Engagement Events

REGION 2Youth

& Parents

REGION 3Youth

& Parents

REGION 1Youth

& Parents

SpanishSpeaking Families

Focus Groups

ChineseSpeakingFamilies

Focus Groups

Vietnamese&

CambodianSpeaking Families

Focus Groups

PLANNINGCommunity

Based Youth & Parent

Convenings

PLANNINGExisting Network

MeetingsSSC, PTA, ELAC

DAC, DELAC, CACWebinars

19

Global EngagementProposed Dates

Regionals:• January 22nd (Region 2)• February 12th (Region

3)• March 12th (Region 1)

Language Focus Groups:• January 11th

• January 25th

• February 10th

• February 24th

Language

Focus Group

Language

Focus Group

Language

Focus Group

Language

Focus Group

REGION 2Youth

& Parents

REGION 3Youth

& Parents

REGION 1Youth

& Parents

20

TASK FORCE UPDATES

21

VISION & GOALS: To ensure that every day, every year, every child in Oakland has high-quality, effective instruction delivered by the best and brightest professionals in the Bay Area.

Effective Teaching

WORKPLAN- Stage 1: Task Force Research Review

and Community Engagement Preparation

- Stage 2: Community Engagement & Teacher Convention

- Stage 3: Writing Chapter of Five-Year Strategic Plan

MAJOR QUESTIONS- What are the core components of a

shared understanding of teacher effectiveness that represents the needs and beliefs of all stakeholders?

- What are the supports and conditions necessary to ensure the success of every teacher?

- What are the critical components, and the appropriate scope and sequence, of a five-year plan to realize effective teaching?

PRODUCTS- To Create:

- Community engagement plan- Definition of Teacher Effectiveness- Framework of Effective Teaching- Framework of Essential Supports

and Conditions- Five-year strategic plan to align all

teacher-related systems and practices to teacher effectiveness

PARTICIPATION- OUSD teachers and principals- OUSD central office staff- OEA leadership- All meetings are open to the community

for participation

22

VISION & GOALS: OUSD teachers will utilize a common core curriculum that prepares all students for college and career.

Core Curriculum

WORKPLAN- Understand Scope and Confirm Members- Research practices and

recommendations. Learn from stakeholders to inform definition of “College & Career Ready.”

- Stakeholder Team Meetings- Develop Guiding Principles, Analysis and

Alignment document, and outline for Scope and Sequence document.

- Complete Scope and Sequence.- Develop Core Curriculum Units

MAJOR QUESTIONS- As a school district and community, what

do we mean when we say, “all students will be ready for college and career?”

- What is the current state of college and career readiness for our students?

- How will a coherent common core curriculum prepare our students for college and career?

PRODUCTS- Created: Conducted analysis of

Common Core State Standards and their alignment to California Content Standards

- To Create: Guiding Principles, Standards, Scope & Sequence, Curricular Guide, Instructional Tools & Strategies, Assessment Guide with Samples, Sample Grade-Level Units

PARTICIPATIONThe Leadership, Curriculum and Instruction (LCI) department, in partnership with teachers, principals, parents, community-based organizations, and district partners, will conduct monthly meetings to ground the direction of the Core Curriculum Task Force, review progress and give feedback.

23

VISION & GOALS: Create a Literacy Framework to guide instruction in English Language Arts (Grades PreK-12). The Framework will provide guiding principles to increase the Literacy levels of our multi-lingual student population and will move teachers from a textbook driven approach in English Language Arts instruction to a rich literacy experience that includes reading, writing, speaking, and listening in all ELA classes.

Literacy

WORKPLAN- Research Balanced Literacy- Draft Literacy Framework- Stakeholder Feedback- OUSD Literacy Summit- Align OUSD Curriculum Units- Professional Development on OUSD

Literacy Framework- Implementation in ELA Classes

MAJOR QUESTIONS- What elements of a Literacy Framework

need to be present to transform and guide teacher practice to increase the achievement of African-American students and English learners in Oakland?

- How will our approach to PreK-12 Literacy Instruction move us toward College & Career Readiness?

- How can we move our system from a materials approach to Reading Instruction, while still providing high-quality, effective instruction each day and satisfying the requirements of the Williams legislation?

PRODUCTS- Created: Current OUSD Literacy

Rubric (K-5), Key Components of a Literacy Framework for OUSD

- To Create: OUSD Literacy Framework (Grades PreK-12)

PARTICIPATIONParticipation will include approximately 26 PreK-12 teachers, five members of Special Education and other departments, four representatives from higher education, 10 parents, 10 site leaders, and 10 representatives from various organizations and community groups.

Recruitment efforts are focused on developing a solid base of expertise, as well as gathering the input of a broad range of stakeholders.

24

VISION & GOALS: To ensure that there is a strong principal in every school by recruiting, training, and empowering principals to lead full-service community schools effectively.

Effective Principals & Leadership

WORKPLAN- Read community schools research and

extract leadership themes of practice- Analyze leadership rubrics (UC Berkeley,

New Leaders New Schools, OUSD School Improvement) and add/revise leadership themes of practice

- Conduct school site observations and add/revise leadership themes of practice

- Advisory members give feedback to preliminary leadership themes of practice

- Unpack double-digit growth principal notes/video and match with Themes of Practice

- Engage external and internal communities to share progress and get their feedback

- Develop five-year plan

MAJOR QUESTIONS- How do we keep students at the center of

our work?- How do we distinguish a list of leadership

themes of practice for principals and other leaders (assistant principals, central office staff, teacher leaders, etc.)

- How can we include the conditions to support leadership development in our plan?

PRODUCTS- Created: Process for Development

of Full-Service Community School Principal Characteristics

- To Create: Full-Service Community School Principal Themes of Practice and five-year plan

PARTICIPATIONCore Task Force consists of 15 members: six principals, five OUSD staff who support principals, and four external partners who all support principal development. The core members meet twice a month to discuss research as well as analyze their site visits (field work). Each core member is also committed to doing one site visit a month. Advisory Task Force consists of 23 members: 18 principals, one Regional Executive Officer, two community partners, UAOS rep, one teacher, and one retired teacher who meet once a month to give feedback and input to the core members.

25

VISION & GOALS: To create exemplary practices, habits, components, and strategies to turn around and accelerate the achievement of African-American males.

African-American Male Achievement

WORKPLAN- Identify AAMA Technical Assistance Team,

Task Force and Student Leadership Team (Oct. 2010 – Dec. 2010)

- Phase One: Discovery (Oct. 2010 – Feb. 2011)

- Phase Two: Research & Development (Jan. 2011– April 2011)

- Phase Three: Strategy Development(Dec. 2010 – June 2011)

- Pilot: AAMA Professional Development Series (Nov. 2010-June 2011)

- Pilot: AAMA Programs1. Launching pad to excellence2. Black History Competition

MAJOR QUESTIONS• How do we understand the experience and

achievement of African-American Male students in Oakland?

• What competencies, conditions, and culture are necessary to positively affect the experience, achievement, and well-being of African-American male students in Oakland?

• What have our lessons/data told us about what a system that propels African-American male students needs to look like?

PRODUCTS- Created: AAMA Task Force PowerPoint,

School Site Visit Protocol, AAMA Interview Protocol

- To Create: Model for data collection, database development, and analysis to inform policy and program direction for the AAMA Task Force, Equity analysis illuminating experiences of African-American males in OUSD, city-wide listening campaign, Comprehensive Communications plan.

PARTICIPATION- 125 participants attended the first AAMA Task Force

meeting on Nov. 30; Next Meeting is January 11 @ McClymonds.

- 25 Technical Assistance Team Members have been recruited and will convene regularly

- Michael Shaw, Director of the Urban Male Health Initiative, is serving as Co-Chair

- Man Up Program implemented at three high schools, each with cohorts of 20 students

- Mentoring Initiative will include 850 mentors recruited through partner community organizations

26

VISION & GOALS: To ensure that each region provides a coherent and quality PreK-8 educational experience and organizes community resources to serve children and realize full-service community schools.

Regional Governance (PreK-8 Networks)

WORKPLAN- Hold Regional Governance Planning

Team meetings (Nov. 2010 – Jan. 2011)- Develop engagement plan and working

definition (Dec. 2010 – Jan. 2111)- Citywide listening campaign (Jan. 2011 –

March 2111)- Proposal Writing and feedback (March

2011 – April 2011)- Finalize proposal and roll-out plan,

establish benchmarks for years one, three, and five (April 2011 – June 2011)

MAJOR QUESTIONS- How do we align resources for youth

and create bridges between city, county and social infrastructure to serve kids?

- How can we coordinate resources so that we can deliver on our promises?

- How do we acknowledge historical failures and successes in engaging the community?

- How do we leverage existing relationships and assets to create equitable engagement across communities?

PRODUCTS - Created: Regional Governance Overview,

Flowchart, Invitation to participants, Planning meeting agendas, Task force brochure

- To Create: Plan for regional community listening campaign, Regional Governance proposal including purpose and structure of regional governance, Year 1, 3 and 5 benchmarks, and Year 1 rollout plan

PARTICIPATION- Parents - CBOs: OCO, Urban Strategies, Spanish

Speaking Unity Council, PLAN, BrainTrust, Cities in Schools

- Institute of Higher Education - UC Berkeley, Victoria Laws

- City representative: Kitty Epstein- Faith-based organizations- Principals, District leaders, and teachers

27

VISION & GOALS: Design and develop recommendations and implementation plans to accelerate high school graduation rates. The work of this task force will focus resources and attention on specific, urgent, and prioritized components of secondary education in OUSD.

Secondary Experience & Achievement

WORKPLAN- Nov. 4th – Initializing Meeting: review driving

forces, understand work plan- Dec. 9th – Second Meeting: create

community engagement plan, develop Evidence-Based Current State Analysis

- Feb. 3rd – Third Meeting: examine research base, best practices, promising practices

- March 3rd – Fourth Meeting: set Five-, Three-, and One-year targets, design pathways to action

- March 30th – Fifth Meeting: review initial recommendations for pathways to action

- May 26th – Sixth Meeting: review final recommendations and implementation plans

MAJOR QUESTIONS- What are key areas that should be the focus

for our recommendations (high leverage)?- For youth/parents/teachers: What’s working

for you in high schools and why? What’s not working for you in high schools and why? What’s the one thing you’d change about your school and why? What wouldn’t you change?

PRODUCTS- Created: Work Plan Overview, Driving

Forces Narrative Report and Summary, Graphic Representation of Key Levers for Improvement, Evidence-based Current State Analysis

- To Create: Five-Year Outcomes Timeline with Benchmarks, comprehensive set of recommendations, implementation plan for approved recommendations

PARTICIPATION- Approximately 60 members, including

students, teachers, counselors, parents, principals, community service providers, education advocates, and researchers.

- Participation of any interested party is welcomed at the task force meetings and stakeholder engagement sessions scheduled over the course of this school year.

28

VISION & GOALS: To build a comprehensive community schools model where the school serves as a resource hub that connects with local partners to help build seamless systems of academic, social, physical, and emotional support that enable the whole child to thrive at school, at home, and in the community.

Full-Service Community Schools (FSCS)

WORKPLAN- Define essential FSCS

Characteristics- Synthesize research and best

practices- Implement self-assessment and

evaluate readiness (for schools)- Develop and implement professional

development around FSCS- Facilitate community meetings

MAJOR QUESTIONS- What is a Full-Service Community

School and a Full-Service Community District in Oakland?

- Where are Oakland schools and the District on the path to becoming FSCS and FSCD right now?

- What is an effective plan for moving the schools and the District to “Full-Service” within the next five years?

PRODUCTS- Created: Community Engagement Tool,

Community Engagement Plan, Summary of Community Feedback (six thus far), Task Force Activities Framework

- To be Finalized: Definition & Characteristics of FSCS/FSCD in Oakland, Annotated Bibliography of Resources & Best Practices for FSCS, Summary & Evaluation of Community Schools Toolkits; FSCS Readiness Rubric

- To Create: Professional Development Toolkit; Case Studies of OUSD Schools demonstrating movement towards FSCS

PARTICIPATIONThis task force consists of 25-30 representatives from the District, community-based organizations, and city/county partners with strong existing partnerships with OUSD.  Task Force members have been meeting bi-weekly since October. Our task force engages representatives of the community, including parents, teachers, school staff, and community partners – including six community engagement events thus far.

29

VISION & GOALS: To define and contextualize what makes a quality school and thereby facilitate the development of quality school options, continuous program improvement, and supporting conditions which allow OUSD to graduate every child prepared for success in college and career.

Quality Community Schools Development

WORKPLAN- A listening campaign from November

2010 through February 2011- An analysis of national and local

models of School Quality Standards- A synthesis of listening campaign

results with national and local models- Development of an initial set of School

Quality Standards for feedback - Development of Version 2 of School

Quality Standards for review by BOE

MAJOR QUESTIONS- How do you know if a school is

effective?- What makes a school a “quality”

school?- What are the indicators of school

quality?- How do we know if a school is fulfilling

the District’s mission and vision?

PRODUCTS- Created: Defining School Quality Activities I,

II, III and IV, Orientation PowerPoint, School Quality Standards Research, Results of Defining School Quality through Listening Campaign

- To Create: Develop Standards for School Quality, Develop a balanced school quality review process, 1-, 3- and 5-year plan for the implementation of School Quality Review process and strategy to support lowest-performing schools

PARTICIPATIONTo date, we have:- Conducted two orientations to engage

stakeholders regarding Defining School Quality- Scheduled multiple community-based events to

solicit stakeholder input on Defining School Quality

- Conducted first in a series of Orientations to develop Technical Assistance Team

- Contracted youth evaluators team to begin listening campaign to solicit the voice of youth

30

VISION & GOALS: To develop an expanded data framework, including non-traditional indicators and aligned data tools to support a full-service community school district and the needs of the whole child.

Healthy Kids, Healthy Oakland Data Task Force

WORKPLAN- Phase I

(September 2010 through January 2011)• Prototype development• Incorporate feedback from experts

on non-traditional indicators, such as public health, housing and safety data

- Phase II (February 2011 through May 2011)

• Tool refinement with feedback from stakeholders, including students, parents, teachers, principals and community members during community engagement events

MAJOR QUESTIONS- What indicators matter most for schools

in meeting the needs of the whole child?

- What academic software programs can best assist in the process of compiling and analyzing data to support the development of the whole child?

PRODUCTS - Created: Concept model to help determine

critical indicators for meeting the needs of the whole child, prototype tool featuring attendance data for operation software program

- To Create: Opportunity Mapping Tool geographically displaying differential need on a series of traditional and non-traditional indicators, Academic Tool offering data analysis of academic data, Operations Tool that connects traditional academic achievement data with non-traditional operations data, Balanced Scorecard

PARTICIPATION- OUSD principals and administrators- Community Partners, including

representatives from Oakland Housing Authority, Alameda County Public Health, and the Urban Strategies Council

- Health Education Program Managers- RAD Data Analysts

31

VISION & GOALS: Review, refine, and audit the finance system for schools for effectiveness, efficiency, and equity, including the impact of RBB on high-needs schools. Select a funding allocations model and process that supports all students and all schools to meet the OUSD goal of academic and fiscal solvency.

Results-Based Budgeting

WORKPLAN- November-December 2010: Working

group refines current process, timeline, and communications protocols.

- January 2011-April 2011: Working group and task force develop criteria for a successful system (including a common definition of equity), explore models for successful equity-based funding systems, officer recommendation for reformed policy and process.

MAJOR QUESTIONS- What is our district-wide definition of

equity?- How do we measure student and

community needs and assets to support equitable distribution of resources?

- How should school communities be engaged in the budget decision making process?

PRODUCTSTo Create: - Funding allocations guiding

principles and formula- Complementary guidelines for

rollout (training and communications)

PARTICIPATIONThe RBB working group consists of

principals and site- based budgeting leaders, central office staff who support the budgeting process, interested parents, and teachers.

Membership has not been finalized for this task force. Full membership will also include union representatives and community partners.

32

VISION & GOALS: To understand the impacts of the Options process on students, families, school communities, and the District and to make recommendations for a more equitable, effective, and efficient enrollment policy.

Options & School Choice

WORKPLAN- Stage 1: Knowledge Development- Stage 2: Evidence Gathering- Develop Mission/Purpose Statement

for Options- Stage 3: Review of Recommendations- Stage 4: Scenario Testing- Stage 5: Finalize Recommendations

MAJOR QUESTIONS- Has Options provided students access to

better educational opportunities?- Have we done a good job managing the

program and making sure it’s not creating inequity?

- Do enough families know about Options and use it?

- How would families access unique programs and quality schools across OUSD without Options?

PRODUCTS- Created: Vision, Goals and Outcomes of

the Current Options Process PowerPoint, History, Timeline and Legal Requirements, Our Facilitation of the School Selection Process – How well are we helping families make choices?, Compare and Contrast: Enrollment Programs in Other School Districts

- To Create: Recommendations for New School Selection Process, Implementation Plan, Community Outreach Plan, Suggested Revisions and Updates for Years 3-5 of of the Strategic Plan

PARTICIPATION- Parents from OUSD schools, charters, K-5,

6-8, 9-12, all regions.- Community members- OUSD teachers and principals- OUSD Central Office staff

33

VISION & GOALS: To eliminate OUSD’s structural deficit and prepare business, operations, and finance to support a full-service community school district.

Financial & Operations Readiness

WORKPLAN- Nov. 29, 2010: Update structural deficit for

first interim - Dec. 14, 2010: Department management

meetings and review of initiatives - Jan. 31, 2011: Analyze January budget

impact on structural deficit and develop high-level 1-, 3-, and 5-year plans

- Feb. 25, 2011: Complete process and department assessments, and integrate into strategic plans

- March 2011: Present recommendations to BOE

- June 30, 2011: Integrate directives into high-level 1-, 3-, and 5-year plans

MAJOR QUESTIONS- How do we communicate the structural

deficit, the underlying assumptions, and actions required to eliminate expenses?

- What forums and principles will be used to prioritize instructional programs and central operational activities?

- How do we address the complex root causes of errors in a cross-functional environment?

- How do we create cross-functional solutions? How do we evaluate our new systems/processes and communicate our new “norms” to our customers?

PRODUCTS- Created: Major Pain Points Overview

(Human Resources, Leave Management, Accounts Payable and Payroll), Review of Prior and Existing Initiatives

- To Create: Assessments: Top 10 Pain Points; Processes and procedures to increase productivity, accuracy and customer satisfaction; Metrics to evaluate and monitor performance

PARTICIPATIONThis task force is comprised of Central Office

leaders representing Finance, Budget, Legal, Human Resources, Risk Management, Ombudsperson, Technology Services, and Procurement.

Members of UAOS and SEIU are being recruited for participation, as are school site representatives including principals, teachers, and office managers, as well as OUSD vendors and consultants.

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VISION & GOALS: Evaluate, assess and develop strategy that links programs, support services, and opportunities to neighborhood zones in support of children and families residing in each zone. Create three zones; research and analyze potential revenues/resources associated with OUSD properties within each zone.

Facilities & Asset Management

WORKPLAN- October-November 2010: Establish Roles

and Define Key Terms and Processes- November-December 2010: Discovery

and Issue Identification, Collect Existing Data

- January-February 2011: Assessment and Evaluation of Program Capacity, Opportunities, and Challenges

- March 2011: Gap Identification, Governance Process

- April-May 2011: Planning Strategy, Draft Chapter of Strategic Plan

- June 2011: Facilities Master Plan Complete

MAJOR QUESTIONS- What are key criteria for establishing the

neighborhood zones within each regional area?

- How do we ensure that we have a comprehensive and current inventory of all community services that serve our children and families?

PRODUCTSCreated:- Regional Zone Approach Presentation,

Analytic Planning Framework, Detailed Work Plan, Workflow Timeline, Community Engagement Process

To Create: - Facility Database and Planning Tool,

Facility Master Plan, Asset Management Study Report, Service Matrix, Facility Assessment Scorecard and Rating System

PARTICIPATIONThree Engagement Meetings have been conducted

so far, open to all members of the public:- Region 1: Oakland Tech, 23 participants- Region 2: Fruitvale Elementary, 15 participants- Region 3: Brookfield Elementary, 12/8/2010- Another set of regional meetings scheduled

throughout January 2011

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LOOKING AHEAD

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Resource Development

Partnerships

Community Engagement & SupportFull Service Community

Schools

QualityCommunity

Schools Development

Regional Governance

&Neighborhood

Approach

Healthy KidsHealthy Oakland

DATA

Laying the Foundation in

Place (2010-2011)

Pillars & Building BlocksCore

Curriculum

Literacy

AAMA

Effective Teaching

Effective Principals

SEAN

Finance

RBB

Options

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RESOURCE DEVELOPMENT

PARTNERSHIPS

COMMUNITY ENGAGEMENT & SUPPORT

Regional Governance

&Neighborhood

Approach

Full Service Community

Schools

COMMUNITYEngagement &

Support

Quality Community

Schools Development

Healthy KidsHealthy Oakland

DATA

THE FOUNDATION

BLUEPRINT

THE 5-YEAR

PLAN

PUTTING IT TOGETHERThe Full Service Community District

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FINAL THOUGHTS“Nothing great was ever

achieved without enthusiasm.”

Ralph Waldo Emerson