the challenge we must realize that the system is the cause of weak execution due to lack of clarity,...
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The ChallengeWe must realize that the system is the cause of weak execution due to lack of clarity, commitment, collaboration and accountability resulting from the whirlwind.
Whirlwind: urgent activities of daily work that act on youStrategic Focus: important and new activities that you act on
Change efforts most often fail when approached through a stroke-of-the-pen strategy versus a behavior change strategy.
Is LCAP perceived as a compliance activity or a capacity building process?
The ChallengeA strategic focus increases performance in areas most critical for current and future success of our school district.
Creates clarity to guide actionsPromotes commitment of individualsFosters collaboration across the organizationMeasures impact for accountability
Ask the following questions to assess your LCAP strategic focus:
1. Does every stakeholder have a clear understanding of the LCAP?
2. Can every stakeholder explain how the LCAP impacts our collective actions?
The key to closing student achievement gaps is leading with a strategic focus
Leadership & CommunicationCoherent Instructional Program
Integrated Student Support
Strategic Focus
School Systems
Systems Leadership
Community Partnerships
Student Achievement
Gaps
Leading a Learning Organization
Strategic Focus
School Systems
Systems Leadership
Community Partnerships
Student Achievement
Gaps
Leading a Learning Organization
Strategic Focus
Systems Alignment
Systems Leadership
Community Partnerships
Student Achievement
Gaps
Leading a Learning Organization
Strategic Focus
Systems Alignment
Systems Leadership
Community Partnerships
Student Achievement
Gaps
Leading a Learning Organization
Strategic Focus
Systems Alignment
Systems Leadership
Implementation Plan
Student Achievement
Gaps
Leading a Learning Organization
The Problem
District needs assessment for designing goals and outcomes was guided by LCAP Priorities
and driven by data, community input and funding allocations.
The Solution
Systems leadership guides the process of defining high
leverage goals, outcomes and action steps that are monitored
for continuous improvement.
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
Actual Outcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
Actual Outcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
ActualOutcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
ActualOutcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Goals/Services/Actions/Expenditures
Systems Leadership
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
Actual Outcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
WHY
WHAT
HOW
Purpose
Goals
Outcomes
Our mission is to ensure all students graduate high school prepared to successfully enter higher education and/or pursue a viable career path.
We believe that:1. Parents, staff and community members should support all students with
attaining academic goals and career aspirations.2. All students should be provided a clean, safe and inviting learning
environment.
We will accomplish this by:3. Setting priorities at each grade level aligned with CCSS via formative
assessments, proven instructional strategies and targeted interventions.4. Developing partnerships with parents, community members, businesses and
educators that support student academic goals and career aspirations.
To achieve these outcomes we commit to…
Aligning action steps with LCAP outcomes to strategically allocate support and resources
District LCAP
District LCAP
District LCAP
District LCAP
District LCAP
District LCAP
District LCAP
District LCAP
Strategic FocusA clear vision with compelling outcomes fosters a culture of collaboration, commitment and accountability.
Purpose: We believe that…
Goals: What matters most is…
Outcomes: We define success as…
We must recognize that ACTIONS will never cease to change.
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
Actual Outcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Defining Outcomes that Matter
Lag Metrics define outcomes. Lead Metrics define actions.
Determine if your “Metrics Matter” by asking three questions…
1. Can the outcome inform action planning?
2. Is the outcome able to be influenced?
3. Will the outcome significantly impact the goal(s)?
Common Core Proficiency
AYP Progress
EL Proficiency
ELA Proficiency
Defining Lead Metrics that Matter
Lead Metrics inform daily practice, are influencable and significantly impact long-term outcomes.
What should the Lead Metrics be for the identified Lag Metrics?
Student mastery of DOK Level 3 tasks
Student formative assessment proficiency
Student use of academic language
Student reading fluency and comprehension
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
ActualOutcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Needs(Schools, Unduplicated Pupils and Subgroups) Goal(s)
Expected Outcomes Planned Services/Actions Lead Metrics
Anticipated Budget/Expenditures
Actual Outcomes Implementation Progress Data/Evidence
Actual Budget/Expenditures
Changes to Services/Actions/Expenditures
Systems Leadership
Culture of Accountability
Establishing a culture of accountability requires that leaders establish processes that promote a “plan-do-study-act” dialog.
Three steps are essential for such a process:
1. Each division/department and school creates an Action Plan. Clarifies actions and defines lead metrics
2. Each engages in weekly to monthly Team Check-Ins. Adjusts actions to improve impact
3. Each conducts a Quarterly Review of progress. Refines action plan by discussing successes and barriers
August November February May
Systems Leadership
“Culture of Continuous Improvement”
Clarityof Focus
ProgressReview
ProgressReview
Annual Update =
Systems Leadership
What Strategic Focus will maximize our impact?
What Barriers and Resources need to be considered?
One Size Fits All?Centralized or Decentralized?
Which Practices and Processes need to improve?
How can monitoring Common Outcomes create
Shared Responsibility?
What High Leverage Actions will have the greatest impact
with our fixed resources?
Improve Outcomes?Improve Processes?Improve Practices?
Staffing - Curriculum - Instruction - Assessment – Technology - Student Support - Facilities
LCAP is intended to actively engage all community stakeholders in working collectively toward closing student achievement gaps.
Employ an engagement process to create a culture of continuous improvement for building school district capacity.
1. Develop a common language for communicating the LCAP.
2. Actively engage in supporting LCAP implementation.
3. Collectively assess progress of LCAP outcomes.
4. Collaboratively improve the LCAP to attain goals and outcomes.
LCAP Community Engagement
The Problem
District needs assessment for designing goals and outcomes was guided by LCAP Priorities
and driven by data, community input and funding allocations.
The Solution
District stakeholders develop a common understanding of
foundational school systems that ensure all students become
college and career ready.
Guaranteed Challenging, Engaging and Intentional Instruction
Curricular Pathways Challenge All Students
Whole Child Student Supports
High Performing School Culture
Data-driven, High Reliability District Systems
“College and Career Ready Systems”{adapted from Simply Better (2011)}
Guaranteed Challenging, Engaging and Intentional Instruction
Curricular Pathways Challenge All Students
Whole Child Student Supports
High Performing School Culture
Data-driven, High Reliability District Systems
“College and Career Ready Systems”{adapted from Simply Better (2011)}
Guaranteed Challenging, Engaging and Intentional Instruction
Curricular Pathways Challenge All Students
Whole Child Student Supports
High Performing School Culture
Data-driven, High Reliability District Systems
“College and Career Ready Systems”{adapted from Simply Better (2011)}
Guaranteed Challenging, Engaging and Intentional Instruction
Curricular Pathways Challenge All Students
Whole Child Student Supports
High Performing School Culture
Data-driven, High Reliability District Systems
“College and Career Ready Systems”{adapted from Simply Better (2011)}
Guaranteed Challenging, Engaging and Intentional Instruction
Curricular Pathways Challenge All Students
Whole Child Student Supports
High Performing School Culture
Data-driven, High Reliability District Systems
“College and Career Ready Systems”{adapted from Simply Better (2011)}
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Application Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
LCAP Expenditures - Staffing, Resources and Facilities
Leading Implementation
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Application Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
LCAP Expenditures - Staffing, Resources and Facilities
Leading Implementation
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Application Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
LCAP Expenditures - Staffing, Resources and Facilities
Leading Implementation
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Integration Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
LCAP Expenditures - Staffing, Resources and Facilities
Leading Implementation
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Integration Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
LCAP Expenditures - Staffing, Resources and Facilities
Leading Implementation
Coherent Instructional Program
Intentional and Engaging Instruction
Challenging Curricular Pathways
Assessment of Learning
Personalized Learning Opportunities
Attendance
Behavior
Course Performance
CCR Indicators
SBAC Claims
Whole Child Student Supports
Academic Support
Behavior Support
Engagement Opportunities
College & Career Planning
Data-driven, High Reliability District SystemsAchievement Data Classroom Integration Communication At-risk Indicators
High Performing School Culture
High Quality Instruction Multi-tiered Support Systems
Expenditures - Staffing, Resources and Facilities
Leading Implementation
Contact Jay Westover - [email protected]/909.997.8264 (cell)