We are all learners. We are all educators. STRATEGIC PLAN ...€¦ · We are all learners. We are all educators. STRATEGIC PLAN 2017-2022 4 STRATEGIC PLAN OUTLINE CORE GOALS AND STRATEGIES

We are all learners. We are all educators.

STRATEGIC PLAN 2017-2022

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TABLE OF CONTENTS

EXECUTIVE SUMMARY ................................................................................................................ 2

VISION 2022 ................................................................................................................................. 3

VISION STATEMENT ................................................................................................................ 3

MISSION STATEMENT ............................................................................................................. 3

STRATEGIC PLAN OUTLINE ........................................................................................................ 4

CORE GOALS AND STRATEGIES ............................................................................................. 4

KEY METRICS ............................................................................................................................... 8

KEY PERFORMANCE INDICATORS AND METRICS ................................................................. 8

COMMUNICATIONS .................................................................................................................. 19

THEORY OF CHANGE ............................................................................................................ 19

STRATEGIC PLAN ONE-PAGER ............................................................................................. 20

APPENDICES .............................................................................................................................. 21

APPENDIX A: PROCESS OVERVIEW ........................................................................................ 22

APPENDIX B: TACTICS AND IMPLEMENTATION TIMELINE .................................................... 24

APPENDIX C: FINANCIAL ANALYSIS ........................................................................................ 41

YEAR 1 STRATEGIC PLAN FINANCIAL COSTS ...................................................................... 41

YEAR 2-5 STRATEGIC PLAN FINANCIAL COSTS ................................................................... 47

APPENDIX D: SWOT ANALYSIS ............................................................................................... 49

APPENDIX E: CRITICAL HURDLES ........................................................................................... 53

APPENDIX F: KEY FINDINGS ................................................................................................... 54



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EXECUTIVE SUMMARY Dubbed a “Learning Laboratory” in its founding years, San Carlos Charter Learning Center (CLC)

has historically been a place of new ideas in education. As the first charter school established in

the state of California, CLC educators embodied the founding vision of the charter movement:

to provide an alternative to traditional public education. School leadership was encouraged to

support creativity, educators were empowered to test new approaches, and families were

inspired to contribute to a community experiment. While CLC has remained a high-quality

alternative educational option for San Carlos families, in recent years, organizational learning has

become fragmented.

Current trends in K-12 education align with CLC’s founding educational philosophies and also

serve as a springboard for growth and opportunity. These trends include:

- Emphasis on problem-based and project-based learning; - Heightened awareness around social-emotional development; and - Recognized need for social consciousness.

Looking forward to the next five years, a team of founding members and visionary young

educators is positioned to unleash new meaning for educators and learners and re-emerge as

pioneers in the charter movement. CLC families are hungry for direction, and, for the first time,

CLC will design and occupy its own space.

The 2017-2022 Strategic Plan addresses key identity questions, relays strategic priorities, and

creates systems to support experimentation and sharing of new ideas internally and beyond.

Through this strategic planning process, CLC has committed its resources to better support:

- individual thinkers who reflect on their learning; - educators who share a cohesive understanding of teaching and curriculum; - families who actively contribute to the CLC community; - and education leaders who wish to inspire others in the charter movement and beyond.

The Strategic Plan should serve as a guiding framework for CLC to provide clear direction and

priorities. Ultimately, the Strategic Plan is a foundational tool to help drive growth and strategic

decision-making at CLC. Although it lists concrete goals for the next five years, it is intended to

be used as a flexible document. As new information and opportunities arise, the Strategic Plan

should be reevaluated and adapted to meet CLC’s current needs. With frequent use and

integration into day-to-day practice and activities, it will inherently become a foundational

document for CLC, promoting ownership and accountability for all stakeholders.



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VISION 2022 The foundational philosophies, beliefs, and goals that are essential to CLC’s identity and

operations are captured in the following statements:

VISION STATEMENT CLC learners go into the world as curious, socially-conscious, and creative independent thinkers,

inspired to make positive and authentic contributions to society.

CLC educators bravely try new things, and succeed or fail, share reflections with education

leaders locally and beyond.

MISSION STATEMENT CLC fosters an inclusive, learner-centric environment that draws from the whole community to

support all of our children as learners and people.

The core components of our approach:

• Expose and support learners to solve real-world problems • Encourage collaboration • Emphasize social emotional learning

• Promote reflection and continuous growth • Inspire advocacy for self and others



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STRATEGIC PLAN OUTLINE

CORE GOALS AND STRATEGIES Over the next three to five years, CLC learners will experience greater ownership of their learning,

will be challenged to solve problems in a variety of contexts using new, relevant mediums, and

provided the opportunity to engage with diverse communities. CLC educators (staff and

leadership) will be focused on capturing and articulating their practice and effectively sharing

key findings with one another and the broader education community. CLC families will continue

to be active partners of the school, with clear expectations, guidance, and training on how to

communicate, support, and engage with the community.

Specifically, CLC will aim to achieve the following core goals, utilizing the following strategies

and Key Performance Indicators (KPIs) to gauge progress:

CORE GOAL LEARNERS are provided opportunities to develop along their individual growth trajectory.

KEY PERFORMANCE

INDICATOR

In grades 4-8, 80% of students will be engaged to highly engaged, as determined by a Student Engagement Survey.

STRATEGIES • Integrate learner voice and choice into core components of the school

day. • Provide learners with various ways to demonstrate their knowledge.

CORE GOAL LEARNERS understand and reflect on their academic and personal growth.

KEY PERFORMANCE

INDICATOR

100% of students will create and maintain a learning portfolio. The portfolio should include student-selected work (high and low), written reflections, and data trackers to demonstrate student mastery.

STRATEGIES

• Track individual learning annually. • Support learners to set individual academic and personal goals. • Provide learners with the time and resources to reflect and monitor

growth.

CORE GOAL LEARNERS solve real-world problems through innovation, collaboration, and critical thinking.

KEY PERFORMANCE

INDICATOR

CLC will establish a Core Curriculum Steering Committee to drive the development of a school-wide, vertically integrated, Project-Based Learning curriculum. It will include a vertical map, unit guides, and daily PBL lessons.



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STRATEGIES • Implement our approach to Project-Based Learning (PBL). • Integrate technology and design thinking into core curriculum. • Promote technology and design thinking through enrichments.

CORE GOAL LEARNERS are self-aware and socially conscious.

KEY PERFORMANCE

INDICATOR

CLC will design an integrated, vertical Civic Engagement curriculum map with a specific issue focus in each grade.

STRATEGIES

• Create meaningful opportunities for learners to engage with students and communities beyond San Carlos.

• Foster relationships and interconnectedness across diverse communities.

• Provide learners with new opportunities and resources to raise social consciousness.

CORE GOAL EDUCATORS have common understanding of CLC’s K-8 instructional practices and learner expectations.

KEY PERFORMANCE

INDICATOR

CLC will create a Core Instructional Approach document, incorporating frameworks (e.g. PBL, STEAM, and design thinking) and the process of beginning with CCSS to develop lesson plans and assessments.

STRATEGIES • Define and articulate core instructional approach. • Define and share learner expectations. • Establish and regularly review vertical alignment.

CORE GOAL EDUCATORS effectively support each learner’s individual growth trajectory.

KEY PERFORMANCE

INDICATOR

100% of students will meet with their teachers at least once a month for individual conferencing to facilitate goal setting and reflection (to be documented in the learning portfolio).

STRATEGIES • Document and report individual learner growth. • Define multi-age structure and best practices. • Effectively facilitate differentiation in the classroom.

CORE GOAL EDUCATORS reflect on their practice and continuously evolve.

KEY PERFORMANCE

INDICATOR

CLC will design and implement both a comprehensive observation schedule, including formal observations with feedback from an administrator and an informal, non-evaluative, peer-based observation to allow teachers to learn from their colleagues.



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STRATEGIES

• Re-assess and expand our evaluation and feedback systems. • Increase and systematize time and space for professional

development. • Build new opportunities for internal collaboration and reflection. • Increase administrative capacity to fulfill professional responsibilities.

CORE GOAL EDUCATORS have a sustainable career at CLC.

KEY PERFORMANCE

INDICATOR

CLC will design and implement a school-wide professional development calendar, including both in-service sessions and grade-level planning time.

STRATEGIES

• Increase educator capacity, efficiency, and flexibility. • Provide competitive compensation and benefits. • Create and promote leadership pathways. • Increase opportunities to foster K-8 staff connectedness.

CORE GOAL FAMILIES feel connected to the CLC community.

KEY PERFORMANCE

INDICATOR

CLC will establish a Family Education Committee to compile and assess the current family education curriculum. The committee will also add in programming to fill in gaps.

STRATEGIES • Formalize meaningful annual community events. • Develop a family education curriculum. • Support effective communication between the school and families.

CORE GOAL FAMILIES enhance the educational experience for all CLC learners.

KEY PERFORMANCE

INDICATOR

CLC will establish a Volunteer Coordinator to manage family volunteers. The Coordinator will also be responsible for onboarding and training volunteers.

STRATEGIES

• Re-articulate and emphasize expectations for CLC family volunteer commitment.

• Revamp volunteer opportunities to better utilize the diverse interests, strengths, and schedules of families and stakeholders.

• Create a training program for volunteers.



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CORE GOAL FAMILIES partner as co-collaborators in their child’s learning and development.

KEY PERFORMANCE

INDICATOR

CLC will offer quarterly parent sessions focused on how they can best support their child’s learning.

STRATEGIES

• Define and communicate expectations for how families and educators work together.

• Establish grade-level and classroom communication expectations and practices.

• Provide parents with grade-level training and guidance on how to support their child’s learning.

CORE GOAL EDUCATION LEADERS contribute and seek new best practices in

education communities beyond CLC.

KEY PERFORMANCE

INDICATOR

100% of education leaders will attend external professional development opportunities.

STRATEGIES

• Establish a process and culture to better capture and share internal best practices.

• Identify internal findings and best practices to share externally. • Identify our target audiences and disseminate our findings. • Establish strategic partnerships to enhance collaboration, learning,

and capacity.



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KEY METRICS

KEY PERFORMANCE INDICATORS AND METRICS

The core goals represent the desired change at CLC over the next three to five years. The key strategies outline the actions required

to realize the desired goals. To enact this strategic plan, metrics help to measure progress towards core goals and long-term vision.

The following table outlines recommended Key Performance Indicators (KPIs) and metrics to track implementation and effectiveness.

KPIs provide a quantitative benchmark to assess whether or not a goal has been realized. Metrics provide powerful data points that

help inform management and strategic decision-making, and in some instances, provides powerful data points to communicate CLC’s

value to stakeholders.

CLC leadership and staff should not strive to track every metric in this table; when implementing an initiative within a core goal area,

select 1-2 metrics that will provide meaningful data.

The last two columns of the table – Frequency, and Lead – indicate timing (e.g. monthly, annually, by trimester) and ownership of

data tracking (e.g. Business Director, Volunteer Coordinator). These columns have been intentionally left blank, but should be

addressed as metrics are being implemented.

LEARNERS

CORE GOALS KEY PERFORMANCE

INDICATORS METRIC METHOD FREQUENCY LEAD

LEARNERS

develop along their

In grades 4-8, 80% of

students will be engaged

to highly engaged, as

Number of students who self-

identify as engaged to highly

engaged on a student

engagement survey

Student

engagement

survey



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individual growth

trajectory.

determined by a Student

Engagement Survey. Number of student who are

engaged to highly engaged, as

rated by the teacher

Teacher input

Number of students who are

engaged to highly engaged, as

determined by and

Interview/observation

Individual

interviews or

observation

checklist

New structure proposal for

enrichment classes and

milestones

Observational

data

Number of technology, design,

or engineering options offered

at each grade

Teacher data

collection



LEARNERS

understand and

reflect on their

academic and

personal growth.

100% of students will

create and maintain a

learning portfolio. The

portfolio should include

student-selected work

(high and low), written

Number of students who

maintain a learning portfolio

throughout the year

Teacher data

collection

Percentage of complete

portfolios at the end of the year

Teacher data

collection



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reflections, and data

trackers to demonstrate

student mastery.

Number of classrooms fully

implementing learning

portfolios

Teacher data

collection



LEARNERS solve

real-world

problems through

innovation,

collaboration, and

critical thinking.

CLC will establish a Core

Curriculum Steering

Committee to drive the

development of a school-

wide, vertically integrated

Project-Based Learning

curriculum. It will include

a vertical map, a unit

guide, and daily PBL

lessons.

Number of completed PBL

lesson plans and unit maps Atlas data

Percentage of classrooms

observed demonstrating PBL

Observational

data


observed demonstrating

collaboration

Observational

data


observed demonstrating

higher-level thinking according

to Bloom’s Taxonomy

Observational

data

Percentage of learner

participation in a school-wide

design challenge

Teacher input



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LEARNERS are self-

aware and socially

conscious.

CLC will design an

integrated, vertical Civic

Engagement curriculum

map with a specific issue

focus in each grade.


implementing civic

engagement curriculum

Observational

data

Number of resources that

promote self-awareness and

social consciousness (e.g.

books)

Internal data

collection

Number of integrated service

or community-based projects

related to a real-world issue

Observational

data

EDUCATORS



EDUCATORS have

common

understanding of

CLC’s K-8

instructional

practices and

CLC will create a Core

Instructional Approach

document, incorporating

frameworks (e.g. PBL,

STEAM, and design

thinking) and

Percentage of lesson plans

incorporating PBL, STEAM &

design thinking

Data collection

on Atlas


demonstrating PBL, STEAM, or

Observational

data



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learner

expectations.

the process of beginning

with CCSS to develop

lesson plans and

assessments.

design thinking during

observation

Number of completed grade-

level benchmarks in all core

subjects

Observational

data

Number of completed grade-

level benchmarks in Spanish

and P.E.

Observational

data

Development of training

resources for Atlas Rubicon

system

Observational

data

Percentage of teachers

demonstrating competency in

Atlas

Professional

development

exit slip



EDUCATORS

effectively support

each learner’s

100% of students will

meet with their teachers

at least once a month for

Percentage of students who

individually conference with the

teacher on a monthly basis

Teacher input or

data collection



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individual growth

trajectory.

individual conferencing to

facilitate goal setting and

reflection (to be

documented in the

learning portfolio.

Percentage of students who are

aware of the goals and

demonstrate where they are in

relation to their goal (verbally

or physically on a goal tracking

sheet)

Student survey

or observational

data

Number of teacher

recommendations for K-8

grade-level configurations

Observational

data



EDUCATORS

reflect on their

practice and

continuously

evolve.

CLC will design and

implement both a

comprehensive

observation schedule,

including formal

observations with

feedback from an

administrator and an

informal, non-evaluative,

Number increase of

professional development

sessions

Observational

data

Number of classroom

observations, both formal and

informal

Classroom

observation logs


observed

Classroom

observation logs



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peer-based observation

to allow teachers to learn

from their colleagues.

Percentage of teachers with a

specific and measurable

professional development plan

Observational

data

Percentage of teacher

attendance at professional

development sessions

Professional

development

sign-in sheets

Number of Vertical Leadership

meetings to research


session topics (e.g. reflection

and metacognition)

Observational

data

Number of minutes allotted

during Staff meetings to allow

for internal sharing and getting

feedback on the PBL curriculum

Observational

data



EDUCATORS have

a sustainable

career at CLC.

CLC will design and

implement a school-wide


calendar, including both

Teacher retention rates Employee

turnover data

Percentage of teachers who

agree or strongly agree that Teacher survey



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in-service sessions and

grade level planning

time.

they have access to quality


Number of meetings between

staff mentors and mentees Teacher survey

FAMILIES



FAMILIES feel

connected to the

CLC community.

CLC will establish a

Family Education

Committee to compile

and assess the current

family education

curriculum. The

committee will also add

in programming to fill in

gaps.

Number of families who self-

identify as feeling connected to

CLC

Parent survey

Attendance data at parent

workshops

Workshop sign-

in sheets

Number of parent volunteer

hours Volunteer logs

Number of recommendations

from Parent Leadership and

Staff team on improving

relevance of community events

Observational

data



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FAMILIES enhance

the educational

experience for all

CLC learners.

CLC will establish a

Volunteer Coordinator to

manage family

volunteers. The

Coordinator will also be

responsible for

onboarding and training

volunteers.

Number of parent volunteer

hours in the classroom Volunteer logs

Number of teachers who agree

or strongly agree that parent

volunteers have enhanced

learning in the classroom

Teacher survey


workshops

Workshop sign-

in sheets

Percentage of parents who

participate in skill collection

system

Workshop sign-

in sheets



FAMILIES partner

as co-collaborators

in their child’s

CLC will offer quarterly

parent sessions focused

on how they can best


workshops

Workshop sign-

in sheets

Attendance data for

parent/teacher conferences

P/T conference

sign-in sheet



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learning and

development.

support their child’s

learning. Percentage of parents who

agree or strongly agree that

CLC provides them with

information about grade-level

standards that their child is

responsible for mastering

Parent

engagement

survey

Number of additional modules

of Atlas curriculum made public

to parents and community

Observational

data

EDUCATION LEADERS



EDUCATION LEADERS

contribute and seek new best

practices in education

communities beyond CLC.

100% of education

leaders will attend

external professional

development

opportunities.


demonstrating active edits and

additions to their curriculum

map

Observational

data


documenting best instructional

practices

Observational

data



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facilitating internal professional

development sessions

Observational

data


attending external professional

development opportunities

Teacher survey



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COMMUNICATIONS

THEORY OF CHANGE

WHO WE ARE and WHAT WE DO

POSITIVE and AUTHENTIC CONTRIBUTIONS TO SOCIETY

CLC fosters an inclusive, K-8 aligned, community where everyone is inspired and equipped to be advocates for themselves and for others

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STRATEGIC PLAN ONE-PAGER



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APPENDICES



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APPENDIX A: PROCESS OVERVIEW In November 2015, CLC’s governing board came together to revisit questions around

organization identity and strategic priorities. What emerged from the full day meeting was some

consensus on guiding values, but also a list of outstanding questions, including:

− What are our shared priorities?

− How do we ensure that staff is supported to do their best work?

− How can we best communicate and collaborate with our families and community to

support our learners?

− How can we continue to grow and be ahead of new and exciting ideas in education?

− How are we unique?

In February, we embarked on a six-month, intensive strategic planning process to address these

critical questions. We began by asking, listening, and synthesizing. We spoke with key

stakeholders, the educator team, school leadership, staff, families, and alumni to elicit their

feedback on the current state of CLC and their hopes and concerns for the future.

Our stakeholder engagement effort informed a more comprehensive understanding of the

current state of CLC, summarized in a SWOT Analysis (page 49). We formed a strategic planning

Steering Committee (roster on page 61): a group of individuals with diverse perspectives and

expertise in relation to CLC. Their purpose was two-fold: to act collectively as a think tank

throughout the process and also serve as ambassadors of the Strategic Plan.

With a strong foundation established for strategic planning, we set out to address the key

questions of the process:

1. What are we ultimately working towards?

2. What are the specific outcomes we aim to achieve?

3. What is standing in our way?

4. What actions do we need to take in order to get there?

5. How will we measure our progress?

1. What are we ultimately working towards?

As a Steering Committee, we started at the highest level, challenging ourselves to answer: What

is the purpose of CLC? Why is it so critical that we exist? Re-visiting these core questions resulted

in a new vision statement for CLC (page 3) that articulates the long-term impact CLC envisions

for learners and educators.



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2. What are the specific outcomes we aim to achieve?

The design of effective strategies requires a clear understanding of desired results. With a

defined long-term vision for what drives the CLC community, we collaborated to define goal

outcomes for the next 3-5 years. Goal outcomes were established within each of CLC’s areas of

influence1: learners, educators, families, and education leaders.

The goal outcomes (page 4) became our framework for strategy design.

3. What’s standing in our way?

Before creating our road map to achieving our goal outcomes, we took time to digest the current

state of the organization. A SWOT Analysis (page 49) and summary of Critical Hurdles (page 53)

communicates CLC’s strengths, gaps in functionality, relevant opportunities, and challenges.

4. What actions do we need to take in order to get there?

Strategies define how we are going to accomplish our goal outcomes and work towards our

long-term vision. Tactics describe how resources will be utilized to execute strategies.

For each goal outcome, the Steering Committee brainstormed effective, implementable

strategies to be accomplished over a 3-5-year time horizon (page 4). Upon finalizing strategies,

sub-committees of educators, families, and school leadership were formed to brainstorm the

tactical steps needed to effectively execute strategies. The result of their work is a

comprehensive Tactics and Implementation Plan (page 24), including cost estimates (page 41).

5. How will we measure our progress?

Finally, in order for strategic plans to be actionable, there must be a mechanism by which to

measure progress and inefficiencies. Key Metrics (page 8) outline existing evaluation systems, as

well as additional metrics and tracking methods that will help inform understanding of SCCL’s

performance and progress. Some of the metrics included can also serve as powerful data points

to share with key stakeholders and donors.

1 Area of influence = the specific groups to which we focus our resources to generate impact.



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APPENDIX B: TACTICS AND IMPLEMENTATION TIMELINE

1. LEARNERS develop along their individual growth trajectory.

STRATEGY TACTIC YEAR LEADERSHIP & RESOURCES

1.1 Integrate learner voice and choice into core

components of the school day.

1.1.1 Define and promote areas of choice for students (e.g. enrichments, PLPs, book selection).

I Staff

1.1.2 Align enrichment offerings with learner interest.

2 TBD

1.1.3 Evaluate current areas, both academic and social, where learners are offered choice.

1 Staff

1.1.4 Look for ways to promote and expand learner voice and choice (e.g. space and design in new facility, relevancy of 6-8 student projects, and

community involvement).

1-3 Administration


1.2 Provide learners with ways to demonstrate their knowledge across multiple

intelligences.

1.2.1 Define and articulate how learners demonstrate their growth and development.

1-3 Staff and Administration

1.2.2 Diversify assessments. 3 TBD



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2. LEARNERS understand and reflect on their academic and personal growth


2.1 Track individual learning annually.

2.1.1 Define CLC’s measures of learner growth (e.g. grade-level benchmarks, exit outcomes, learner

targets). 1 Administration and Staff

2.1.2 Based on defined list, create the actual measures of growth (e.g. 3rd grade annual

benchmarks).

1-2

Staff, focusing on Math, ELA, K-2 Spanish and PE, and 5/6 PE in year

one; in year two, focus on SS, Science, ¾

PE and Spanish, 7/8 PE

2.1.3 Develop corresponding tracking systems and assessment and reflection processes.

2-4 TBD

2.1.4 Define CLC indicators for individual growth (e.g. student “look-fors” aligned to grade-level

benchmarks). 4 -5 TBD


2.2 Support learners to set individual academic and

personal goals.

2.2.1 Develop avenues for students to better visualize and understand their thinking and

development, aligned with growth measures. 3

TBD; Mind My Education (www.mindmyeducation.com) and

Cultures of Thinking (Harvard Project Zero)

2.2.2 Evaluate student-family conference structure to incorporate student-driven goal-setting and

monitoring. 3 TBD



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2.2.3 Create a system to follow-through on progress towards set goals (e.g. self-reflection).

3 -4 TBD


2.3 Provide learners with the time and resources to

reflect and monitor growth.

2.3.1 Establish instructional approach to teaching reflection and metacognition.

3 Staff

2.3.2 Create tools for longitudinal reflection. 3-5 Staff

2.3.3 Reinvigorate and align an annual, K-8 SEL self-reflection project for each student.

3-5 Staff

3. LEARNERS solve real-world problems through innovation, collaboration, and critical thinking.


3.1 Implement our approach to Project-Based

Learning (PBL).

3.1.1 Refine school-wide and grade-level definition and implementation of PBL.

1 Staff and Administration

3.1.2 Integrate “Problem Based Learning” projects with a service component.

3-5 Staff

3.1.3 Seek professional development around PBL, including adaptations based on CLC curriculum.

2-4 TBD; The Buck Institute

(http://bie.org)

3.1.4 Assess best practices around PBL and develop in-house protocols to develop curriculum

and share feedback. 2 TBD




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3.2 Integrate technology and design thinking into

core curriculum.

3.2.1 Define CLC’s approach to design thinking/engineering and technology including

shared priorities in each area. 1 Staff

3.2.2 Create or seek professional development around integration of technology and

design/engineering. 2-5 Administration and staff

3.2.3 Develop criteria for integration and process for sharing projects and best practices.

1-2 Best Practices Team


3.3 Promote technology and design-thinking

through enrichments.

3.3.1 Re-design and offer enrichment courses aligned with design/engineering and technology

priorities. 2-3 Parent Resource Team and Staff

3.3.2 Recruit student teachers or graduate students with an arts, design/engineering, or tech background to lead enrichment courses.

3-5 Administration and Volunteer

Coordinator

3.3.3. Provide enrichment leads with curriculum support and access to shared resources, with the

ability to upload new resources. 3-5 Staff and Tech Team

3.3.4 Develop scaffolded enrichment offerings in art, music, and technology (K-8).

4-5 Parent Resource Team and Staff

3.3.5 Implement annual school-wide K-8 design thinking challenges that aim to address real-world

problems. 2 Staff and Parent Resource Team



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4. LEARNERS are self-aware and socially conscious.


4.1 Create meaningful opportunities for learners to engage with students and communities beyond San

Carlos.

4.1.1 Establish school-wide annual civic engagement-focused themes with corresponding

K-8 service learning projects. 3-4

New approach (e.g. utilize local nonprofits or school partnerships)

4.1.2 Integrate “Problem Based Learning” projects with a service component.

3-5 Staff

4.1.3 Develop partnerships with Bay Area nonprofits (e.g. Kiva U) in relation to grade level or

school-wide projects. 3-5

Volunteer Coordinator and Staff; Kiva U (www.kiva.org/kivau/intro)

4.1.4 Re-evaluate experiential learning opportunities (milestones and fieldtrips) for sustainability, relevance to curriculum, and

opportunities for civic engagement.

1 Staff


4.2 Foster relationships and interconnectedness across

diverse communities.

4.2.1 Develop a partnership with a local school from a community outside of San Carlos.

3-5 TBD

4.2.2 Develop a sister school with a school overseas.

3-5 TBD

4.2.3 Develop partnerships with senior citizen centers.

3-5 TBD

4.2.4 Seek opportunities for staff development around diversity and social consciousness.

2-3 TBD



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4.3 Provide learners with new opportunities and resources to raise social

consciousness.

4.3.1 Re-assess materials and literature to promote social and cultural awareness.

1

Staff and Librarian; Educating Activist Allies: Social

Justice Pedagogy with the Suburban and Urban Elite book

4.3.2 Engage educators from other Districts and Schools (e.g. Redwood City Unified School District)

to identify new resources or knowledge. 3 TBD

4.3.3 Present learners with current events that will increase social consciousness.

1 Staff

5. EDUCATORS have common understanding of CLC’s K-8 instructional practices and learner expectations.


5.1 Define and articulate core instructional approach.

5.1.1 Articulate values and core practices. 1 Director

5.1.2 Define our approach to core instructional practices (e.g. PBL, technology, design thinking,

engineering). 1-2 Director and Vertical Teams

5.1.3 Document past theories and approaches to better understand evolution of CLC’s education

program. 1 Director




30

5.2 Define and share learner expectations.

5.2.1 Establish core-curriculum, executive function, and SEL grade-level learner benchmarks.

1 -2 for core

curriculum; 4-5 for others

Staff

5.2.2 Define exit outcomes by grade and as a graduate from CLC.

1-3 Staff

5.2.3 Define and articulate core community values and behavioral expectations.

1-3 Staff


5.3 Establish and regularly review vertical alignment.

5.3.1 Establish vertical alignment leadership teams and protocol.

1 Administration with Staff

5.3.2 Create curriculum mapping through Atlas and bi-annual process for periodic review.

1-2 Assistant Director and Learner

Services Team

5.3.3 Develop Atlas training and expectations of use.

1 Assistant Director and Learner

Services Team

5.3.4 Engage in open review of grade-level benchmarks, and curriculum maps.

3 TBD

6. EDUCATORS effectively support each learner’s individual growth trajectory.


6.1 Document and report individual learner growth.

(See 2.1.1. – 2.1.4)



31


6.2 Define multi-age structure and best practices.

6.2.1 Evaluate grade-level pairings for multi-age structural approach.

1

Staff

6.2.2 Enhance targeted professional development around multi-age instruction.

1-2 Administration and Staff

6.2.3 Create multi-grade aligned structured groupings to target specific challenges and needs.

2-3 TBD

6.2.4 Explore use of space and classroom design to enhance student learning.

2 TBD


6.3 Effectively facilitate differentiation in the

classroom.

6.3.1 Evaluate and improve process for flexible groupings.

1-2 Staff

6.3.2 Research and evaluate diagnostic tools and appropriate interventions to support struggling

learners. 1-3

Assistant Director and Learner Services Team

6.3.3 Utilize appropriate progress monitoring tools; ensure continuity for grade levels piloting

diagnostics (e.g. Let’s Go Learn, 2nd – 8th, and DIBELS, K-2).

1-5 Assistant Director and Learner

Services Team

6.3.4 Systematize shared responsibilities across grade-level teams.

2 Administration and Staff



32

7. EDUCATORS reflect on their practice and continuously evolve.


7.1 Re-assess and expand our evaluation and feedback

systems.

7.1.1 Enhance culture of collaboration by increasing school leadership non-evaluative classroom and

small group instruction observations. 2 TBD

7.1.2 Partner individuals on staff for observation and collaboration (based on content teams, best

practice sharing, vertical alignment, etc.). 2-3

Director, Assistant Director, and Staff

7.1.3 Create small groups that own and drive content areas (e.g. math) K-8.

1-2 Staff and Administration


7.2 Increase and systematize time and space for

professional development.

7.2.1 Establish annual overview of school-wide professional development plan.

2-3 Administration

7.2.2 Evaluate professional development policies and budget.

1 Director of Business Services

7.2.3 Expand substitute pool via student teachers and/or parent volunteers.

1-2 Director


7.3 Build new opportunities for internal collaboration and

reflection.

7.3.1 Develop a process for sharing internal resources.


7.3.2 Capture exemplar lessons (e.g. videotape a Writer’s Workshop conference).

3-5 TBD



33


7.4 Increase administrative capacity to fulfill professional

responsibilities.

7.4.1 Re-assess roles and responsibilities of leadership and administration team.

1 Director

7.4.2 Build external relationships with Special Education coordinators at other schools to provide increased support and collaboration opportunities

for Director of Learner Services.

1 Director of Learner Services

8. EDUCATORS have a sustainable career at CLC.


8.1 Increase educator capacity, efficiency, and

flexibility.

8.1.1 Re-direct and streamline educator administrative tasks.

1-2 Director

8.1.2 Seek additional opportunities to elicit and receive more student teachers.

1-2 Director

8.1.4 Develop shared spaces for educator materials and resources (e.g. library).

2 Librarian

8.1.5 Re-assess school day and school year calendar regarding timing and sustainability.

2 Staff and Administration

(See 7.2.3 Expand substitute pool via student teachers and/or parent volunteers.)


8.2 Provide competitive compensation and benefits.

8.2.1 Conduct yearly comparison of salaries of comparable positions.

1-5 Board of Directors



34

8.2.2 Continue to seek new opportunities for alternative benefits.


8.2.3 Explore innovative models of non-salary based compensation for additional development or

leadership opportunities. 1-5 Board of Directors


8.3 Create and promote leadership pathways.

8.3.1 Create and formalize template and process for individual professional development plans (1

and 3 years). 1 Director

8.3.2 Create succession planning for school leadership and maintain pipeline.



8.4 Increase opportunities to foster K-8 staff connectedness.

8.4.1 Develop cross-grade level mentor/mentee relationships and process for building relationships

and sharing knowledge.

3 (per LCAP)

Administration and Staff

8.4.2 Create a small social committee and formalize a staff social retreat or interim social events; coordinate with grade level PRT social chair.

1 Staff

9. FAMILIES feel connected to the CLC community.


9.1 Formalize meaningful, annual community events.

9.1.1 Define purpose and goals of community events.

1 Parent Resource Team



35

9.1.2 Evaluate if existing events (e.g. chili cook off) are meeting the defined goals and supplement

and adapt events, as needed. 1 Parent Resource Team

9.1.3 Establish leadership of community and grade-level events; coordinate with staff and PRT.

1-3 Parent Resource Team

9.1.4 Create regular opportunities for parents and families to build relationships with one another.

2-3 Parent Resource Team and Volunteer

Coordinator


9.2 Develop a family education curriculum.

9.2.2 Formalize grade-level nights and transition nights.


9.2.3 Revamp guide for parent on-boarding. 2 Director and Enrollment Team

9.2.4 Formalize tours and open-houses throughout the year for current families and parents.

1 Director and Enrollment Team


9.3 Support effective, communication between the

school and families.

9.3.1 Standardize baseline family communication expectations of educators and leadership.

1 Director and Assisstant Director with

Staff input

9.3.2 Identify common communication tools/platforms to be used school-wide.

3-4 Tech Team and Staff

9.3.4 Coordinate all communication with school website (e.g. At-a-Glance; school calendar).

1-2 Tech Team and Administration



36

10. FAMILIES enhance the educational experience for all CLC learners.


10.1 Re-articulate and emphasize expectations for

CLC family volunteer commitment.

10.1.1 Define expectations of CLC families in terms of volunteering and contributing to school

livelihood and success. 1-5 Volunteer Coordinator

10.1.2 Define messaging strategy (e.g. utilize website).

1 Volunteer Coordinator,

Administration Team, Parent Resource Team Leadership

10.1.3 Develop a method to track participation and communicate expectations around recording hours.

1 Volunteer Coordinator, Tech Team

10.1.4 Create ways to acknowledge and celebrate parent and family contributions.

1-5 Volunteer Coordinator


10.2 Revamp volunteer opportunities to better

utilize the diverse interests, strengths, and schedules of families and stakeholders.

10.2.1 Establish a Volunteer Coordinator role to manage family and community volunteers and opportunities; collect and prioritize volunteer

needs.

1 Administration and Board

10.2.2 Create a system to identify current parent and family skillsets, resources, and capacity.

2 Volunteer Coordinator

10.2.3 Identify additional stakeholders to contribute (e.g. local business leader to manage school re-

branding). 3-5 Volunteer Coordinator



37

10.2.4 Explore tools to match individuals to volunteer opportunities.

2 Volunteer Coordinator

10.2.5 Establish rapport with all key stakeholders. 1 Volunteer Coordinator


10.3 Create a training program for volunteers.

10.3.1 Create a defined set of baseline volunteer skills (e.g. classroom management, learner

engagement) in which all volunteers need to be trained.

1 Volunteer Coordinator and Assistant

Director

10.3.2 Develop enrichment orientation and subsequent training sessions.

2 Volunteer Coordinator, Assistant Director, Parent Resource Team

11. FAMILIES partner as co-collaborators in their child’s learning and development.


11.1 Define and communicate expectations

for how families and educators work together.

11.1.1 Articulate CLC’s teaching methods and philosophies.

1 Director and Assistant Director

11.1.2 Define roles and responsibilities of educators and family members.

2 Staff

11.1.3 Communicate grade level goals and objectives in a way that is accessible to families.

2-5 Staff

11.1.4 Publicize relevant components of Atlas for families.

2-5 Administration and Staff



38


11.2 Establish grade-level and classroom

communication expectations and practices.

11.2.1 Standardize components of K-8 educator-parent communication.

1

Director and Assistant Director

11.2.2 Educators use a common platform and communication schedule.

2-3 Power Tool

11.2.3 Provide sufficient tech support to staff and educators.

2-3 Tech Team


11.3 Provide parents with grade-level training and

guidance on how to support their child’s learning.

11.3.1 Clearly define purpose of progress reports and evaluate progress report structure and process

for clarity and effectiveness.

2-5

Administration and Staff

11.3.2 Identify information topics of relevance for parents and families and curate resources (e.g.

Special Education). 4-5 TBD

11.3.4 Assess frequency and timing of conferences. 1 Administration and Staff

11.3.5 Articulate and communicate school-wide and grade level homework philosophies.




39

12. EDUCATION LEADERS contribute and seek new best practices in education communities beyond CLC.


12.1 Establish a process and culture to better capture and share internal best practices.

12.1.1 Create expectations and provide resources for how educators capture best practices from their

classroom (i.e. “what’s working now”). 2-3 Best Practices Team

12.1.2 Create an easily accessible, online space (e.g. in Atlas) for educators to upload and share

their best practices. 2 Best Practices Team

12.1.3 Formalize a process for sharing; routinize time within professional development sessions and staff meetings to share practices (e.g. kickoff staff

meeting).


12.1.5 Promote a culture of capturing and sharing “what’s working”; raise awareness of established

process and celebrate peer collaboration. 2-3 Best Practices Team


12.2 Identify internal findings and best practices

to share externally.

12.2.1 Provide opportunities for educators to incorporate new practices (e.g. classroom

observations). 2-3 Director and Assistant Director

12.2.2 Establish an inquiry and research-based team approach to conduct in depth analysis around

1-3 best practices. 2-3 Best Practices Team



40

12.2.3 Pilot program and evaluate effectiveness. 2-5 Staff Teams


12.3 Identify our target audiences and disseminate

our findings.

12.3.1 Evaluate status of identified internal best practices and the inquiry and research-based team

approach’s findings to identify relevant opportunities.


12.3.2 Establish set criteria for evaluating learning and dissemination opportunities (conferences,

speaking engagements, publications). 3 Best Practices Team


12.4 Establish strategic partnerships to enhance

collaboration, learning, and capacity.

12.4.1 Define our intended impact (e.g. inspiring educators while enhancing the experience for CLC

educators and learners). 1-2

Director, Assistant Director, and Best Practices Team

12.4.2 Seek collaboration opportunities and partnerships outside of CLC (e.g. local universities’ higher education and child psychology programs;

local nonprofits).

3-5 Director and Assistant Director

12.4.3 Utilize external partners to enhance enrichment offerings for CLC students (e.g. student

teachers manage an enrichment class.) 3-5 Volunteer Coordinator and Director

12.4.4 Reflect on current partners and evaluate effectiveness.


12.4.5 Establish a summer Teaching Institute for CLC educators to share best practices with new and

experienced educators locally and beyond. 4-5 TBD (Grant funding)



41

APPENDIX C: FINANCIAL ANALYSIS

YEAR 1 STRATEGIC PLAN FINANCIAL COSTS

*Italicized tactics represents a tactic included in multiple expenditures.

CURRENT ALLOCATED FINANCIAL COSTS FOR YEAR 1

EXPENDITURES COSTS TACTIC

RUBICON $3,500

• 2.1.1 Define CLC’s measures of learner growth (e.g. grade-level benchmarks,

exit outcomes, learner targets).

• 5.3.2 Create curriculum mapping through Atlas and bi-annual process for

periodic review.

• 5.3.3 Develop Atlas training and expectations of use

LET’S GO LEARN $5,000 • 5.2.1 Establish core-curriculum learner benchmarks.

• 6.3.3 Utilize appropriate progress monitoring tools; ensure continuity for grade

levels piloting diagnostics (e.g. Let’s Go Learn, 2nd – 8th, and DIBELS, K-2).

TEST COSTS FOR

DIBELS PILOT WITH K/1 $100 • 6.3.3 Utilize appropriate progress monitoring tools; ensure continuity for grade

levels piloting diagnostics (e.g. Let’s Go Learn, 2nd – 8th, and DIBELS, K-2).

DREAM BOX LICENSE $4,400

• 1.1.4 Look for ways to promote and expand learner voice and choice (e.g.

space and design in new facility, relevancy of 6-8 student projects, community

involvement).

• 2.1.1 Define CLC’s measures of learner growth (e.g. grade-level benchmarks,

exit outcomes, learner targets).

• 3.2.1 Define CLC’s approach to design thinking/engineering and technology

including shared priorities in each area.



42

UPDATE TECHNOLOGY

INFRASTRUCTURE $36,000 • 5.1.2 Define our approach to core instructional practices (e.g. PBL, technology,

design thinking/engineering).

PD TIME $4,000

• 2.1.2 Based on defined list, create the actual measures of growth (e.g. 3rd

grade annual benchmarks).

• 4.1.4 Re-evaluate experiential learning opportunities (milestones and fieldtrips)

for sustainability, relevance to curriculum, and opportunities for civic

engagement.

• 5.2.1 Establish core-curriculum learner benchmarks.

• 5.2.2 Define exit outcomes by grade and as a graduate from CLC.

• 5.3.3 Develop Atlas training and expectations of use

• 6.2.1 Evaluate grade-level pairings for multi-age structural approach.

• 6.3.1 Evaluate and improve process for flexible groupings.

STAFF ADMIN COSTS

AND DOJ FEE $600

• 5.3.2 Create curriculum mapping through Atlas and bi-annual process for

periodic review.

• 5.3.3 Develop Atlas training and expectations of use.

STIPENDS FOR STAFF

PRESENTERS $5,000

• 3.2.3 Develop criteria for integration and process for sharing projects and best

practices.

• 7.3.1 Develop a process for sharing internal resources.

VOLUNTEER

COORDINATOR $30,000

• 10.1.1 Define expectations of CLC families in terms of volunteering and

contributing to school livelihood and success.

• 10.1.2 Define messaging strategy (e.g. utilize website).

• 10.1.3 Develop a method to track participation and communicate expectations

around recording hours.

• 10.1.4 Create ways to acknowledge and celebrate parent and family

contributions.



43

• 10.2.1 Establish a Volunteer Coordinator role to manage family and community

volunteers and opportunities; collect and prioritize volunteer needs.

• 10.2.5 Establish rapport with all key stakeholders.

• 10.3.1 Create a defined set of baseline volunteer skills (e.g. classroom

management, learner engagement) in which all volunteers need to be trained.

TOTAL COSTS FOR

YEAR 1 $88,600

STRATEGIC TACTICS REQUIRING TIME FOR YEAR 1


TIME N/A

• 1.1.3 Evaluate current areas, both academic and social, where learners are

offered choice.

• 3.1.1 Refine school-wide and grade-level definition and implementation of PBL

• 5.1.1 Articulate values and core practices.

• 5.1.3 Document past theories and approaches to better understand evolution

of CLC’s education program.

• 5.2.3 Define and articulate core community values and behavioral

expectations.

• 5.3.1 Establish vertical alignment leadership teams and protocol.

• 7.1.3 Create small groups that own and drive content areas (e.g. math) K-8.

• 7.2.2 Evaluate professional development policies and budget.

• 7.2.3 Expand substitute pool via student teachers and/or parent volunteers.

• 7.4.1 Re-assess roles and responsibilities of leadership and administration

team.



44

• 7.4.2. Build external relationships with Special Education coordinators at other

schools to provide increased support and collaboration opportunities for

Director of Learner Services.

• 8.2.1 Conduct yearly comparison of salaries of comparable positions.

• 8.2.2 Continue to seek new opportunities for alternative benefits.

• 8.2.3 Explore innovative models of non-salary based compensation for

additional development or leadership opportunities.

• 8.3.1 Create and formalize template and process for individual professional

development plans (1 and 3 years).

• 9.1.1 Define purpose and goals of community events.

• 9.1.2 Evaluate if existing events (e.g. chili cook off) are meeting the defined

goals and supplement and adapt events, as needed.

• 9.1.3 Establish leadership of community and grade-level events; coordinate

with staff and PRT.

• 9.2.2 Formalize grade-level nights and transition nights.

• 9.2.3 Revamp guide for parent on-boarding.

• 9.2.4 Formalize tours and open-houses throughout the year for current families

and parents.

• 9.3.1 Standardize baseline family communication expectations of educators

and leadership.

• 9.3.4 Coordinate all communication with school website (e.g. At-a-Glance;

school calendar).

• 11.1.1 Articulate CLC’s teaching methods and philosophies.

• 11.2.1 Standardize components of K-8 educator-parent communication.

• 11.3.4 Assess frequency and timing of conferences.



45

• 11.3.5 Articulate and communicate school-wide and grade level homework

philosophies.

• 12.1.3 Formalize a process for sharing; routinize time within professional

development sessions and staff meetings to share practices (e.g. kickoff staff

meeting).

• 12.4.1 Define our intended impact (e.g. inspiring educators while enhancing

the experience for CLC educators and learners).

UNKNOWN & POTENTIAL ADDITIONAL COSTS FOR YEAR 1


STAFF RETREAT

Grant

(amount

unknown;

listed in

LCAP)

• 8.4.2 Create a small social committee and formalize a staff social retreat or interim social events; coordinate with grade level PRT social chair.

OTHER / NEEDS FUNDS TBD

• 1.1.1 Define and promote areas of choice for students (e.g. enrichments, PLPs,

book selection).

• 1.1.4 Look for ways to promote and expand learner voice and choice (e.g.

space and design in new facility, relevancy of 6-8 student projects, community

involvement).

• 4.3.1 Re-assess materials and literature to promote social and cultural

awareness

• 4.3.3 Present learners with current events that will increase social

consciousness.



46

• 6.2.2 Enhance targeted professional development around multi-age

instruction.

• 6.3.2 Research and evaluate diagnostic tools and appropriate interventions to

support struggling learners.

• 8.1.2 Seek additional opportunities to elicit and receive more student teachers.



47

YEAR 2-5 STRATEGIC PLAN FINANCIAL COSTS

NEAR FUTURE FINANCIAL COSTS (YEARS 2 & 3)

Covered By Current Costs:

• 2.1.2 Based on defined list, create the actual measures of growth (e.g. 3rd grade annual benchmarks). [(SS, Science, ¾ PE and Spanish, 7/8 PE)]

• 5.3.2 Create curriculum mapping through Atlas and bi-annual process for periodic review.

• 12.1.2 Create an easily accessible, online space (e.g. in Atlas) for educators to upload and share their best practices.

Professional Development Costs:

• 10.3.2 Develop enrichment orientation and subsequent training sessions. • 3.1.3 Seek professional development around PBL, including adaptations based on CLC

curriculum. • 4.2.4 Seek opportunities for staff development around diversity and social

consciousness. • 6.2.2 Enhance targeted professional development around multi-age instruction

New Potential Curriculum & Materials:

• 1.2.2 Diversify assessments. • 2.2.1 Develop avenues for students to better visualize and understand their thinking

and development, aligned with growth measures. • 2.3.1 Establish instructional approach to teaching reflection and metacognition. • 3.3.1 Re-design and offer enrichment courses aligned with design/engineering and

technology priorities. • 3.3.5 Implement annual school-wide K-8 design thinking challenges that aim to address

real-world problems. • 6.3.2 Research and evaluate diagnostic tools and appropriate interventions to support

struggling learners.

New Systems:

• 10.2.2 Create a system to identify current parent and family skillsets, resources, and capacity.

• 10.2.4 Explore tools to match individuals to volunteer opportunities. • 11.2.3 Provide sufficient tech support to staff and educators. • 11.2.2 Educators use a common platform and communication schedule.

Other: Large Financial Investments: • 1.1.4 Look for ways to promote and expand learner voice and choice (e.g. space and

design in new facility, relevancy of 6-8 student projects, community involvement). • 8.1.4 Develop shared spaces for educator materials and resources (e.g. library).



48

Other: Unknown Financial Costs:

• 9.1.3 Establish leadership of community and grade-level events; coordinate with staff and PRT.

LONG-TERM FUTURE FINANCIAL COSTS (YEARS 4 & 5)

New Potential Curriculum & Materials:

• 3.1.2 / 4.1.2 Integrate “Problem Based Learning” projects with a service component. • 3.3.4 Develop scaffolded enrichment offerings in art, music, and technology (K-8). • 4.1.1 Establish school-wide annual civic engagement focused themes with

corresponding K-8 service learning projects.

Other: Large Financial Investments:

• 12.4.5 Establish a summer Teaching Institute for CLC educators to share best practices with new and experienced educators locally and beyond.

Unknown Partnership Development Costs

• 3.3.2 Recruit student teachers or graduate students with an arts, design/engineering, or tech background to lead enrichment courses.

• 4.1.3 Develop partnerships with Bay Area nonprofits (e.g. Kiva U) in relation to grade level or school-wide projects.

• 4.2.1 Develop a partnership with a local school from a community outside of San Carlos.

• 4.2.2 Develop a sister school with a school overseas. • 4.2.3 Develop partnerships with senior citizen centers. • 12.4.2 Seek collaboration opportunities and partnerships outside of CLC (e.g. local

universities’ higher education and child psychology programs; local nonprofits). • 12.4.3 Utilize external partners to enhance enrichment offerings for CLC students (e.g.

student teachers manage an enrichment class.)

ANNUAL FUTURE FINANCIAL COSTS (YEARS 2 - 5)

Covered By Current Costs:

• 6.3.3 Utilize appropriate progress monitoring tools; ensure continuity for grade levels piloting diagnostics (e.g. Let’s Go Learn, 2nd – 8th, and DIBELS, K-2).

Professional Development:

• 3.2.2 Create or seek professional development around integration of technology and design/engineering.

Unknown Financial Costs:

• 12.2.3 Pilot program and evaluate effectiveness.



49

APPENDIX D: SWOT ANALYSIS

STRENGTHS

Experienced and passionate educators - The experience, skills and energy of staff ensures a high-quality educational program for learners and a positive experience for families. Strong school leadership - School leadership, in particular, the School Director, is well respected in the CLC and broader San Carlos community, and valued for her responsiveness and dedication. Learner-centered approach - The attention and care for all learners and development of the whole child results in an inclusive community where learners build meaningful relationships and thrive as individuals. Longstanding parent involvement and ownership - CLC has a rich history of parents playing an integral role in school operations, supporting educators, and providing unique experiences for learners. Reputation for innovative and progressive instructional practices - A pioneer in Project-based Learning, CLC has maintained the founding spirit of innovation by encouraging educators to innovate and support learners to explore what is possible. Emphasis on critical thinking skills - Educators share a common belief in the constructivist learning theory, and structure instruction to facilitate the development of problem-solving and critical thinking skills. Positive and respectful school environment - A genuinely appreciative, joyful, reflective, respectful, and supportive environment with high ethical and academic standards. OTHER: Educare, flexibility for educators, Spanish education

“The staff believe in the power of allowing young people to build (or construct) their own understanding, to inquire, to question, to take risks, to fail, and to ultimately grow.”

“We meet kids where they are – as an academic learner and social being – and give them

personal attention. We know our kids very well.”

“I feel valued as a professional; I’m empowered to plan my own curriculum and have strong relationships with my colleagues.”



50

AREAS OF IMPROVEMENT (WEAKNESSES)

Lack of clarity and understanding of child’s performance and progress - Parents desire increased feedback, examples of student work, and an annual road map to understand end-of-year grade-level expectations. Unarticulated school identity and instructional approach - There is inconsistent understanding among internal and external stakeholders around CLC’s core identity – the school’s priorities, values, and approach. Insufficient administrative capacity – Administrators are over-stretched and capacity constraints limits the ability to adequately fulfill critical administrative responsibilities. Educators struggle to provide effective differentiated support to multi-age groupings (3rd/4th; 5th/6th) - Multi-age groups at the 3rd/4th and 5th/6th grade levels present challenges around development and academic standards and content, causing educators to teach alternating groups in a combined setting. Inefficient volunteer coordination processes and support - Parents do not feel like they have adequate training, are informed of all volunteer possibilities, or have enough advance notice to prioritize and select appropriate volunteer opportunities. Outdated and underutilized enrichment offerings - The current staffing strategy for FAB is a patchwork approach, and there is a desire to offer new and exciting opportunities for learners. Gaps in professional development and onboarding - Educators do not have consistent understanding of how and when they will be evaluated, and desire more presence from supervisors in the classrooms, as well as on-the-spot coaching and feedback. Lack of diversity and cultural awareness - The lack of racial, cultural and socioeconomic diversity of CLC’s learner population limits learners’ academic experience and personal development. OTHER: Range of educator effectiveness in classroom management; students alienated by friend groups; sporadic quantity and frequency of homework; inconsistent Special Education services; insular governance board.

“We know who we’ve been, but who we are is not necessarily a shared vision.”

“As a split family with both parents working, I feel often left out of the considerations.”

“I don’t necessarily feel the K-8-ness. There’s a lot of talk about it, but I don’t think there’s a lot actually done to make people feel that.”



51

OPPORTUNITIES

Streamline communication to parents - Build consistency among internal communication methods; tighten the feedback loop; create a master schedule to better time communication; establish a centralized communication platform for both general parent communication (e.g. volunteer opportunities) and student performance. Formalize processes - Create formal processes so there are clear and consistent standards around external expectations (e.g. parent volunteering training and orientation) and internal protocol (e.g. staff performance reviews and professional development). Re-emerge as thought leaders and collaborators - Deploy leadership and experienced educators to present at conferences; facilitate workshops and professional development opportunities; expand district partnership and collaboration. Expand use of technology for innovative learning opportunities - Develop technology strategy for instructional use; identify more opportunities for greater and smarter use of technology as a learning tool and integrate into daily instruction; explore a digital citizenship curriculum and Silicon Valley partnerships; utilize technology for increased student ownership of individual academic performance. Leverage new school site for unique learning opportunities - Explore possibilities within and around the new site to expand creative learning opportunities. Enhance service learning - Connect field trips and milestones to curriculum; embed opportunities for K-8 leadership development. Revamp approach to community-building: Assess if traditional events still meet the needs of the changing family demographics in San Carlos and explore diversifying events to better engage parents and families. OTHER: Develop marketing strategy to enhance CLC brand; re-evaluate master schedule to ensure optimization; enhance new family onboarding.

“Let’s increase learner choice and encourage learners to have more ownership of their educational experience.”

“We were recognized as a charter leader – how do we bring back the awe and wonder?”

“Having our own campus and space will give us our own identity.”



52

THREATS

Changing demographics of San Carlos families - The increase in dual-income households in San Carlos has impacted the ways in which parents can contribute to the school and may require a shift in CLC’s current parent-engagement model. Lack of succession plan for leadership - CLC heavily relies on the current School Director, and there is no succession plan to identify and grow internal talent or build relationships with external prospects.

Dependence on founding and long-term educators for institutionalized knowledge - Without a process for institutionalizing best practices, CLC is at risk of losing key knowledge when these educators leave.

Local adoption of CLC’s philosophies and approach - Nearby schools (and the education community at large) are more closely aligning with CLC’s philosophies and approach; CLC needs to re-articulate what it is that is unique about the organization and the student experience to sustain demand.

Sustainability of current model dependent on parent volunteerism - The roles and responsibilities traditionally assumed by parent volunteers (FAB instructors, volunteer coordinator, tech coordinator) are increasingly difficulty to fulfill, suggesting a lack of sustainability in the current model.

Limited school-wide initiatives - School-wide initiatives are a way to foster K-8 collaboration, strengthen the entire community, and ensure quality control in implementation of initiatives.

OTHER: Students’ lack of exposure and opportunity to connect with students outside CLC.

“Our School Leader is a one-woman show.”

“There’s some romanticism around who we used to be – I don’t feel a huge difference in what’s happening with volunteerism at our school compared to other schools.”

“We are experiencing increasing class sizes and struggling to maintain the core elements of

our organization as we manage growth.”

“There’s an assumption that I’m staying on track with my grade level teams.”



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APPENDIX E: CRITICAL HURDLES Heightened focus on student performance – Growing parent anxiety around academics and student performance affects their expectations of educators and educator-parent communication. Changing demographics in San Carlos – A significant increase in the cost of living in San Carlos impacts the families and students we serve, including potential changes in parent engagement and expectations. Range of student needs – Varying developmental needs of our students alters the way we think about and define consistency across the K-8 experience. Limited staff time – Time itself is a constraint for educators who, in addition to teaching and managing students, desire more in-depth professional development to observe, meet, reflect, think, and create. Limited revenue – Finite funding from state and federal levels, as well as a limited capacity for community-based fundraising, bounds our revenue base.

Staffing shortages and limited capacity – The most pressing consequences include: insufficient support for rigorous professional development; data reporting and HR; and a lack of ownership and oversight of volunteer management which impacts quality of enrichment offerings. School culture misalignment – The CLC community has varying perceptions and understanding of CLC‘s identity and approach. Institutionalized knowledge and informal internal communication – Staff lacks a shared understanding regarding core instructional philosophies and best practices. Space constraints – Our location and lack of ownership of certain spaces limits our decision-making and instructional approach. Unforeseeable political climate – Attitude towards charter schools at the local, state, and federal level may fluctuate at any point, potentially impacting the viability of CLC.



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APPENDIX F: KEY FINDINGS

EXPERIENTIAL LEARNING

Maker Spaces

• What’s happening: Use of a combination of artistry, circuitry, and old-fashioned craftsmanship to encourage students to learn by making and inventing. Student-driven project-based learning and tinkering with STEAM tools are a big part of the practice.

• Where it’s happening: Schools across America including Lighthouse Community Charter School in Oakland for grades K-12 (Creativity Lab).

Gamified Classroom

• What’s happening: Application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to the classroom.

• Where it’s happening: Classrooms across America from grades K-12. Example, Ms. Meaghan Walsh’s 6-7th grade social studies class at Stargate School in Thornton, Colorado with the use of Classcraft.

Game-based Learning

• What’s happening: Use of games to teach concepts, including simulations, single- or multi-player, one-time, persistent, real-life, electronic, and thematic (e.g., storylines) games. These games can incorporate feedback or not, and involve preparation or not.

• Where it’s happening: Classrooms across America from grades K-12. Example, John Hunter, a 4th grade teacher in Charlottesville, Virginia, uses the World Peace Game in social studies. Second example, Mr. Ananth Pai, a 3rd grade teacher at Parkview/Centerpoint Elementary School in White Bear Lake, Minnesota, uses various computer games to teach academic concepts throughout the school day.

Service Learning

• What’s happening: Students engage in projects that boost civic engagement in students and help them take initiative to strengthen their community.

• Where it’s happening: Classrooms across America from grades K-12. Example, The Future Project brings Dream Directors to schools to guide students and school communities through The Dreamer’s Journey—the process of discovering a dream that lights you on fire and building a Future Project that brings it to life. Dream Directors provide coaching, offer courses, and apply culture-change techniques to create impact on two levels: building will and skill in students and improving the culture of the school.



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Blended Learning

• What’s happening: Mix of face-to-face instruction with personalized technology-mediated activities so that students have some control over time, pace, place, and/or path of learning. The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. (source)

• Where it’s happening: K-12 schools across America. Example, Acton Academy, a public charter school for grades 1-9 in Austin, Texas. Acton utilizes a flex model where the face-to-face teacher never lectures. Students choose from a menu of online and other options for learning. Many students use online programs for certain subjects, with a face-to-face teacher providing as-needed help.

Flipped Classroom

• What’s happening: Students watch recorded lectures for homework and complete their assignments, labs, and tests in class.

• Where it’s happening: K-12 classrooms across America including Aaron Sam’s Chemistry class at Woodland Park High School in Woodland Park, Colorado.

Student tool: Playlist

• What’s happening: A Playlist is a customized to do list for students to manage their work. Teachers curate a unique Playlist for each student. Within the Playlist, students can view their assignments, communicate with their teacher, and submit their work. Teachers can then provide feedback and assess student work. The majority of student work is completed off screen; students mainly use the Playlist to manage and document their work. This is a key component of AltSchool’s model for personalized learning experiences within micro-school communities.

• Where it’s happening: AltSchool (SF, Palo Alto, NYC) for grades pre-K-8.

Learning Expeditions

1. What’s happening: Learning expeditions are learning opportunities outside of the school. Learning expeditions are short, focused trips lasting anywhere from 30 minutes to two hours. They differ from field trips in that they focus very specifically on connecting the trip to the curriculum content that students are learning.

2. Where it’s happening: K-8 schools across America including Sierra Expeditionary Learning School (SELS), a K – 8 public charter school in Truckee, California.



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Virtual Expeditions

• What’s happening: Google built Expeditions, a virtual reality platform built for the classroom. They worked with teachers and content partners from around the world to create more than 100 engaging journeys - making it easy to immerse students in entirely new experiences.

• Where it’s happening: Schools around the world in partnership with Google.

Design / Build classes

• What’s happening: Public school curriculum that sparks community development through real-world, built projects.

• Where it’s happening: Realm Charter School, a 6-12 public charter school in Berkeley, California in partnership with Project H, a nonprofit based in Oakland, California that leads in-school design/build classes for 6th-12th grade students.

INNOVATIVE USE OF SPACE (EDUCATION)

Intrinsic • 7th – 12th in Chicago • Grade level pods (60 students) with three teachers per pod • Flexible grouping, small-group instruction, project-based, one-on-one peer tutoring • Large classroom space and individualized daily schedules Roots Elementary • Kindergarten – 5th in Denver • The Grove - multi-age grouping of 100 students who share physical space and a set of 7-8

teachers o 2 coaches focused on development and performance

§ 2-3 Content Team Leads § 2 Teaching Fellows

o Self-directed work space in the middle with pull-out classrooms around the perimeter

Thrive • Kindergarten – 8th in San Diego • Blended/targeted in the AM, Project-Based in PM, social-emotional throughout • Established the Feelings Club Detroit Achievement Academy • Kindergarten – 8th in Detroit • Expeditionary learning via cross-curricular expeditions



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TEACHER COLLABORATION and PLANNING ACROSS GRADE LEVELS Teacher Collaboration at Wildwood IB World Magnet School Overview: • Teachers share work products on a common drive • Teacher preparation time is aligned by grade level, creating grade-level teams • Protocols and agendas are set up to help conflicting personalities learn to appreciate each

other and work well together • Imperative to have a collaborative culture in school based on openness, complete

transparency, and building trust. This kind of culture is the beginning of creating successful collaboration amongst teachers

How it works: o Virtual Collaboration

o Set expectation that all work products will be saved in a common drive like Google Drive and DropBox for all educators to access. This enables teachers to replicate ideas and gain new ones from one another. Items to share:

§ Unit plans § lesson plans § curriculum maps

• Schedule Time for Collaboration

o Critical for school leaders to remove schedule conflicts to ensure common prep times between teachers

§ align prep times for grade-level teams can meet and work together • Other

o Provide a substitute teacher for half days once per quarter to ensure collaborative work

o Provide extra time for peer-to-peer observation o Offer to create an agenda for teacher preparation once per week o Encourage teachers to attend conferences, school site visits, and professional

development together o Invite teams to share out at school-wide staff meetings o Encourages all staff to leave their doors open, fostering a transparent, collaborative

environment

• Create Collaboration Teams o Pair teachers by grade level, content, and strengths

§ In addition to teaching strengths, consider teacher’s personalities and how pairs can compliment each other



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o “Once teachers begin experiencing success as a team, they start feeling connected to each other, expanding collaboration outside of their meetings and transforming the school culture.”

• Use Protocols and Agendas to Resolve Teacher Conflict o Protocols set the expectations of collaboration meeting

§ Helps to set the expectation that the work is about the work, ultimately providing quality instruction for kids, not adult dynamics

o Agendas keep teams focused

• Co-Plan Lessons o Collaborative teams start a planning session by supplementing the materials,

strategize how they’ll teach and discuss students’ reactions to the lesson and anticipate questions and remediation

Collaboration: Closing the Effective Teaching Gap Overview: “research suggests that teaching experience and pedagogical preparation matters for student achievement when teachers have opportunities to learn from their peers in their schools over time” • 2009 Teachers Network national teacher leader survey (1,210 participants, 29 network

participants in follow-up interviews) keys to sustainability and effectiveness in teaching: o Opportunities for peer learning among teachers to build collective expertise o Mentoring increases new teachers’ pedagogical practices, effectiveness, and

retention § Teacher leaders responded that “other teachers” are the primary supports

and sources of information, surpassing department chairs, principals, and or other leaders in the school

o Access to collective expertise § Participating in a network of teachers to share ideas, products, develop new

practices, etc. in school settings and outside How it works:

• Align collaboration structures for both horizontal and vertical collaboration o Both horizontal and vertical collaboration are equally important for allowing

teachers to “hand off” knowledge about students’ needs to the next teacher o Horizontal collaboration: teachers in the same grade level or subject

(common) o Vertical collaboration: teachers across grade levels

§ Useful for aligning instructional strategies across grade levels for key tested subjects to achieve targeted growth



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• Structure collaboration meetings formally o Formal meetings drive structured dialogues to analyze student work or

problem solve are the most impactful § Create specific agenda items to ensure focus

• Create an atmosphere of mutual trust

o Collaboration and sharing knowledge and ideas implies risk, thus it is important for teachers to:

§ Have trusting environments that encourage inquiry and reflection and allow for team members to take risks, challenge and critique each other, and collectively solve challenging problems

§ Feel valued by the School Leader and receive professional respect o School Leaders should also actively seek to reduce divisions among staff that

may prevent open and productive exchanges among teachers

Advance in Practice: Supporting teacher growth and collaboration using Lesson Study at PS 108 Overview: • Lesson Study provides the opportunity for a group of teachers to deeply examine their

practice by jointly planning a single lesson around a selected instructional strategy. As part of the process:

o A team member teaches the lesson while colleagues observe. o The team then reflects on and refines the lesson together, before repeating the

cycle using the refined lesson plan with a new set of students. o After discussing how effectively the lesson supported each teacher’s students, the

team examines how they can incorporate the strategy into daily practices to maximize student learning.

How it works: • Build a professional development plan that draws on Advance observation and assessment

data • Build Lesson Study protocol into existing educator teams

o Organize teachers into both grade-based and content-based teams • Organize a PD plan around what is being seen in observation and assessment data. The

teachers can self-identify areas they want to explore, but the groupings are based on the examination of teacher and school-wide data

• Examine student data and research to identify instructional strategies for lasting impact on student learning

o Examine trends in student data to identify what skills or concepts to target in a Lesson Study; research new instructional strategies that may promote student growth



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• Establish a protocol for planning, observation, and reflection during the lesson study o e.g. meet to plan and then each team member observes two classes teaching the

lesson that was planned together. The teacher who taught the lesson speaks first about what went well, followed by the rest who observed; go around a second time to talk about what can be improved. Discuss identified changes, revise the lesson, and repeat the process.

• Identify and arrange for the necessary resources and support o Generally takes two to three weeks to complete a full cycle most time spent on

planning the lesson, and then each teacher teaches it one after the other because the lesson is tied to the calendar and curriculum map

o Use existing professional development and common planning time to meet o Principal can also temporarily provided participating teachers with additional

preparation periods and coverage of classes to provide them the opportunity to meet during the lesson study.

• Create the expectation of shared responsibility and collaboration o Participating teachers are accountable to one another for the success of the lesson

study. Everyone has to contribute, have opinions and input into the lesson. o Collaborating during the lesson study also reinforces existing relationships and

builds a collaborative culture beyond the team

ADDITIONAL RESEARCH • http://www.edutopia.org/blog/teacher-collaboration-strategies-ben-johnson • http://schools.nyc.gov/NR/rdonlyres/6FC2ECC6-1FCB-4E93-B78C-

A1CF1D0A26F3/0/CitywideInstructionalExpectations.pdf

ADDITIONAL RESOURCES • The New Teacher Project: http://tntp.org/teacher-talent-toolbox/explore/peer-culture-and-

collaboration o TNTP’s mission is to end the injustice of educational inequality by advancing

policies and practices that ensure effective teaching in every classroom. o TNTP offers a range of support to partners, from strategic advice to multi-year

execution: case studies, publications, press, etc. • Center for Teaching Quality: http://www.teachingquality.org/collaboratory

o The CTQ Collaboratory is an incubator for teachers' bold ideas and innovative solutions. We also welcome all who value teachers as leaders in the classroom and beyond.



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APPENDIX G: STEERING COMMITTEE ROSTER

2016 STRATEGIC PLANNING STEERING COMMITTEE ROSTER

NAME POSITION ORGANIZATION

Karrie Amsler Director of Learner Services/Assistant Director

CLC

Courtney Borkovec 3rd/4th Educator CLC

Francis Dickenson 5th/6th Educator CLC

Stacy Giles Emory School Director CLC

Erin Hohler 2nd grade Educator CLC

Matt Kowitt Governance Council Chair Stanford Research Systems (SRS)

Alice Miller Governance Council, Community Representative

California Charter Schools Association

Fiona Wainwright Educare Director CLC

Jessika Welcome Director of Business Services CLC

Julie Weinstein Governance Council, Family Representative

Gap Inc.

We are all learners. We are all educators. STRATEGIC PLAN ...€¦ · We are all learners. We are all educators. STRATEGIC PLAN 2017-2022 4 STRATEGIC PLAN OUTLINE CORE GOALS AND STRATEGIES

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We are all learners. We are all educators. STRATEGIC PLAN ...€¦ · We are all learners. We are all educators. STRATEGIC PLAN 2017-2022 4 STRATEGIC PLAN OUTLINE CORE GOALS AND STRATEGIES