LCFF Priority 4

Student Achievement







Priority Description

LCFF resources for this priority address test performance, getting college- and career-ready, students who are English learners and reclassified, advanced placement exams, and preparing for college by the Early Assessment Program.


Issues of Equity

Every student should graduate with the ability and opportunity to attend and be successful in a fouryear college, but data show us that large, persistent, and complex achievement gaps continue to ripple throughout our K-12 system.


ADDRESSING STUDENT PERFORMANCE

School leaders and LEA administrators understand that aligning multidimensional systems of support to student performance needs to begin with a deep understanding of, and relentless focus on, the needs of historically marginalized populations.

  • Conduct an equity audit of support systems
  • Co-construct vision and goals related to acceleration of historically marginalized students, address disproportionality of trends and patterns in course and program offerings, offer both academic and social and emotional learning supports
  • Allocate resources to support community-informed goals for instructional achievement of specific populations
  • Eliminate tracking; offer only "a-g"-aligned coursework and open access to AP and IB with strategic supports such as integrated English language development, as needed
  • Ensure your school structures and systems are aligned with the MTSS framework
  • Conduct daily classroom observations, evaluating the quality of instructional practices, offering support, and providing teachers with quality feedback
  • Actively use data systems to accurately assess student progress and develop appropriate interventions and accelerations
  • Establish mentoring programs by partnering with organizations that have been successful in supporting African American, American Indian, and Latinx students
  • Invest in support systems that offer interventions and accelerate student learning (e.g., language acquisition and reclassification, AP courses, and college prep)
  • Design a cohesive graduation plan for each student, including ongoing monitoring with the student and family
  • Construct college prep programs for historically marginalized populations and first-generation college students
  • Partner with local universities on the assignment of student teachers
  • Develop a strong school-to-career program on each campus, including partnerships with business and organizations, to help students develop career goals based on their interests and strengths
  • Partner with local universities and community colleges to develop pathways for intentional collaboration across systems

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Conduct an equity audit of support systems. While this suggestion might seem like common practice, we might ask:

  • What is our shared understanding and definition of support? Do students and teachers feel supported? If so, how?
  • Does support have multiple entry points for multiple populations?
  • Does support include acceleration and enrichment?
  • Is support offered or is it required?
  • How do multiple support systems communicate? Do we have intentional planning and communication time?
  • What is our language of support? Are we wielding only positive words that empower young people?
  • What is our logic model for your support systems? How do we measure both short- and long-term goals?
  • How are we communicating short- and long-term assessment results with stakeholders?



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