Section I. Educator Pipelines and Development

A. Needs AssessmentAn evaluation of leadership and development systems and structures at Brookfield identified gaps between the way things are, and the way we want them to be. The following needs for improvement were prioritized as being highest leverage for impacting student learning.

Teacher Collaboration Time. The current status of teacher collaboration time is one of grade level inconsistency. Some grade levels teams do engage in collaborative practices; however there may be a lack of regularity. The desired state is one of well-defined and consistently implemented collaboration systems and structures that build ongoing formal and informal professional learning. Successful collaboration will cultivate a dynamic professional community that regularly evaluates progress against goals for student learning. There is a need for an increased and sufficient amount time to be allocated to support effective instructional change. We are exploring a schedule that frees up Wednesday minimum days for 2.5 hours of PD and PLC time. There is a need for teachers to learn how to do run PLCs so they are focusing on the right work and asking the right questions. Staff has expressed the need for “planning time during school for lessons and collaboration and implementation of plan and review of student progress,” as well as “time to plan lesson with grade level teams in order to get in unison across the curriculum (i.e. familiarity of new curriculum and exchange ideas).”

Leadership Team. Currently, there is not an active Instructional Leadership Team. The desire is for a Leadership Team that meets regularly and helps to build the capacity of teachers to promote and build a culture of accountability, collaboratively use data driven cycles of inquiry to improve curriculum and pedagogy, and monitor student performance and progress. The Leadership Team needs to be re-chartered with a clear charge, composition, expectations, responsibilities and buy-in for continuous improvement toward the shared vision. Some needs described by teachers1 that an ILT could provide leadership in addressing include: 1) development of grade level and school-wide norms for key instructional strategies in academic discourse, engagement and writing; 2) creation of school-wide norms for documentation and agenda-building in PLCs; 3) establishment of consistent and coherent expectations regarding posting and monitoring of grade and class level goals.

Teacher Recognition. At present, teacher recognition is performed by the Principal through directly expressed verbal appreciation, acknowledgements in newsletters, emails, and meetings, etc. The desired state is one where there is a professional culture of collaboration and collegiality so all staff members recognize, appreciate and learn from their colleagues’ strengths and contributions. Engagement with teachers revealed

1 Brookfield Priority Strategies and Actions mapped to Classroom Practices

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the desire to create an environment where effort is acknowledged, affirmations are made, contributions are validated, and suggestions and ideas are recognized. Systematic teacher recognition is needed as a foundation for a culture of collective responsibility where good work is recognized and contributes to positive peer pressure for school improvement. In turn, a culture of collective responsibility allows staff to reframe challenges and dilemmas as opportunities for impactful reflection and action.

Teacher Coaching and Support. Coaching and support for teachers is currently provided by the principal and the Common Core Teacher Leader. Coaching needs are greater than current resources provide. There is a need to reconfigure coaching and support systems and structures. Engagement with teachers surfaced expressed needs for coaching and support with Balanced Literacy, and Readers and Writers Workshops, CCSS and NGSS. Teachers articulated a need for ongoing weekly support through observation, feedback and coaching from a coach or the principal.

B. Root Cause AnalysisMethodology. To identify the underlying causes of gaps between where we are and where we want to be, we began with records from engagement processes and school improvement initiatives begun in January 2014. We reviewed and analyzed the data, information, knowledge and wisdom, using research techniques commonly used for data that is in the form of words (as opposed to numbers). We sorted and categorized the information based on its relevance to the five Quality School Development Pillars. Numerical data (such as test scores and attendance data) were also analyzed against standards for performance and growth. Because the root cause analysis was conducted retrospectively for this proposal up to 2 years after input, observations and evidence were collected, we needed a method to work with an incomplete set of information and data. In piecing together the root cause analysis, we used the analyzed data by eliminating unlikely causes and drawing conclusion about the most likely explanation of root causes. This is called “abductive reasoning,” a process of using existing knowledge to draw conclusions, make predictions, or construct explanations that is often creative and intuitive. Root cause verification will occur during the program planning year, and must determine whether unlikely but actual root causes have erroneously been dismissed.

Gaps between the leadership and development systems and structures we have and the systems and structures we desire are caused by:

Inadequate clarity, expectations and accountability for personal teacher leadership (teachers setting goals and developing plans to lead themselves on their professional mission) as well as positional teacher leadership (such as ILT)

School culture that lacks transparency and openness about teacher practices and learning outcomes

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Ambiguous definition of high expectations for student learning that impedes a coordinated drive toward excellence

C. Goals Teacher Collaboration Time Goal. Our goal is to design and implement systemic

structures for collaboration that are used effectively. Throughout the year, every teacher will have the opportunity to participate in a PLC and collaborate with peers in grade level teams and other groupings as appropriate. We will creatively explore new approaches to scheduling to maximize effectiveness and productivity of teacher collaboration time. For example, one possibility might be to convene twice per month for a longer period, in lieu of weekly for a shorter period. The indicator for measuring achievement of this goal will be teacher sign-in sheets during scheduled collaboration time and evidence of PLC structures being in place.

Leadership Team Goal. Our goal is to have a representative leadership team that meets at least twice a month. Leadership team roles and responsibilities will be documented. Teachers will be a large part of decision making. Teacher surveys will be used to measure progress toward achievement of this goal.

Teacher Recognition Goal. Our goal is to have methods in place for regularly recognizing and celebrating the successes of students and staff. There will be a monthly opportunity for teachers to be recognized for outstanding achievements or work, as evidenced by artifacts of recognition.

Teaching Coaching and Support Goal. Our goal is to design and implement systems for teacher coaching and feedback. Additionally, we will develop ways to provide peer supports that strengthen continuing teacher capacity and provide ongoing learning and development for new teachers. The principal and ILT will develop and support systems, structures, and resources for formal and informal coaching and support of teachers, peers, and teacher teams. The indicator for achievement of this goal will be a documented plan with evidence of ongoing review and improvements to the plan.

D. InspirationResearch shows that educators in schools that have embraced PLCs are more likely to

Take collective responsibility for student learning, help students achieve at higher levels, and express higher levels of professional satisfaction (Louis & Wahlstrom, 2011).

Share teaching practices, make results transparent, engage in critical conversations about improving instruction, and institutionalize continual improvement (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010).

Improve student achievement and their professional practice at the same time that they promote shared leadership (Louis et al., 2010).

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Experience the most powerful and beneficial professional development (Little, 2006).

During teacher engagement, some teachers called for renewing cycles of inquiry begun in 2008-09 with Partners in School Innovation, when the school was in Year 5 of Program Improvement. Implementation of the Partners in School Innovation COI model resulted in Brookfield exiting Program Improvement in 2011-12. Between 2008-09 and 2011-12, Brookfield’s API increased from 686 to 762. In 2013-14, Brookfield re-entered Program Improvement. Since many staff members are experienced and comfortable with this version of a continuous improvement cycle that includes the typical steps of setting goals, planning, acting, assessing, and reflecting and adjusting, our PLCs may return to this approach for teacher collaboration. Non-negotiable features that have emerged as priorities for our leadership and development systems and structures include:

PLCs are well established and institutionalized as part of the rhythm of the school. Teachers work in teams to share responsibility to help all students learn essential

content and skills Teams are provided adequate time to collaborate Teams hold themselves accountable for results There is clarity about the work teams need to do Teams have access to resources and support they need to accomplish objectives

Inspired by the grit and resilience of our students, we recognize that those who are constantly affirmed and encouraged for the hard work they do, are often the ones who continue to progress despite challenges. Ricardo Semler, TED Talk speaker on employee engagement tells us, “human nature demands recognition, and that without it, people lose their sense of purpose and become dissatisfied, restless, and unproductive." Michael Norton of the Harvard Business School notes, “Recognition is absolutely vital for us as human beings. And those organizations that… have an operational model and culture that embeds recognition…are the ones that are going to succeed in the 21st century.”2 Schools can build a meaningful culture by providing opportunities for teachers and other staff to be recognized through a school-wide initiative that reflects district, school and individual values.

2 Mia Mends, http://sodexoinsights.com/recognition-by-any-other-name/

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Section II. Strong School Culture

A. Needs AssessmentAn evaluation of school culture at Brookfield identified gaps between the current status and our desired state. The following areas, which include both strengths and gaps, were determined as high leverage priorities for school improvement.

Mission, Vision and Values. This is an area of strength. There was broad stakeholder engagement and buy-in with the development the following mission, vision, and values statements.

Mission: Brookfield Elementary School will be a safe, healthy, high quality, full ‐service community school focused on academic achievement in a STEAM integrated curriculum, while serving the whole child, eliminating inequity, and providing each child with excellent instruction, every day.

Vision: Brookfield students will find joy in a nurturing, rigorous, and intentionally multicultural/ multilingual student-centered academic experience, while developing the skills to ensure they are caring, fully-informed, critical thinkers who are prepared for college, career, and life, and competent to compete in a diverse global community.

Six foundational values provide strategic guidance in realizing our Mission and Vision.1. High Expectations: We provide high quality learning experiences, with rigor and

high expectations, for all students. 2. Academic Excellence: We promote inquiry, discovery, and academic discussion,

so our students become critical thinkers and problem-solvers. 3. Equity: We honor and respond to the uniqueness of the whole student and

support all students to reach their potential as leaders and life-long learners.4. Integrity & Responsibility: Students understand the difference between right

and wrong and take responsibility for their actions. 5. Accountability: Our community holds itself accountable for student success and

places students at the center of our work. 6. Family and Community Partnerships: We value and learn from the diversity of

our community and prioritize school-family partnerships for student achievement and continuous school improvement.

Learning Beyond the Classroom. This is an area of developing strength in that strategies and partnerships are emerging through the design process to promote learning beyond the classroom. The Design Team has developed a concept for learning beyond the classroom linked to a STEAM integrated curriculum. The concept involves emerging partnerships with local nonprofit organizations and businesses. One example of how the Design Team proposes to address needs in the area is by transforming the

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asphalted areas of the Brookfield playground into healthy, clean air green space with a sustainable urban forest and garden that can be used for outdoor education. A yet to be filled gap exists in relation to learning beyond the classroom opportunities for citizenship and leadership development. This need could be met through structures such as student government, peer conflict managers, student traffic guards, extracurricular music programs, etc.

College and Career Learning. This is also an area of emerging strength. College and Career Learning will be linked to the activities and structures described above in “Learning Beyond the Classroom” and through a burgeoning partnership with the Airport Area Business Association (AABA). Members of the AABA include entities such as the airport, airlines, auto dealers, hotels, construction companies, property management and rea estate organizations, etc. that can provide opportunities for career exploration in the real world.

Restorative Practices. There are currently no formal or defined restorative practices in place at Brookfield. The desired state is one where restorative practices positively influence behavior and strengthen the school community for the mutual benefit of all. There is a need for restorative practices that go beyond restorative justice which responds to wrongdoing. Restorative practices also include practices that proactively build relationships and a sense of community to prevent conflict and wrongdoing. A need exists to codify clearly articulated beliefs, systems and structures for restorative practices. Positive Behavioral Interventions and Supports (PBIS) is being considered as our approach to improve school climate and culture.

Student Attendance. Chronic absence is a problem; however systems and structures to address it are an emerging strength. Since 2011-12, Brookfield has seen a generally upward trend in its chronic absence rate, similar to the trend for all OUSD elementary schools. Throughout this period, however, Brookfield’s chronic absence rate has been consistently higher. As of Feb 8, 2016, Brookfield’s chronic absence rate is 21%. Among grades, the TK/K rate is highest at 30%, mirroring national trends. The chronic absence rate for students with disabilities is even higher at 35%. We need to have systems and structures in place to prevent and intervene with chronic absence and truancy. Our Community School Manager and Community Coordinator are currently designing and piloting a prevention and intervention plan.

Family Partnerships and Communication. This is also an area of emerging strength. Our Community School Manager and Community Coordinator are responding to expressed needs from parents for increased opportunities for family partnerships and improved communication. In addition to these immediate efforts, there is a need to develop a Family Engagement Plan. This is also work to be conducted during our program planning year. The Family Engagement Plan will address six areas: 1) parent/caregiver

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education, 2) communication with parents and families, 3) parent volunteering, 4) learning at home, 5) shared power and decision making, and 6) community collaboration and resources. The plan will leverage and build upon existing effective activities, such as Parent Cafes, Homework Help workshops for parents, and Parent Volunteer work sessions.

B. Root Cause AnalysisMethodology. To identify the underlying causes of gaps between where we are and where we want to be, we began with records from engagement processes and school improvement initiatives begun in January 2014. We reviewed and analyzed the data, information, knowledge and wisdom, using research techniques commonly used for data that is in the form of words (as opposed to numbers). We sorted and categorized the information based on its relevance to the five Quality School Development Pillars. Numerical data (such as test scores and attendance data) were also analyzed against standards for performance and growth. Because the root cause analysis was conducted retrospectively for this proposal up to 2 years after input, observations and evidence were collected, we needed a method to work with an incomplete set of information and data. In piecing together the root cause analysis, we used the analyzed data by eliminating unlikely causes and drawing conclusion about the most likely explanation of root causes. This is called “abductive reasoning,” a process of using existing knowledge to draw conclusions, make predictions, or construct explanations that is often creative and intuitive. Root cause verification will occur during the program planning year, and must determine whether unlikely but actual root causes have erroneously been dismissed.

Gaps between the school culture we have and the culture we desire are caused by: The lack of a vision, combined with the absence of coordinated and focused efforts to

birth opportunities for learning beyond the classroom have been obstacles. With a vision now in place, the needs are to engage stakeholders and partners to develop and realize a plan for learning beyond the classroom.

Lack of consistent schoolwide systems, structures and restorative practices to define behavioral expectations, address positive behavior, respond to behavioral infractions, and promote social emotional learning

Lack of sustained effort in promoting positive attendance and intervening early with chronic absence

C. Goals Learning Beyond the Classroom. Our goal is to have multiple systems for all students to

engage in rigorous learning beyond the classroom. We will leverage community partnerships to develop STEAM related on-site outdoor learning as well as college and

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career learning opportunities. The indicator for achievement of this goal will be artifacts and evidence of programmatic implementation.

Restorative Practices Goal. Our goal is to use restorative practices to resolve all disciplinary issues and to create a culture that reduces disciplinary issues. The principal and ILT will lead a process to engage stakeholders and collaboratively develop and support systems, structures, and resources for restorative practices. The indicator for achievement of this goal will be written restorative practices guidelines.

Student Attendance Goal. Our goal is to reduce chronic absence to below 10% over the next five years. This five year goal is based on an average 15% reduction per year, which is one and a half times more aggressive than the district target of 10% reduction per year. A chronic absence rate below 10% would bring Brookfield into the “green zone” for Chronic Absenteeism in the OUSD Weekly Engagement Report. We will achieve this goal by making personal phone calls when a student is absent; addressing attendance needs in SST and COST, referring families to appropriate support resources as needed, and celebrating good attendance.

D. InspirationInspiration for Learning Beyond the Classroom comes from local school based gardens, including Stonehurst campus, Merritt College, and Sobrante Park, and Oakland ReLeaf’s urban forestry program.

Inspiration for preventing and intervening with chronic absence comes from the research based strategies and approaches recommended by Attendance Works, a nationally recognized organization that promotes policy and best practices to advance learning through improved attendance.

Inspiration for development of our Family Engagement Plan comes from OUSD’s Family Engagement Standards

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Section III. Increased Time on Task

A. Needs AssessmentAn evaluation of systems and structures for extended learning time at Brookfield revealed gaps between the way things are, and the way we want them to be. The following needs for improvement were prioritized as being highest leverage for impacting student learning.

Extended Day Programs and Activities. Brookfield’s after school program is operated by Higher Ground, a local east Oakland community based nonprofit organization that has partnered with Brookfield for many years. Each year, every after school program across Oakland Unified is reviewed by an external evaluator and is provided a Program Quality Assessment Performance Report. Overall, Brookfield’s after school program receives consistently high marks. On a scale of 1 to 5, in the areas of safe environment, supportive environment, interaction, engagement, and academic climate, our Higher Ground program received an average score of 4.3 in 2013-14 and 4.6 in 2014-15. In both years, the lowest score awarded was in the area of academic climate: 3.1 in 2013-14 and 4.1 in 2014-15. According to the evaluation reports, areas of growth needed to strengthen the program’s academic climate include: encouraging students to perform analytic and evaluative tasks, supporting individual learners by presenting content in multiple modalities or breaking concepts down, and linking academic content to students’ prior knowledge acquired through school day learning and personal experience. The extended day program we desire is one embedded in a strategic framework linked to specific targeted outcomes where there is continuity and intentional linkage between school day and after school programs. There is a need for stronger alignment between the after school program and the school day curriculum, standards, and instruction to support student learning and offer additional supports to struggling students. After school programs could complement and reinforce learning that takes place in the classroom in ways that are more fun, engaging, and meaningful. Engagement with teachers and parents lifted up the need for school-run extended day programs such as morning intervention for struggling students and after school tutorial support.

Extended Year Programs and Activities. During summer vacation, many students lose knowledge and skills. Research has shown that summer learning loss disproportionately affects low-income students, particularly in reading. Moreover, “summer learning loss is cumulative; over time, the difference between the summer learning rates of low-income and higher-income students contributes substantially to the achievement gap.”3 At Brookfield, between the end of the 2014-15 school year and the beginning of the 2015-16 school year, over one-third of students entering grades 3, 4, and 5 experienced

3 McCombs, et al. Making Summer Count: How Summer Programs Can Boost Children’s Learning. 2011. Rand Corporation.

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summer learning loss in reading, as indicated in the chart below. With an average loss of over 100 Lexiles, students who were reading at grade level in Spring 2015 mostly likely began the year reading below grade level in Fall 2015.

Summer Learning LossBrookfield: Spring 2015 to Fall 2015

2015-16 Grade

% students with summer learning

loss1 in SRI

Average decrease in Lexiles

3 37% 1404 42% 1345 37% 111

1students whose Fall 2015 SRI scores were lower than theirSpring 2015 SRI scores

There is a need for high quality sustained summer programs that: 1) emphasize application and enjoyment as much as learning; 2) incorporate more hands-on activities and events into the curriculum; 3) align their objectives with the regular school curriculum; and 4) keep class sizes small. Quality is important as research reveals that “improving the quality of instructional time is at least as important as increasing the quantity of time in school.”4 During summer 2016, Springboard Collaborative will operate a 6 week summer session focused on accelerating reading development for students currently reading below grade level. This is the first year that Springboard will be offering its summer program at Brookfield. On an inconsistent basis, there have been summer expanded learning opportunities offered to Brookfield students in the past. Meeting the need for consistent and sustained high quality extended year programs is a priority for its potential impact on our target student population.

Scheduling of core content. The Brookfield staff has become increasingly aware of time as a precious resource and the need to disburse time sparingly and invest it carefully based on focused learning goals and individual student needs. To increase time on task, our desire is to design the most effective way for structuring the use of time and scheduling core content within the day and across the year. There is a need to identify the integrated series of priority practices that will work at Brookfield to optimize use of time. Such practices would address analyzing data to measure student learning, targeting instruction to individual student needs, managing classrooms tightly to “make every minute count,” and holding students to high expectations for learning and behavior. With systems in place to maximize use of time, decisions regarding scheduling of core content can be made that address duration of

4 Silva, E. 2007. “On the Clock: Rethinking the Way Schools Use Time.” Education Sector. http://www.educationsector.org/sites/default/files/publications/OntheClock.pdf

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instructional blocks, the balance among subjects and between academics and enrichment, the amount of time for teacher collaboration, etc. Engagement with teachers identified the need for consistent school wide scheduling of Readers Workshop and Writers Workshop to systematize the time committed to literacy instruction. Also identified by teachers is the need for a modified daily schedule that accommodates daily intervention built into the schedule.

B. Root Cause AnalysisMethodology. To identify the underlying causes of gaps between where we are and where we want to be, we began with records from engagement processes and school improvement initiatives begun in January 2014. We reviewed and analyzed the data, information, knowledge and wisdom, using research techniques commonly used for data that is in the form of words (as opposed to numbers). We sorted and categorized the information based on its relevance to the five Quality School Development Pillars. Numerical data (such as test scores and attendance data) were also analyzed against standards for performance and growth. Because the root cause analysis was conducted retrospectively for this proposal up to 2 years after input, observations and evidence were collected, we needed a method to work with an incomplete set of information and data. In piecing together the root cause analysis, we used the analyzed data by eliminating unlikely causes and drawing conclusion about the most likely explanation of root causes. This is called “abductive reasoning,” a process of using existing knowledge to draw conclusions, make predictions, or construct explanations that is often creative and intuitive. Root cause verification will occur during the program planning year, and must determine whether unlikely but actual root causes have erroneously been dismissed.

Gaps between our current systems and structures to increase time on task and the systems and structures we need, are caused by:

Underdeveloped shared understanding of what it means to use time well. In-progress, yet still underdeveloped planning, organizing, and structuring of time that

creates conditions for improved student performance. Schedules that do not fully coordinate and synchronize complex demands on time such

as 1) time to coach and develop teachers; 2) time to teach and reinforce high expectations; and 3) time to assess student understanding and analyze and respond to data.

Insufficient network of partners for implementing or resourcing extended day or extended year programs.

C. Goals Extended Day Programs and Activities. Our goal is to have well established extended

school time that 1) engages students in learning activities aligned to the goals of the

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academic day; and 2) increases learning opportunities for all students. Indicators for measuring achievement of this goal could be 1) artifacts that document planning and communication regarding establishment of new extended day programs and refinements to existing after school program; and 2) enrollment and sign-in sheets for newly established programs as well as the existing after school program.

Extended Year Programs and Activities. Our goal is to schedule regular, dedicated teacher time for planning, collaboration, and professional learning through extended time opportunities. Achievement of this goal could be measured by reviewing the school’s master calendar and schedule.

Scheduling of Core Content. Our goals are to: 1) adopt shared agreements for optimizing use of time that maximizes student performance and progress; and 2) develop schoolwide practices for scheduling core content that coordinates and synchronizes competing priority demands on time. Achievement of this goal could be measured by artifacts that document discourse among teachers, administrator, and the ILT related to time on task and the completion of core content instructional schedules.

D. InspirationPublications from the National Center on Time and Learning describing research and best practices for expanded learning time were a source of inspiration for this pillar. Specifically, case studies about Expanded Learning Time schools in the report entitled, “Time Well Spent,”5 were particularly helpful. We are considering some of the models and examples in this report that are exemplars for optimizing time for student learning by: 1) making every minute count; 2) prioritizing time according to focused learning goals; and 3) individualizing learning time and instruction based on student needs. Additional inspiration was provided by research on summer learning loss and how to mitigate its negative effects. “Making Summer Count,” a 2011 report prepared by the RAND Corporation,6 finds evidence that summer programs can help, identifies obstacles to providing them, analyzes costs, and offers recommendations.

Program Quality Assessments for the past 4 years conducted by the research firm Public Profit were informative for describing the optimal academic climate for an after school program.

5 Kaplan, Claire; Chan, Roy. 2011. Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools. Center for Time and Learning.6 Jennifer Sloan McCombs, Catherine H. Augustine, Heather L. Schwartz et al. 2011. Making Summer Count: How Summer Programs Can Boost Children’s Learning. RAND Corporation.

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Section IV. Rigorous Academics

A. Needs AssessmentAn evaluation of academic rigor at Brookfield identified gaps between the way things are, and the way we want them to be. We aspire to create conditions for accelerated growth and high levels of achievement characterized by: 1) a steadfast conviction among adults and students alike that students can and will achieve at high levels, coupled with an academic push from teachers to have all students progress far and attain high levels of mastery; 2) the provision of instructional supports to ensure achievement, such as scaffolding, leveraging prior knowledge, modeling thinking processes and strategies, intervening to bridge gaps in knowledge and skills; 3) a focus on the new standards with an emphasis on higher-order thinking skills, the ability to use knowledge to analyze information, weigh evidence and solve complex problems. In an Extended Site Visit during 2014-15, the visiting Network 3 team found that although students were busy working in all classes, the rigor of given tasks was low. There was little evidence of authentic reading and writing tasks for students. In whole group instruction, students were called on one by one and generally gave one word answers. Similarly, Instructional Rounds data revealed some evidence that structures are in place to promote academic discourse; however academic discussions are inconsistently implemented across the school and most conversations are teacher centered. Since then, some teachers have ratchetted-up efforts to ensure that students read, talk, think, and write daily; however, school wide gaps still remain.

With respect to curricular rigor, a dominant recurring theme that emerged from engagements with parents, staff, and community is the interest in expanding the school’s science focus into a fully developed Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum. The STEAM curriculum would build upon and be integrated with the school’s emerging Balanced Literacy focus. Stakeholders are calling for active hands-on learning, perhaps through project based learning (PBL), which allows students to demonstrate what they know and can do beyond recalling facts. PBL is a particularly effective instructional approach for teaching to the New Generation Science Standards (NGSS) by engaging students in the deeper thinking of modeling, real world problem solving, and communicating their understanding.

Instructional Materials. Introduction of a STEAM integrated curriculum will require new kinds of instructional materials. We will need increased and better access to technology to support teaching and learning.

Assessment, Progress Monitoring and Use of Data. There is a need to enhance skill and regularize practice among teachers regarding progress monitoring and use of data. Teachers need to become self-sufficient in understanding how to analyze and use data and manage technology to access it. In engagements, teachers expressed a desire for a

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system and structure to analyze data, set individual student goals, and monitor results in weekly PLCs through formative data cycles.

Teacher Collaborative Planning. There is a need to establish systems and structures for teacher collaborative planning. We need clearly articulated processes, responsibilities, deliverables, expected outcomes, and accountability. Cycles of inquiry need to be formalized and the system established for ILT members to provide leadership. If we continue to move in the direction of a STEAM integrated curriculum with hands-on learning through interdisciplinary project based learning, extensive teacher collaborative planning will be needed. For example, teachers would collaborate to create a driving question that is tied to standards, addresses a real-world problem that relates to students’ experiences and community, and inspires students to find a solution.

Shared Expectations for Students. There is a need to establish expectations for mastery for all students, with strategies and action to reteach for mastery. There is a need to monitor students who are not progressing, and take steps to intervene. There is a need to establish a schoolwide RTI system for students requiring additional supports. There is a need to establish shared expectations of student learning as it relates to STEAM. STEAM education isn't just the content; it is also the process of being scientists, mathematicians, engineers, artists and technological entrepreneurs. There is a need for consistent, high quality common core aligned learning outcomes and objectives, so that students understand what they are learning and how it relates to long term outcomes. There is a need for parents and families to understand expectations for their children’s learning, and school wide expectations for student achievement.

Language Development. Gap analysis in the area of language development highlights significant and urgent needs for English Language Learners, as well as students whose home language is English. In Fall 2015, 71% of Brookfield’s students entering grades 2 through 5 were multiple years below grade level in reading, as assessed by the Scholastic Reading Inventory (SRI). Among the 41 students entering the 3rd grade, 88% were multiple years below grade level on the SRI. Among the 20 students entering the 3rd grade who exited Brookfield’s bilingual program the previous year, 100% were multiple years below grade level on the SRI. In 2015-16, a maximum of 8% of 190 ELLs can be reclassified as proficient in English – about one half of our target rate of 14%. There is a need to establish school wide designated and integrated ELD systems and structures, and to provide professional development in ELD instruction. There is a need for language instruction that provides language development throughout the curriculum regardless of subject and content being taught. Students should have access to language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning. For ELLs, there is a need to leverage

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students’ home language and cultural resources, and develop students’ translanguaging skills. There is a need for bilingual teachers to provide explicit instruction on cross-linguistic transfer. There is need to strengthen Tier 1 academic language instruction for all students.

Programs for Exceptional Students. There is a need for improved systems and structures to better integrate special education students into the entire school community. There is a need for sensory tools like weighted vests, cube chairs, sensory fidgets and a yoga-like ball to help calm special education students during instruction time. These materials help all students by providing them extra sensory support when they feel like their environment is becoming overwhelming. There is need for additional adaptive technology.

B. Root Cause AnalysisMethodology. To identify the underlying causes of gaps between where we are and where we want to be, we began with records from engagement processes and school improvement initiatives begun in January 2014. We reviewed and analyzed the data, information, knowledge and wisdom, using research techniques commonly used for data that is in the form of words (as opposed to numbers). We sorted and categorized the information based on its relevance to the five Quality School Development Pillars. Numerical data (such as test scores and attendance data) were also analyzed against standards for performance and growth. Because the root cause analysis was conducted retrospectively for this proposal up to 2 years after input, observations and evidence were collected, we needed a method to work with an incomplete set of information and data. In piecing together the root cause analysis, we used the analyzed data by eliminating unlikely causes and drawing conclusion about the most likely explanation of root causes. This is called “abductive reasoning,” a process of using existing knowledge to draw conclusions, make predictions, or construct explanations that is often creative and intuitive. Root cause verification will occur during the program planning year, and must determine whether unlikely but actual root causes have erroneously been dismissed.

Gaps between the academics we have and the rigorous academics we desire are caused by: The absence of school wide high expectations for all students and the necessary grit

among students and adults to accelerate achievement. The absence of school wide and grade level consistency in implementation of agreed

upon instructional strategies, such as Readers Workshop. The absence of a targeted focus on every student having individual learning goals with a

strategy to achieve goals, and a plan for monitoring progress. Absence of a school wide system for designated ELD and a school wide instructional

approach to embedded integrated ELD.

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C. Goals Instructional Materials. Our goal is to ensure that teachers have access to all

instructional materials and resources needed to help students achieve high growth. Assessment, Progress Monitoring and Use of Data. Our goal is for teachers to regularly

engage in data-driven inquiry cycles that support regularly assessing students and analyze their progress.

Teacher Collaborative Planning. Our goal is for teachers to collaborate and share strategies for teaching and re-teaching skills with the expectation that students master standards.

Shared Expectations for Students. Our goal is for parents to meet with teachers at the beginning of the year to set high expectations for their student’s achievement. A related goal is for individualized learning plans to developed and monitored throughout the year.

Language Development. Our goal is to implement a language development program that provides all students , including ELLs, with: 1) full access to an engagement in the rigorous academic demands of the curriculum; 2) designated and integrated ELD; 3) instruction that ensures active student engagement; and 4) asset based and data-driven instruction.

Programs for Exceptional Students. Our goal is for special education students to be fully integrated into the school community. For mild/moderate students, our goal is for them to have access to the Common Core curriculum and participate in the statewide and district-benchmark testing. For moderate/severe students, our goal is for them to have a consistent curriculum and instruction and a positive social-emotional climate.

D. InspirationThe Common Core State Standards (CCSS), New Generation Science Standards (NGSS), and California’s 2012 English Language Development Proficiency Standards provide inspiration for ensuring rigorous academics at Brookfield. The new standards necessitate development of critical-thinking, problem-solving, analytical and communication skills that students will need to be successful in college and career. Inspiration was also derived from OUSD’s English Language Learner and Multilingual Achievement Office Essential Practices and OUSD’s Programs for Exceptional Children Strategic Plan.

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Section V. Linked/Personalized Learning

A. Needs AssessmentAn evaluation of personalized learning at Brookfield identified gaps between the current status and our desired state. Brookfield is in a nascent stage of development with personalized learning. Among numerous areas of needed growth, the following have been identified as priority areas with the greatest potential to positively impact our students.

The long term aspiration for personalized learning is well described by OUSD’s Blended/Personalized Learning Department. It will require new approaches to schooling that leverage, time, talent, resources, and technology to ensure that the needs of every student are met. We will strive to move in a direction where we:7

Start with learning goals that are broad, deep, and interdisciplinary across academic, cognitive and social-emotional aims; and, hold the highest of expectations for all students to meet these ambitious goals

Give students the freedom and power to own their learning, choosing the pace and types of learning activities that work best for them, in service of their goals

Personalize the learning experience to meet every student based on where she is, what she needs, and her goals and strengths

At present, classroom instruction at Brookfield typically follows a more traditional model of instruction. There is a tendency toward a generic learning model that does not account for students’ different learning preferences or unique needs. Classroom discourse tends to follow the IRF sequence (teacher initiation – student response – teacher feedback), where students receive and reiterate information without actively contributing to their learning. Findings from the 2013-14 School Quality Review report revealed, “Overall, the team observed little evidence that students at Brookfield were experiencing active and different ways of learning in the classroom.” The report further notes, “In the majority of classrooms, students spent most of their time listening to whole group direct instruction that was teacher centered, or working independently with little direction.” We tend to offer a “one size fits all” approach to schooling in which all students in a class receive the same type of instruction, the same assignments, the same assessments, with little variation or modification from student to student.

Student Goal Setting. We aspire to create conditions wherein every student has dynamic and clearly defined learning goals based on his/her individual strengths, needs, and motivations. Progress toward goals would be continually assessed, and a student would advance when mastery has been demonstrated. Individualized student goal setting is not in common practice at Brookfield. The school is moving in this direction by improving systems and structures for continual assessment, and building capacity to

7 Direct quote from: https://sites.google.com/a/ousd.org/personalized-learning/home/PersonalizedLearning

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make meaning from assessment data. Significant gaps exist in this area. Professional development and support will be needed to implement these changes.

Personalized Learning Plans. We aspire to create conditions wherein every student is held to clear, high expectations, but in the context of a personal learning path. Each student would follow a customized path that responds and adapts based on his/her individual learning progress, changing needs, motivations, and goals. Personalized plans might offer students varied learning experiences such as complex performance tasks and/or experiential learning opportunities. A variety of modalities would also be possible, including small group instruction, one-to-one tutoring, project based learning, and/or online learning. Teachers would choose the right delivery method for various types of content. We want to explore ways to engage students in developing their learning plans, so they begin to “own” their education, which will serve them well in college and career. We want to explore project based learning as a way to give students personal choice and opportunities to pursue learning that reflects their personal interests. Significant gaps exist in this area. The concept of individualized student goal setting and progress planning has been introduced; however, uptake has not been consistent. Professional development and support through PLC time will be needed to establish school wide routine practice of teachers developing and monitoring personalized learning plans.

Small Group Instruction. We aspire to create conditions wherein instruction is differentiated and learning is personalized through small group instruction. Small groups offer increased opportunity for academic discussion, student engagement, and active learning. While whole-class lessons are useful for overviews, modeling, and quick reviews, in presenting rigorous content in whole class instruction, teachers often cannot closely monitor students’ response to instruction or provide explicit, real-time feedback. We wish to use flexible small group lessons to enable students to access complex material with teacher support and deepen their understanding before being released to work independently on assignments. Online educational technology can support classroom management for small group instruction by providing meaningful independent learning activities for students not with the teacher. Our SSC recently voted to purchase schoolwide licenses for ST Math from Title I funds. Educational technology software can also support teachers with ongoing assessment and data-determined creation of flexible groups. Again, significant gaps exist in this area. Small group instruction is emerging in pockets of the school; however, there is a need to support implementation school wide. Professional development and support will be needed to realize these changes.

Strategies for Advanced Learners. We aspire to create conditions wherein personalized learning takes into account the needs of students who are high achieving. Students who

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have already demonstrated mastery would not be held back by the majority of students who are still working toward mastery. Advanced learners could move forward in their learning, which might mean offering enrichment opportunities within the grade level, or it could mean moving on to the next set of standards. As with this entire section, significant gaps exist in this area. Because there are few advanced learners, they are often overlooked, and their needs are often not met. Professional development and support will be needed to implement these changes.

B. Root Cause AnalysisMethodology. To identify the underlying causes of gaps between where we are and where we want to be, we began with records from engagement processes and school improvement initiatives begun in January 2014. We reviewed and analyzed the data, information, knowledge and wisdom, using research techniques commonly used for data that is in the form of words (as opposed to numbers). We sorted and categorized the information based on its relevance to the five Quality School Development Pillars. Numerical data (such as test scores and attendance data) were also analyzed against standards for performance and growth. Because the root cause analysis was conducted retrospectively for this proposal up to 2 years after input, observations and evidence were collected, we needed a method to work with an incomplete set of information and data. In piecing together the root cause analysis, we used the analyzed data by eliminating unlikely causes and drawing conclusion about the most likely explanation of root causes. This is called “abductive reasoning,” a process of using existing knowledge to draw conclusions, make predictions, or construct explanations that is often creative and intuitive. Root cause verification will occur during the program planning year, and must determine whether unlikely but actual root causes have erroneously been dismissed.

Gaps between our current systems and structures for personalized learning and the systems and structures we need, are caused by:

Relative newness of personalized learning in OUSD, and an undeveloped shared understanding of personalized learning, and how it is implemented

The absence of a shared belief that individual learning goals for every student, along with strategies to achieve goals, and a plans for monitoring progress are beneficial

Lack of familiarity with competency based learning. Although teachers recognize that not all students learn at the same pace, they have not embraced the notion of mastery of knowledge and skills as a better measure of learning than time on task.

Lack of accountability and transparency regarding high expectations and academic achievement for all students.

C. Goals

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Student Goal Setting. Our immediate goal is to introduce implementation of data-driven student goal setting and progress monitoring in at least one subject area schoolwide. Over time, we hope to develop personalized learning to the point that, within the context of the student’s plan, students self-direct their learning with control over their own time, place, path, and/or pace.

Personalized Learning Plans. Our immediate goal is to introduce a degree of personalized learning such that all students have personalized learning plans that includes goals for mastery in some content areas. In this transitional stage, we will begin to use digital data (e.g., data from adaptive Ed tech programs) along with classroom data to understand formative progress, and to create differentiated student groupings.

Small Group Instruction. Our immediate goal is for every student to spend some time each week in differentiated small group instruction and in collaborative student groups. Over time, our goal is for small group instruction to become an integral part of daily instruction; teachers will have various grouping protocols (e.g., whole class, small group, online) with some student choice. Student to student/teacher collaboration can happen anytime. Teacher will have shifted from a primarily expert role to a primarily coach and facilitator role.

Strategies for Advanced Learners. Our goal is for the needs of advanced learners to be met through systematic instructional differentiation and personalized learning as describe above.

D. InspirationOne source of inspiration comes from Oakland’s Next Generation Learning Challenge (NGLC) sponsored by the Rogers Family Foundation. Six public schools in Oakland, including both district and charter schools, wrote school design blueprints for implementing personalized learning. These design proposals provide detailed descriptions of how personalized learning could work in Oakland. The NGLC website also provides a wealth of general resources including a framework for understanding personalized learning. Rocketship Charter Schools, Milpitas Unified School District, an Education for Change ASCEND K-8 school provided examples of technology enhanced models of personalized learning in practice. OUSD’s Personalized Learning Google site provided additional inspiration. The website describes technology enabled learning, blended learning, and personalized learning, with information about supporting schools and teachers to make the shift from traditional practices.

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Section VI. Facilities and Configuration

A. ConfigurationWe are proposing to maintain Brookfield’s current grade level configuration, which is pre-kindergarten to fifth grade. Our Pre-K program consists of a morning and afternoon session of half-day state preschool. Pre-K and TK programs are critical to counteract the negative effect of poverty on Kindergarten readiness and ensure students do not fall behind during their first year of school. From Pre-K to fifth grade, we will provide a strong foundation to prepare students for their transition to middle school.

B. Facility Modifications / ImprovementModifications or improvements that may be integral to the proposed program include:

Creation of a technology lab that is larger than a typical classroom for implementation of blended learning

Improvement and expansion of the school library into a community learning center with community access

Creation of smaller learning spaces for intervention and tutorials Modifications to student bathrooms that will allow us to physically cluster classrooms by

grade levelThe proposal team is considering the transformation of existing outdoor space into an urban forest and learning gardens, with an Environmental Protection Agency experimental clean air buffer between I-880 and our playground and school. The urban forest and gardens would become learning spaces for our STEAM curriculum, focusing on outdoor education, life science, and environmental science. Removal of asphalt would be required.

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