1. The Learning Community of Douglas and Sarpy Counties Educational Opportunity, Equity and Excellence 1

2. Background What is the Learning Community? Why was the Learning Community created? Who are the Learning Community Coordinating Council and the Achievement Subcouncils? What progress is being made? What does the future hold? 2

3. Learning Community of Douglas and Sarpy Counties 3

4. Learning Community Coordinating Council Largest governing body of a Nebraska political subdivision outside the Unicameral Six Achievement Subcouncils Eighteen voting members - two elected and one School Board appointee for each of the six Achievement Subcouncils Three non-voting members - appointed by otherwise non-represented school districts Eleven Superintendents are Advisory Committee 4

5. Why A Learning Community Acknowledges the interdependency of school districts within a shared region Take a big picture view Facilitate collaboration among 11 school districts Focus on students - It’s all about the students Build on strengths and best practices Encourage creativity and innovation Make more efficient and strategic use of resources Strengthen economic growth and sustainability 5

6. Goals of the Learning Community Increase student achievement - Close the gap that currently exists Improve socioeconomic diversity - Long-term goal is every classroom reflect the socioeconomic diversity of our community as measured by the average free and reduced lunch rate across the eleven districts Ensure access to educational opportunities and support services that kids and their families need to succeed - Be focused on the whole child 6

7. A Learning Community of ~107,000 Students Approximately 37% of all public school students in Nebraska attend one of the 11 member school districts in the LC More than 39,000 LC students are on Free or Reduced- price Lunch Of the almost 20,000 English Language Learners enrollment in 2007/2008 across Nebraska, almost 40% are in the LC More than 90 languages are spoken throughout the 11 member school districts How do we help each child succeed? 7

8. LCCC Responsibilities Set Common Tax Levies for all 11 districts - up to $.95 per $100 of valuation for distribution according to new needs-based state aid formula ($.95); up to $.02 for special building fund ($.01). Set a Capital Projects fund levy ($.005). Establish Elementary Learning Centers for children & families in high poverty areas (Subcouncils 2 & 5) Develop a socioeconomic Diversity Plan that includes open enrollment and focus schools/programs Review for approval determination Poverty and LEP plans of individual school districts 8

9. Diversity Plan GOAL - Annually increase socioeconomic diversity at each grade level in each school building within the Learning Community Provide educational opportunities in each election district designed to attract students from diverse backgrounds Work with superintendents on: - Open enrollment - Focus schools and programs - Magnet schools - Pathways Conduct school fairs Address maximum capacity Diversity plan to be developed by December 31, 2009 9

10. Preliminary Diversity Plan STRATEGY #1: Create Open Enrollment process to be utilized by the eleven member school districts of the Learning Community in accepting Open Enrollment applicants. STRATEGY #2: Adhere, communicate, monitor and respond to compliance of deadlines established by the Learning Community Coordinating Council’s Diversity Plan and deadlines noted in statute. 10

11. Preliminary Diversity Plan STRATEGY #3: Explore focus and magnet schools, programs and pathways. STRATEGY #4: Create promotional efforts to encourage Open Enrollment and monitor and evaluate results. STRATEGY #5: Create a standing Diversity Plan Subcommittee of the Learning Community Coordinating Council. 11

12. Elementary Learning Centers MISSION: To serve as visionary resource centers for enhancing the academic success of elementary students, particularly those students who face challenges in the educational environment due to factors such as poverty, limited English skills, and mobility. Timeline By September 1, 2009 - Establish number and location of first ELCs By January 1, 2010 - Subcouncils submit ELC plans to LCCC By June 1, 2010 - First ELCs are established 12

13. ELCs - Focus on Schools and Students/Families Highest concentration of Free & Reduced Lunch Students (FRL) Highest concentration of English Language Learners (ELL) Highest Mobility Lowest Academic Performance Biggest Achievement Gaps 13

14. Achievement Gap Highly Mobile English Lang. Learners Free and Reduced Lunch Reading 78% proficient vs. 96% reference group proficiency 75% proficient vs. 96% reference group proficiency 85% proficient vs. 96% reference group proficiency Math 80% proficient vs. 97% reference group proficiency 85% proficient vs. 97% reference group proficiency 87% proficient vs. 97% reference group proficiency Science 65% proficient vs. 94% reference group proficiency 66% proficient vs. 94% reference group proficiency 74% proficient vs. 94% reference group proficiency Writing 80% proficient vs. 96% reference group proficiency 80% proficient vs. 96% reference group proficiency 86% proficient vs. 96% reference group proficiency Learning Community performance gap, NDE Student Achievement Improvement Plan Interim Report 9/2/09 – 2007/2008 Data Proficient = meeting the minimum proficiency standards Reference Group = Non Highly Mobile, Non ELL and Non FRL students in 3 rd – 8 th, 11 th and 12 th Grades 14

15. ELCs- Opportunities for Collaboration Effective programs and services already in place – Build on them Programs lack documented outcomes measurements regarding student achievement - Create measurable goals and gain access to data Funding is insufficient to meet demand - Maximize public/private partnerships 15

16. ELCs- Opportunities for Collaboration Temporary funding creates inconsistent program delivery – Plan for sustainable funding Participation limited due to lack of public awareness, location, or lack of transportation Connect students/families to services 16

17. What If ELCs Focused on Literacy? All third graders will be proficient in reading at the third grade level. All fourth graders will be proficient in writing at the fourth grade level. Proficiency to be based on state-wide assessments - writing (available now), reading (2010). Progress to be based on year-over-year % improvement from baseline. Focus will be on early elementary years. Move to math and science as state-wide assessments get put in place. 17

18. Conditions For Academic Success Students attend school at least 80% of the time. Students engaged in learning. Students have a relationship with a consistent, caring adult. Parents engaged in their child’s learning. Some students will need extended learning time and/or extra support. Some parents will need extra support. Achieving these objectives will require collaboration Achieving these objectives will require addressing the needs of the whole child 18

19. ELCs - Additional Measures Improved attendance Improved grades Reduced behavioral issues Fewer students held back Reduced referrals, suspensions and expulsions Increased hope, well-being and engagement per Gallup survey Increased parent attendance at parent-teacher conferences 19

20. How Can ELCs Best Contribute? Deliver additional programs and services Offer programs through grants or contracts Act as a clearinghouse for programs and services and facilitate access Collaborate on data systems to monitor individual student progress Hold ourselves and programs accountable for achieving measurable academic improvements Hold ourselves and programs to highest standards of quality 20