LPS DRAFT Strategic Plan 2024-2025

Table of Contents

To our community…

We are honored to present to you the 2024-2029 Lincoln Public Schools Strategic Plan. A living document that serves as a road map and will guide the important work of the district to prepare ALL students for successful careers, lifelong learning, and civic engagement.

This new strategic plan represents Lincoln Public School’s commitment to community input and equitable outcomes, aligns the strategic priorities of the school district with the All Means All Action Plan, and includes themes from the Superintendent’s Transition Report

We are proud of the work leading up to this point. Nearly 3,000 individuals representing the diverse voices in our community provided input and engaged with us in all phases of this process.

Presenting this plan to you is not the end, but the beginning. Our commitment to you now is transparency and accountability as we work together with staff to achieve the action steps outlined in the 2024-2029 LPS Strategic plan. You will be able to find regular updates on our website and during Board of Education meetings.

In closing, we wanted to thank all of the staff, families, students and community members for their participation throughout this process. Openly sharing your experiences and feedback with us was pivotal to building a robust strategic plan. By working together to implement this strategic plan we can ensure that All Means All

Kathy Danek Chair of Strategic Plan Steering Committee

Lanny Boswell Lincoln Board of Education President

Superintendent

Dr. Paul Gausman

Lincoln Public Schools FAST FACTS

About the City of Lincoln

Lincoln is the capital of and the second largest city in Nebraska. The city is roughly 101 square miles and serves approximately 294,000 residents. We are one community and a single school district. That means as the city grows, so does Lincoln Public Schools’ attendance area.

Lincoln is growing — and growing more diverse. Lincoln is a proud resettlement community. Refugees started resettling here in the 1980s, and today 30,000 immigrants and refugees from roughly 150 countries call Lincoln home. We were recently cited as the 12th largest resettlement site per capita in the country.

Lincoln ranks among livability.com’s 2023 Top 100 Best Places to Live in the United States, and third most livable state capital by smartasset.com.

Our Schools

40 Elementary Schools

12 Middle Schools

8 High Schools

1 Career Academy (with 16 pathways)

10 Focus Programs

3 Behavior Programs (one for each level)

1 Pathfinder Education Program at Lancaster Youth Services Center

Strategic Planning Process OVERVIEW

Overview of the Strategic Plan

As part of its goals for the 2022–2023 school year, Lincoln Public Schools (LPS) sought to develop a comprehensive strategic plan that would chart a course for the district for 2024 through 2029. Building on the great successes of the 20172022 strategic plan, this new strategic plan comes at a time of transition for the district and represents the culmination of deep community-wide reflection and thoughtful planning for the future.

In particular, the LPS Board of Education and teams of LPS leaders, staff, students, and community members collaborated during the 2021-2022 school year to create a formal action plan, grounded in equitable outcomes, to address goals related to academic success, school culture, honors course enrollment, and hiring staff from diverse racial and ethnic backgrounds. The result of this effort was the All Means All Action Plan

At the same time, the district underwent a leadership transition, with the retirement of longtime superintendent Dr. Steve Joel and the arrival of Dr. Paul Gausman. Upon his arrival in July 2022, Dr. Gausman collaborated with teams of LPS staff, students and community members to create the Superintendent’s Transition Plan, which highlighted themes and action steps related to improving outcomes for students and the district.

STRATEGIC PLANNING PROCESS OVERVIEW CONTINUED

Both the All Means All Action Plan and the Superintendent’s Transition Plan were based on extensive input and deep reflection. Each effort proved critical for the district to create one comprehensive plan that unifies the district’s strategy and preserves its commitment to equitable outcomes for all.

To help with unifying the district’s strategy, the LPS Board of Education partnered with the organization District Management Group (DMGroup) to draft strategic plan language and gather feedback. The All Means All Action Plan and the Superintendent’s Transition Plan are the core of the 2024-2029 strategic plan and represent the district’s commitment to community input and equitable outcomes.

Strategic Planning Steering Committee

LPS formed a steering committee to guide the strategic planning process with DMGroup and refine language for the plan. The 11-member steering committee included the following board members and district leaders:

Kathy Danek

Board Member and Committee Chair

Lanny Boswell

Board of Education President

Dr. Bob Rauner

Board of Education Vice President

Dr. Paul Gausman

Superintendent

Dr. Sarah Salem

Associate Superintendent for Teaching and Learning

Dr. Matt Larson

Associate Superintendent for Educational Services

Dr. Vann Price

Associate Superintendent for Human Resources

Dr. John Neal

Associate Superintendent for Civic Engagement

Dr. Liz Standish

Associate Superintendent for Business Affairs

Mindy Burbach

Executive Director of Communications

Laura Maxwell

Assistant to the Superintendent

Strategic Planning Process

The strategic plan development process was organized into four phases, which allowed for a thorough review of existing data and feedback as well as opportunities to reengage community members and refine and finalize the strategic plan draft language.

MAR - JUN 2023

CARET-RIGHT Phase I: Preliminary Analysis

Conduct a preliminary analysis of existing data and feedback, including a review of the All Means All Action Plan and the Superintendent’s Transition Plan

JUN -

CARET-RIGHT Phase II: Develop Draft Plan & Engage Community

Develop a preliminary proposed strategic plan draft based on emerging themes and solicit feedback from the community

NOV 2023 - FEB 2024

CARET-RIGHT Phase III: Develop Final Plan

Review feedback and finalize the 2024-2029 LPS Strategic Plan

MAR 2024 & BEYOND

CARET-RIGHT Phase IV: Implementation

Implement the 2024-2029 LPS Strategic Plan

STRATEGIC PLANNING PROCESS OVERVIEW CONTINUED

Phase I: Preliminary Analysis

DMGroup conducted a preliminary analysis of the current state of the district, reviewing data related to student outcomes, staff outcomes, and operations. The results of this analysis were then cross-analyzed with the All Means All Action Plan and the Superintendent’s Transition Plan to ensure consistency. Through this analysis, DMGroup and the steering committee aligned on four themes that would serve as the architecture for the full strategic plan:

Analysis Themes:

1. Student Wellbeing and Outcomes

2. Staff Wellbeing and Outcomes

3. Family and Community Engagement

4. District Systems and Operations

This high-level framing created a structure to preserve the goals and action steps of the All Means All Action Plan and the Superintendent’s Transition Plan. As draft language for the strategic plan emerged, specific goals and action steps were situated within appropriate sections to create a clear and coherent strategic plan.

Phase II: Develop Draft Plan & Engage Community

Using the learnings from the preliminary analysis, DMGroup and the LPS steering committee developed draft preliminary language for the 2024-2029 strategic plan. This language leveraged DMGroup’s strategic planning framework and focused on the design portion of the strategic plan: mission and vision, theory of action, and priority areas with measurable goals. Specific initiatives and action steps were reserved for the implementation phase.

Mission and Vision: Long term district aspirations

Theory of Action: Fundamental belief around what will lead to long term success in the district

MISSION AND VISION

THEORY OF

Priorities: Broad areas of work that are key levers for district success

Measurable Goals:

Specific, measurable targets related to district priorities

Initiatives: Specific projects related to priorities that help to achieve measurable goals

Action Steps: An articulation of what steps need to occur, by when and by whom

STRATEGIC PLANNING PROCESS OVERVIEW CONTINUED

Once preliminary strategic plan language was drafted, feedback was elicited from over 1,700 individuals across the district and community. Time was designated also for each of the members of the Board of Education to ensure their diverse perspectives and the perspectives of their constituents were incorporated into the strategic plan language. Feedback was collected on a drafted vision statement and emerging priority areas via focus groups, in-person and virtual “All Call” community meetings, and a two-month long survey. For a summary of engagement sessions, please see Table 1 in the Appendix.

Aligned with the LPS commitment to continue the strong engagement from the All Means All Action Plan and the Superintendent’s Transition Plan, DMGroup and LPS leaders and facilitators connected with a variety of individuals, including LPS staff, students, parents and families, elected officials, nonprofit leaders, local business leaders, religious leaders, and other community members. For a detailed summary of individuals engaged, please see Table 2.

This effort would not have been possible without the facilitation provided by the LPS staff below. These facilitators were the ambassadors of the strategic planning process, leading countless focus groups and listening to the thoughts and feedback from community members.

Allysa Diehl

Amy Nealeigh

Andrea Abel

Anna Schlecht

Briana Stewart

Greg Chappelle

Jordan Siedhoff

Kasey Dils

Kristin Vest

Maria Eleanor Del Rosario

Matt Richardson

Mike Masin

Mindy Burbach

Molly Trumble

Rachel Pickering

Dr. Sarah Salem

Taylor Cole

Zach Fleer

III

Phase III: Develop Final Strategic Plan

Following the completion of the community engagement campaign, the DMGroup team analyzed the extensive feedback provided by community members to distill common themes and suggested revisions to the drafted strategic plan language. The LPS steering committee then incorporated this feedback into a final draft of the strategic plan to be workshopped and approved by the Board of Education. This process allowed for numerous voices to be represented as well as multiple rounds of revision to ensure the final strategic plan reflected the most urgent needs of the community and emphasized the important work of the All Means All Action Plan and the Superintendent’s Transition Plan

Lincoln Public Schools STRATEGIC PLAN

Equity Statement

The Lincoln Board of Education is committed to equity for students, staff, and patrons of the Lincoln Public Schools. Equity in education intentionally provides what each student needs to reach their individual potential. Students have access to opportunities through the same academic and behavior standards. Students are taught by expert teachers who hold students to the highest learning expectations, while fostering an environment for students to discover and explore their passions, while making meaningful connections, as they pursue their post-secondary dreams and aspirations. Lincoln Public Schools provides the appropriate levels of resources and support that result in equitable and measurable outcomes for all students regardless of their socio-economic status, race, national origin, ethnic background, culture, religion, sex, pregnancy, childbirth or related medical condition, sexual orientation, gender identity, age, disability, mental, physical or linguistic ability or other protected status.

Mission Statement

The mission of Lincoln Public Schools is to prepare ALL students for successful careers, lifelong learning, and civic engagement.

LINCOLN PUBLIC SCHOOLS STRATEGIC PLAN CONTINUED

Theory of Action

If the district…

CARET-RIGHT Implements challenging and appropriate standards of excellence with input from school and community leaders for ALL students and staff in line with national norms and best practices;

CARET-RIGHT Aligns resources (funding, time, support, etc.) to each school based on the identified needs of students;

CARET-RIGHT Empowers and supports each school leader to ensure that staff meet the unique needs of students;

CARET-RIGHT Implements clear, consistent, and timely accountability measures to track progress toward established goals;

CARET-RIGHT Provides support to schools, leaders, and staff in response to the measures of progress and needs;

Then…

CARET-RIGHT ALL students will be able to grow and excel under challenging and appropriate expectations and achieve success in careers, lifelong learning, and beyond;

CARET-RIGHT The district will develop and maintain engaging and transformative programs that attract and retain students, families, and staff;

CARET-RIGHT School based leaders and staff will develop ways to enrich and strengthen their practices to meet the needs of ALL students.

Priority Areas

STUDENT WELLBEING AND OUTCOMES

STAFF WELLBEING AND OUTCOMES

FAMILY AND COMMUNITY ENGAGEMENT

DISTRICT SYSTEMS AND OPERATIONS

Measurable Goals

The following pages are the measurable goals tied to each of the priority areas. The specific data-informed thresholds and timelines have been established by the appropriate district teams and approved by the Board of Education in April of 2024. All goals will be monitored and evaluated by LPS leadership through June of 2029. LPS leadership will also present detailed progress updates on measurable goals to the Board of Education on an annual basis.

LINCOLN PUBLIC SCHOOLS STRATEGIC PLAN CONTINUED

Note: All goals with an asterisk (*) represent goals from the LPS All Means All Action Plan.

STUDENT WELLBEING AND OUTCOMES

CARET-RIGHT Challenging and appropriate instruction with a strong foundation in literacy and diverse pathways to graduation

• By June 2029, raise the LPS district on-time graduation rate to 87.0%, with a focus on reducing existing differentials between student groups.*

• By June 2029, LPS will see a 3% increase in percentile rank in both Math and ELA for ALL student groups on nationally normed assessments.

• By June 2029, increase district enrollment in honors courses for all students with additional emphasis on historically underrepresented student groups by reducing disproportionality in course enrollment by 50%.*

• By June 2029, increase the percentage of early childhood students who meet or exceed age expectations by 5% in each developmental area (social emotional, cognitive, physical, language, literacy, and mathematics) as measured on the nationally normed GOLD assessment.

Note: The GOLD assessment is a comprehensive assessment system for children from birth through kindergarten that blends ongoing, authentic assessment in all areas of development and learning with intentional, focused performance assessment tasks for selected predictors of school readiness in the areas of literacy and numeracy.

CARET-RIGHT Intentional supports and relationships for ALL students focused on positive behavior to build strong and safe school communities

• By June 2029, reduce total suspensions for ALL students by 20%*.

• By June 2029, reduce suspension disproportionality ratios to 1.2 or less for all student groups.*

• By June 2029, students who report feeling that they have a sense of belonging at school will increase 10% from the baseline measure taken in 2024, and the gaps in positive belonging perception reported by demographic groups will narrow by 5%.

Note: All goals with an asterisk (*) represent goals from the LPS All Means All Action Plan.

STAFF WELLBEING AND OUTCOMES

CARET-RIGHT Support and empowerment for LPS staff who meet the changing needs of ALL students

• By June 2029, increase the percentage of all employee groups from diverse racial and ethnic backgrounds to at least 8.5% of the total staff.*

• By June 2029, increase the retention rate for LPS certified staff positions by 2%.

• By June 2029, ensure that the average compensation and benefits of LPS classified staff will be competitive with similar positions based on market analysis.

• By June 2029, increase the proportion of staff members who report feeling a sense of belonging by 2%.

LINCOLN PUBLIC SCHOOLS STRATEGIC PLAN CONTINUED

Note: All goals with an asterisk (*) represent goals from the LPS All Means All Action Plan.

FAMILY AND COMMUNITY ENGAGEMENT

CARET-RIGHT Outreach that welcomes families and community members as partners in supporting the success of ALL students

• By June 2029, parents and families who report having opportunities to be involved in school activities will increase 2%, and the gap in positive perception reported by demographic groups will narrow by 5%.

• By June 2029, parents and families who report that staff builds positive relationships will increase 2%, and the gap in positive perception reported by demographic groups will narrow by 5%.

• By June 2029, community members who report having opportunities to be involved in school activities or partnerships will increase 10%, and the gap in positive perception reported by demographic groups will narrow by 5%.

• By June 2029, community members who report that district staff build positive relationships with them will increase by 10%, and the gap in positive perception reported by demographic groups will narrow by 5%.

DISTRICT SYSTEMS AND OPERATIONS

CARET-RIGHT District systems that continue to direct resources based on student needs

• By June 2029, review, analyze, and verify that 100% of schools have resources aligned to identified student need, based on available funding.

• By June 2029, increase the percentage of staff and families who feel that district systems and operations are transparent.

• By June 2029, adopt an updated 10-Year Facilities and Infrastructure Plan and identify available resources for implementation.

NEXT STEPS

Implementation

Once the strategic plan is confirmed by the Board of Education, the focus will shift to implementation. Specifically, implementation will consist of setting specific data targets and milestones for each measurable goal and building out initiatives and action steps that correspond with each of the priority areas. The work of implementation rests firmly with the school district. The Board of Education will provide essential direction and accountability to ensure the district’s strategy is achieved. The initiatives and action steps included in the All Means All Action Plan and the Superintendent’s Transition Plan will provide direction for the district to build out its full set of initiatives and action steps. The sum of this effort will yield a coherent and action-oriented strategy that will produce strong results for students, staff, and the community.

Table 2: Participation by Group

*This number was collected as of December 1st.

**Students who participated in the Equity Cadre focus group were not counted individually; therefore, the total number of students who participated in focus groups is greater than 70.

Full Strategic Planning Process

Preliminary Analysis

CARET-RIGHT Form and convene Strategic Planning Design steering Committee

• Conduct needs assessment

• Gather quantitative data

• Analyze data and share finding from needs assessment

CARET-RIGHT Administer and analyze results from LPS Perception Survey

CARET-RIGHT Analyze and incorporate current district data sets from the Superintendent Search and Transition

CARET-RIGHT Study and Integrate the All Means All Action Plan Framework

IV SPRING 2024 AND BEYOND

LPS Implementation

CARET-RIGHT Set yearly targets for each measurable goal

CARET-RIGHT Identify initiatives aligned with strategic priorities

• Create list of current district initiatives

• Perform a gap analysis to Identify future initiatives

• Finalize a new set of initiatives aligned with priorities

CARET-RIGHT Create detailed action steps for implementation

CARET-RIGHT Track and monitor the progress of the implementation effort

Develop Draft Plan

Community Input

CARET-RIGHT Work with steering Committee to:

• Incorporate existing mission and vision

• Codify a theory of action

• Develop district priorities in line with the theory of action

CARET-RIGHT Develop draft strategic plan

CARET-RIGHT Identify and train LPS staff to help facilitate community input sessions

CARET-RIGHT Conduct focus groups and interviews to gather feedback on initial draft on Strategic Plan

III

Develop Strategic Plan

CARET-RIGHT Analyze feedback and make necessary adjustment to draft plan

CARET-RIGHT Identify district goals and measurable objectives based on and staff feedback

CARET-RIGHT Final strategic Plan presented to the Board and Community

Summary of the Preliminary Analysis

DMGroup conducted a preliminary analysis of outcomes in Lincoln Public Schools during the Summer of 2023. Findings were organized into four key themes summarized below: community demographics and enrollment, staff wellbeing and district operations, student wellbeing and outcomes, and family & community engagement. These findings helped to inform the structure and design of the strategic plan.

Community Demographics and Enrollment:

CARET-RIGHT Lincoln, Nebraska is a vibrant and diverse community that has experienced steady growth and change over the last decade.

CARET-RIGHT Despite steady increases in total population, overall district enrollment plateaued over the past five years, with students becoming increasingly diverse.

CARET-RIGHT LPS weathered declines in student enrollment related to the COVID-19 pandemic much better than peer districts; although, the evolving needs of students suggest that there may be opportunities for the district to rethink how they continue to meet the needs of every student.

Staff Wellbeing and District Operations:

CARET-RIGHT While enrollment plateaued, the total district budget increased largely due to increased personnel costs, as salaries and benefits increased and more staff were added to open new schools.

CARET-RIGHT As the community has grown, LPS has largely kept pace with its operational needs, systematically renovating and constructing new facilities while investing in high-quality instructional technology.

CARET-RIGHT Many district and school staff report being weary, particularly in schools with high proportions of students from socioeconomically disadvantaged backgrounds and students with increased identified needs.

Appendix

Student Wellbeing and Outcomes:

CARET-RIGHT Students in LPS perform above average academically compared to similar districts and the state in both English Language Arts and mathematics.

CARET-RIGHT While student achievement dipped in recent years, likely associated with pandemic-related learning loss as measured by MAP growth scores in math and reading in Fall 2021, proficiency rates have rebounded as measured by SY22-23 assessments.

CARET-RIGHT The district-wide graduation rate has stayed relatively consistent over the past 5 years at 82%, although persistent gaps exist for ELL students, students with disabilities, and students of color, who are less likely to graduate in 4 years compared to their peers. The work of the “graduation rate” AMA committee shows increases in the overall 4-year graduation rate in SY22-23 and continuous efforts to support ALL students.

Family and Community Engagement:

CARET-RIGHT LPS prides itself on valuing family and community engagement, which is evident by the process for engagement used in the “All Means All Plan” and the superintendent transition process.

CARET-RIGHT LPS staff and students report the district can do more to improve how students treat their peers and teachers with respect.

CARET-RIGHT Parent and family perception is lower for parents of students at the secondary level, with student behavior being the main concern for secondary school parents.

The preliminary analysis findings supported the development of the draft strategic plan. Through discussions with the LPS steering committee and feedback from LPS staff and community, the preliminary analysis findings were evolved to shape the final priority area themes — student wellbeing and outcomes, staff wellbeing and outcomes, family and community engagement, and district systems and operations.

Glossary of Terms

Throughout this document, several key terms are used to define how LPS will strive to be successful in meeting the goals and priorities embedded in the strategic plan. Please find the definitions of key terms below.

CARET-RIGHT ALL: This term is derived from LPS’s All Means All Plan and is intentionally used throughout the document to emphasize LPS’s commitment to every student and staff member, regardless of socio-economic status, race, national origin, ethnic background, culture, religion, sex, pregnancy, childbirth or related medical condition, sexual orientation, gender, transgender, age, disability, mental, physical, or linguistic ability or other protected status.

CARET-RIGHT Civic engagement: Individual and collective actions designed to identify and address issues of public concern. Civic engagement can take many forms, from individual voluntarism to organizational involvement to electoral participation (Carpini, 2009).

CARET-RIGHT Equity in education: Equity in education intentionally provides what each student needs to reach their individual potential.

CARET-RIGHT Lifelong learning: an approach to learning that allows a person to keep up to date with the changes in the world, sustain their occupational and intellectual development, and improve their personal skills in different areas (Kaplan, 2016).

CARET-RIGHT GOLD Assessment: The GOLD assessment is a comprehensive assessment system for children from birth through kindergarten that blends ongoing, authentic assessment in all areas of development and learning with intentional, focused performance assessment tasks for selected predictors of school readiness in the areas of literacy and numeracy.