Lincoln Square Group’s services can be integrated to fit our clients’ needs.

Leading development of ITDS’ five-year strategic plan including facilitating community engagement sessions, summarizing community feedback, facilitating board conversations to set priorities, and producing a final plan and implementation approach.

Supporting DC’s Office of the State Superintendent of Education’s (OSSE’s) Office of Career and Technical Education in drafting their CTE State Plan. This includes project management, LEA engagement, facilitation, and plan development.

Developed five-year strategic plan following leadership changes. Led stakeholder engagement, theme identification, development of strategies and tactics, goal setting, and implementation approach.

Supported efforts to develop a career education and readiness strategic plan and roadmap to support DCPS K-12 efforts over three years. This included engaging with nearly 600 students and alumni, families, and staff through multi-faceted virtual and face-to-face engagement techniques.

Led development of their five-year strategic plan. This work included not only developing their strategic plan, but also supporting their efforts to create a profile of a Lee student, creating all collateral, including one-pagers and a website for their strategic plan, and designing dashboards that require input at the individual staff contributor level and end with a dashboard for the Board to monitor progress and areas of opportunity monthly.

Led development of their strategic plan, succession planning, and organizational growth. During this process, LSG engaged nearly 250 stakeholders, including developing and managing two surveys, facilitating ten focus groups, and leading multiple rounds of planning with senior leadership. LSG facilitated targeted conversations with students and families around how best to alleviate daily student barriers to learning. This work was particularly critical and timely, as IDEA recently experienced leadership change and is using this strategic planning work as a bridge between the previous leadership team and the new leadership team charged with solidifying IDEA as the premier career and technical education high school in the District.

Developed a stakeholder-informed four-year strategic plan to decrease the numbers of students who disengage from secondary education in the District of Columbia. The team worked closely with ReEngagement Center (REC) and OSSE leadership to develop an approach to stakeholder engagement; reach a broad group of stakeholders, prioritizing hearing from youth who have significant barriers to education; develop concrete, action-oriented strategies to support youth re-engaging with education; and prevent disengagement for youth who are at risk.

Supported EFDC through stakeholder engagement in their strategic planning efforts to determine their next phase of work. This included leading external engagement efforts and soliciting critical feedback from students, parents, teachers, school leaders, and other members of the DC education ecosystem. The team worked closely with Education Forward DC to develop an approach that centered under-represented voices, including facilitating bilingual focus groups for Spanish-speaking students and families. We focused our engagement on students and families who are English Learners, experiencing housing or food insecurity barriers, had reengaged with the education system after having dropped out, and who are supporting students with disabilities.

Led strategic planning process to develop Serve DC’s youth engagement strategy and framework for engaging future partners.

Developing and leading two communities of practice aligned with the state-wide strategic plan to decrease engagement from secondary education. Also providing ongoing evaluation efforts to measure progress of the REC and the state-level consortium towards strategic plan goals and objectives.

Supported CityWorks DC and the Talent Pipeline working group in developing agendas and meeting materials, staffing working group meetings, driving annual goals for the working group, and developing goals and roadmaps for future work. Also, provided ongoing support drafting blogs and one-pagers that lift up the critical work of CityWorks and the Talent Pipeline working group.

In partnership with OSSE’s Health and Wellness division, LSG developed and piloted a research-based policy auditing toolkit reflective of national standards for teaching and supporting students identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual/allies, and other related identities (LGBTQIA+).

LSG completed the 2020, 2021, and 2022 audit of the My School DC Lottery program in an effort to identify trends, anomalies, and failure points in the school choice process. This audit analysis sought to identify participating schools that enrolled students outside of the My School DC application and waitlist process. In addition to identifying any potential student-level issues, LSG provided a final report with operations and data collection recommendations.

LSG led a data landscape analysis for all DC LEAs to understand the current state of LEA data infrastructure, security, staff training, use, reporting, and governance. This work was used to inform OSSE’s data modernization efforts and investments. This project also included collecting course data from LEAs in order to complete the initial course mapping and linking to teachers and students. And finally, LSG also collected information related to LEA-level early warning systems to advise OSSE on the best approach to developing a state-level system of measuring and monitoring early interventions.

LSG supported OSSE in developing a qualitative report on the impact of exclusionary discipline policies on students and families. This work required us to use our own collective networks of schools, organizations, and government agencies with connections to youth and families in order to engage over 100 individuals to hear about their experiences with discipline policies in schools.

Supporting development of Council-required annual reports for the Office of Youth Programs, including analyzing data, storytelling and drafting content, and designing the reports.

Led efforts to develop a process to identify opportunities for simultaneous credit for Career and Technical Education (CTE) and high school graduation requirements. Provided in conjunction with OSSE and LEAs, LSG developed the methodology for course mapping between DC graduation requirements and CTE coursework. In addition, LSG provided ongoing support to CityWorks Talent Pipeline Working Group, which includes representatives from OSSE and provides writing support for their ongoing publications.

Developed several Council-required reports that involved data cleaning, business rule development, analysis, narrative development and design. The following reports were created on behalf of DOES:

• Local Job Training Report (Fiscal Year 2019 Quarters One-Three)

• DOES Tipped Wage Report (Fiscal Year 2018, Quarter One of Fiscal Year 2019)

• DOES First Source Report (Fiscal Year 2018 and 2019)