LASUD - Race To The Top Application 09-13-2013

II.
PROGRAM-SPECIFIC ASSURANCES FOR INDIVIDUAL LEA APPLICANTS
Individual LEA applicants must complete the forms in this part. For consortia applicants, the lead LEA or representative of the eligible legal entity must complete the forms in Part VI. ABSOLUTE PRIORITIES INDIVIDUAL LEA APPLICANT Absolute Priority 1: Personalized Learning Environments. An applicant must address Absolute Priority 1 in its response to the selection criteria. Applicants do not write to Absolute Priority 1 separately. Absolute Priorities 2 through 5 Applicants do not write to Absolute Priorities 2 through 5 separately. Instead, they complete this part by identifying the one (and only one) of Absolute Priorities 2 through 5 that applies. Please check one of the priorities below. Absolute Priority 2: Non-Rural LEAs in Race to the Top States. To meet this priority, an applicant must be an LEA in which more than 50 percent of participating students (as defined in this notice) are in non-rural LEAs in States that received awards under the Race to the Top Phase 1, Phase 2, or Phase 3 competition Absolute Priority 3: Rural LEAs in Race to the Top States. To meet this priority, an applicant must be an LEA in which more than 50 percent of participating students (as defined in this notice) are in rural LEAs (as defined in this notice) in States that received awards under the Race to the Top Phase 1, Phase 2, or Phase 3 competition. X Absolute Priority 4: Non-Rural LEAs in non-Race to the Top States. To meet this priority, an applicant must be an LEA in which more than 50 percent of participating students (as defined in this notice) are in non-rural LEAs in States that did not receive awards under the Race to the Top Phase 1, Phase 2, or Phase 3 competition. Absolute Priority 5: Rural LEAs in non-Race to the Top States. To meet this priority, an applicant must be an LEA in which more than 50 percent of participating students (as defined in this notice) are in rural LEAs (as defined in this notice) in States that did not receive awards under the Race to the Top Phase 1, Phase 2, or Phase 3 competition. NOTE: Race to the Top Phase 1, 2, and 3 States are: Arizona, Colorado, Delaware, Florida, Georgia, Hawaii, Illinois, Kentucky, Louisiana, Maryland, Massachusetts, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, Tennessee, and the District of Columbia. BUDGET REQUIREMENT INDIVIDUAL LEA APPLICANT
By completing this part, the applicant assures that its Race to the Top District budget request conforms to the established budget ranges for the competition. The number of participating students is 20,500. The total Race to the Top District grant funds requested is $ 29,735,905, which is within the following range: (Check the one range of participating students (all as defined in this notice) that applies) $4-10 million - 2,000-5,000 participating students $10-20 million - 5,001-10,000 participating students $20-25 million - 10,001-20,000 participating students X $25-30 million - 20,001+ participating students
ELIGIBILITY REQUIREMENTS INDIVIDUAL LEA APPLICANT By checking the applicable statement(s) below, the applicant assures that: X The applicant meets the definition of local educational agency (as defined in this notice). X The applicant is from one of the 50 States, the District of Columbia, or the Commonwealth of Puerto Rico. X This application is the only Race to the Top District application to which the applicant has signed on. X The applicant has not received a past Race to the Top District grant, either as an individual LEA or as a lead or member LEA of a consortium. X This application serves a minimum of 2,000 participating students (as defined in this notice). X At least 40 percent of participating students (as defined in this notice) across all participating schools (as defined in this notice) are students from low-income families, based on eligibility for free or reduced-price lunch subsidies under the Richard B. Russell National School Lunch Act, or other poverty measures that LEAs use to make awards under section 1113(a) of the ESEA OR if the applicant has not identified all participating schools (as defined in this notice) at the time of application, the applicant assures that within 100 days of the grant award it will meet this standard. X The applicant has demonstrated its commitment to the core educational assurance areas (as defined in this notice) and assures that -(i) The LEA, at a minimum, will implement no later than the 2014-2015 school year (A) A teacher evaluation system (as defined in this notice); (B) A principal evaluation system (as defined in this notice); and (C) A superintendent evaluation (as defined in this notice); (ii) The LEA is committed to preparing all students for college or career, as demonstrated by(check one that applies) X (A) Being located in a State that has adopted college- and career-ready standards (as defined in this notice); or (B) Measuring all student progress and performance against college- and career-ready graduation requirements (as defined in this notice); (iii) The LEA has a robust data system that has, at a minimum
(A) An individual teacher identifier with a teacher-student match; and (B) The capability to provide timely data back to educators and their supervisors on student growth (as defined in this notice); (iv) The LEA has the capability to receive or match student level preschoolthrough-12th grade and higher education data; and (v) The LEA ensures that any disclosure of or access to personally identifiable information in students education records complies with FERPA. The application is signed by the superintendent or CEO, local school board president, and local teacher union or association president (where applicable).
APPLICATION REQUIREMENTS INDIVIDUAL LEA APPLICANTS By checking the applicable statement(s) below, the applicant assures that the: X State comment period was met. The LEA provided its State at least 10 business days to comment on the LEAs application and has submitted as part of its application package- The States comments OR evidence that the State declined to comment The LEAs response (optional) to the States comments (The submitted comments, evidence, and responses are located in Part pages to of the proposal.) , from
X Mayor (or city or town administrator) comment period was met. The LEA provided its mayor or other comparable official at least 10 business days to comment on the LEAs application and has submitted as part of its application package The mayor or city or town administrators comments OR, if that individual declines to comment, evidence that the LEA offered such official 10 business days to comment The LEAs response (optional) to the mayor or city or town administrator comments (The submitted comments, evidence, and responses are located in Part pages to of the proposal.) , from
Rationale why signature of President of the Local Teacher Union or Association is not applicable LEA Name 1. Where not applicable, provide a rationale for why the signature is not applicable
SIGNATURE BLOCK FOR CERTIFYING OFFICIAL FOR ALL RESPONSES TO SECTION V Superintendent or CEO of the LEA (Printed Name): John E. Deasy, Ph.D. Signature of Superintendent or CEO of the LEA: Date:
Los Angeles Unified School District, Los Angeles, CA A. Vision (40 total points)
(A)(1) Articulating a comprehensive and coherent reform vision (10 points) The extent to which the applicant has set forth a comprehensive and coherent reform vision that builds on its work in four core educational assurance areas (as defined in this notice) and articulates a clear and credible approach to the goals of accelerating student achievement, deepening student learning, and increasing equity through personalized student support grounded in common and individual tasks that are based on student academic interests. (A)(2) Applicants approach to implementation (10 points) The extent to which the applicants approach to implementing its reform proposal (e.g., schools, grade bands, or subject areas) will support high-quality LEA-level and school-level implementation of that proposal, including (a) A description of the process that the applicant used or will use to select schools to participate. The process must ensure that the participating schools (as defined in this notice) collectively meet the competitions eligibility requirements; (b) A list of the schools that will participate in grant activities (as available); and (c) The total number of participating students (as defined in this notice), participating students (as defined in this notice) from low-income families, participating students (as defined in this notice) who are high-need students (as defined in this notice), and participating educators (as defined in this notice). If participating schools (as defined in this notice) have yet to be selected, the applicant may provide approximate numbers. (A)(3) LEA-wide reform & change (10 points) The extent to which the application includes a high-quality plan describing how the reform proposal will be scaled up and translated into meaningful reform to support district-wide change beyond the participating schools (as defined in this notice), and will help the applicant reach its outcome goals (e.g., the applicants logic model or theory of change of how its plan will improve student learning outcomes for all students who would be served by the applicant). (A)(4) LEA-wide goals for improved student outcomes (10 points) The extent to which the applicants vision is likely to result in improved student learning and performance and increased equ ity as 1
Los Angeles Unified School District, Los Angeles, CA demonstrated by ambitious yet achievable annual goals that are equal to or exceed State ESEA targets for the LEA(s), overall and by student subgroup (as defined in this notice), for each participating LEA in the following areas: (a) Performance on summative assessments (proficiency status and growth). (b) Decreasing achievement gaps (as defined in this notice). (c) Graduation rates (as defined in this notice). (d) College enrollment (as defined in this notice) rates. Optional: The extent to which the applicants vision is likely to result in improved student learning and performance and increased equity as demonstrated by ambitious yet achievable annual goals for each participating LEA in the following area: (e) Postsecondary degree attainment. In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Peer reviewers will reward applicants for developing goals that in light of the applicant's proposal are ambitious yet achievable. In determining whether an applicant has ambitious yet achievable annual goals, peer reviewers will examine the applicant's goals in the context of the applicant's proposal and the evidence submitted in support of the proposal. There is no specific goal that peer reviewers will be looking for here; nor will higher goals necessarily be rewarded above lower ones. For optional goal (A)(4)(e): Applicants scores will not be adversely impacted if they choose not to address optional goal (A)(4)(e). Recommended maximum response length: Eight pages (excluding tables) (A)(1) Articulating a comprehensive and coherent reform vision (10 points) Introduction 2
Los Angeles Unified School District, Los Angeles, CA
Los Angeles is an ideal community in which to pursue Race to the Top reforms. We are a city known as a center of creativity and entrepreneurship, where millions of individuals from around the country and around the world come to pursue their dreams. This energy infuses our city, and also results in breath-taking diversity. Our school system the second largest in the nation is home to more than 90 languages and we are majority minority, with a student body that is 73.4% Latino, 10% African American and 2.2% Asian. Approximately 65% of our K-12 students are low-income, 25% are English Learners, and over 10% participate in Special Education programs. In short, our system mirrors both the aspirations of the Race to the Top grant program while also experiencing many of the challenges it was designed to overcome. We intend to use RttT-D funds to effectively close achievement gaps, raise graduation rates, and ensure that all students are college and career ready. In doing so, we will also create a beacon of what is possible in California, in large urban districts, and across the country. LAUSD RttT-D Plan In designing our RttT-D plan, we sought to learn from the most effective educational practices available rather than pursue trends or fads. What is powerful and innovative about our proposal is how we are integrating strategies, structures, and technology into a systemic and sequential approach to transform our middle and high schools. We will begin with 20,500 students within our larger system of 640,000 always in view. We are not aware of any large urban district that has taken on this work at the scale we are proposing. In response to the significant and urgent needs of our secondary students, we have decided to focus our work on middle and high school students. We know that students who enter high school far below grade-level are far less likely to graduate college and career-ready. We concur with the ACT national research that highlights a need for college and career preparation starting in middle school, both to ensure that students have the academic preparation to tackle rigorous, college-ready high school curriculum and the motivation and drive to engage in their ongoing postsecondary education. In addition, a multi-year LAUSD data analysis confirms 3
Los Angeles Unified School District, Los Angeles, CA the national research that 9th grade is a critical tipping point where we lose many of our students from the nations educational systems (ACT, 2008). Currently, only XX% of LAUSD freshman earn sufficient credits to advance to the 10th grade and much of the work that occurs in our high schools does not prepare students for college and careers. The result of this achievement gap can be seen in a high four-year dropout rate of XX%, and the district-wide 4-year cohort graduation rate, which although improved, remains unacceptably low at XX% (California Dept. of Education). Based on input from our stakeholders, coupled with current educational research and an analysis of our student performance data, we have designed a plan that supports three specific outcomes: All graduating 12th graders are proficient, having completed a rigorous college preparatory curriculum and participated in a career pathway All 9th grade students earn enough credits to matriculate to 10th grade on-time, thereby ensuring they are on track for high school graduation All 8th grade students leave middle school at or above grade-level proficiency, so that they are ready to take on the challenges of high school work and not require significant remediation For graduating 12th graders, we define proficiency as students completing a rigorous, college preparatory curriculum that will provide them with the knowledge and skills necessary to enroll and be successful in 4-year college programs without remediation. On time for advancement to 10th grade means after one school year of study. Our RttT-D plan is intended to fundamentally transform learning and teaching in our middle and high schools, and in doing so we are making a bold commitment to our students, families, and teachers. As such, we envision our RttT-D plan as a Contract for Success, focused on delivering three promises: Personalized learning and rigorous college-and career-ready pathways that empower every student to set and achieve bold goals and equip them with the skills, capabilities, and traits required for success in our modern society through: o Linked Learning pathways for 9-12th graders that combine opportunities for deeper learning (i.e., project-based 4
Los Angeles Unified School District, Los Angeles, CA learning and work-based learning) with a college- and career-ready education and enable students to personalize their learning by choosing among 15 career pathways o Personalized learning plans that follow students from 6th through 12th grade enabling students, parents, and educators to, in real-time, assess student progress towards college- and career-ready goals, suggest a personalized sequence of skill development, and provide personalized digital and basal content aligned to student needs o Intensive student supports driven by critical gaps identified in personalized learning plans that rapidly accelerate student proficiency and provide wrap-around supports Effective teaching and school leadership in every school, in every classroom, every day that ensure high-quality, student-centric instruction focused on college- and career-readiness through: o A growth and development cycle for educators that delivers individualized supports (digital and in-person) based on a framework of effective practices for how educators can personalize student learning o Job-embedded professional learning (both individual- and team-based) that enables educators to leverage personalized learning plans, deliver personalized student content, and engage students in career-aligned deeper learning opportunities Authentic partnership with parents and community partners that enlists school staff, parents, community organizations, business leaders and higher education institutions to work side-by-side to support and nurture every student on their journey to college and career success through: o Multiple partnerships with community-based organizations that enable parents and students to actively choose their Linked Learning pathway as aligned with the students personalized learning plan and career interests o Partnerships with business leaders and higher education institutions to provide job-shadowing, work-based learning, 5
Los Angeles Unified School District, Los Angeles, CA and college-level coursework and experiences to 6th through 12th graders This Contract for Success and the embedded projects are strongly aligned with the four core educational assurance areas. Through the Linked Learning pathways and Common Core State Standards (CCSS) aligned digital and basal content (as well as Californias adoption of CCSS and participation in the Smarter Balanced Assessment Consortia), we will be adopting standards, assessments, and practices that prepare students to succeed in college and career. Through personalized learning plans and educator, parent, and student use of data embedded within these plans, teachers and principals will have the tools at their disposal to improve instruction. Through our approach to job-embedded professional learning and an improved growth and development cycle, we will be developing and retaining our most effective teachers and principals. Finally, through our focus for how we will be choosing participating schools coupled with wrap-around interventions for high need students, we will make tremendous progress in turning around some of LAUSDs lowest performing schools. With the support of an RttT-D investment, we will focus on delivering these promises to 25 low performing middle and high schools across the district. We will reach at least 20,500 students in Year 1, and over the four year grant period, will positively impact the educational outcomes of more than XX,XXX students directly. Although this represents a small percentage of our total student population, it creates the potential to dramatically change how teaching and learning occur in a subset of our schools and provide proof points for other schools that describe what is possible and how it can be done. The measurement of our progress in meeting our promises will be determined by a model of continuous improvement and measured by a rigorous, in place, performance management system that includes 14 metrics. The District will augment the small central office RttT-D team that coordinates with several divisions to leverage resources and personnel to monitor the work in our schools. The success of our project will allow us to learn about what works in secondary schools, and from there we can scale our success districtwide.
RttT-D Contract for Success in action:

Deep engagement in personal learning , including setting goals, understanding and celebrating progress, and seeking out supports
Active participation in transformative and student-centric learning. including digital, project-based and work-based experiences Strong support from teachers, advisors, and mentors tailored to each students individual needs
Students
Confidence, tenacity, and flexibility to strive for and achieve personal college and career goals Opportunities to grow and develop as a professional, empowered to make transformative instruction available to every student Active collaboration with other teachers and school leaders to adopt, refine and improve new approaches and practices for personalization Regular and ongoing use of data and differentiated resources to ensure students are receiving the support and opportunities they need
Teachers and Leaders
Sustained relationships with students and parents, built by working side-by-side in pursuit of shared goals Meaningful opportunities to engage with schools to support each students personal learning Easy access to student information and knowledge of how to connect students with the right resources, trainings, and interventions Genuine partnerships between parents, schools, higher education, and civic organizations to achieve transformative teaching and learning
Families and Community

LAUSD Strategic Plan
Confidence that each child will successfully progress from grades 612, and leave LAUSD prepared to achieve at high levels
Los Angeles Unified School District, Los Angeles, CA Over the past three years, we have defined a new student-centric agenda and are building considerable momentum behind it investing in significant analysis, planning, restructuring and re-alignment of every resource across our district in service of high quality teaching and learning. We seek Race to the Top District funds to further unlock the innovation, learning, and results required to make a significant leap forward in implementing our strategic plan. The Districts 2012-2015 Strategic Plan is anchored in our over-arching commitment to All Youth Achieving and focuses on five ambitious goals: 100 Percent Graduation, Proficiency for All, 100% Attendance, Parents and Community Engagement and School Safety. [Appendix A1 for Strategic Plan]. At the core of everything we do is the connection between the teacher, the student and content. Everything is in service to the Instructional Core.
To that end, Our Strategic Plan outlines five priority strategies:
Transform teaching and learning so that we prepare all youth to graduate college and workforce ready Ensure there is an effective employee at every level of the organization focused on improving student outcomes Provide a portfolio of high quality schools for all youth, families and communities Ensure a safe, caring and nurturing, personalized learning environment for all youth Operate an effective, efficient and transparent organization in order to assure the public trust
Our RttT-D project goals, strategies and structures directly align with the 2012-2015 Strategic Plan and will take full advantage of the resources, performance accountability and management systems we are investing in as we pursue successful implementation. (A)(2) Applicants approach to implementation (10 points) (a) A description of the process that the applicant used or will use to select schools to participate. The process must ensure that the participating schools (as defined in this notice) collectively meet the competitions eligibility requirements; 9
If awarded an RttT-D grant, we will invite 35 pre-identified secondary schools to apply for participation in the grant program. We seek to include approximately 20,500 students and X,XXX educators from the final participating schools, composed of middle and high school feeder patterns. The initial group of 40 schools were considered for possible participation because in recent years they have gone through some type of restructuring or major reform process such as the formation of SLCs, small school structures within a larger site, developed California Partnership Academies, will be establishing or already have an established Linked Learning Pathway or have been part of the Districts Public School Choice reform process. The multiple middle schools and their receiving high school within each feeder pattern (some high schools have several feeder middle schools) will join together to submit one application. We anticipate that this will result in a final cohort composition of 15 feeder middle schools paired with 10 receiving high schools. While our selection process will utilize a set of design criteria outlined below, we will also have two overarching goals: focus primarily on schools from our lowest three performance tiers (as defined by the LAUSD School Performance Framework), and ensure geographic and demographic representation of LAUSD as a district. These goals are critical if we are to effectively scale up what we learn to other low performing schools across LAUSD. We will also seek to concentrate our work in a few Zones of Choice, which are geographic areas comprised of multiple campuses that offer students living in an attendance boundary the opportunity to select and rank various school models, in order of preference, to determine their school of attendance. LAUSD currently offers twenty-one Zones of Choice. Participation Criteria: To ensure transparency about the expectations of the grant, we are developing a set of participation criteria to help applicants understand what becoming an RttT-D school will entail. In addition, we may offer a number of optional components that applicants can apply for depending on whether it is relevant and appropriate to the schools existing plans. In designing these criteria, our goal is to promote school-level autonomy (in accordance with our district policy) while also assuring the successful implementation and impact of our RttT-D investments. Likely criteria for all schools includes: approval from a significant 10
Los Angeles Unified School District, Los Angeles, CA percentage of teachers to participate in a minimum level of RttT-D related professional development; for Middle Schools: commitment to providing 90 minutes of advisory time/week, commitment to early adoption of the district ELA/Math digital curriculum; for High Schools: commitment to offer RttT-D aligned Summer Bridge Program, a description of their existing or potential advisory structure, to provide at least one Linked Learning pathway and to seek accreditation within 3-4 years, and to early adoption of the district ELA/Math curriculum. (Linked Learning is a transformative, comprehensive approach to providing high school students with experiences of connecting rigorous academics with a challenging career technical education, and real-world experiences to ensure students are prepared for both college and career. Students choose their pathway from a list of 15 state approved career technical education pathways.) The level of parent engagement and development of partnerships with community agencies and local businesses will also be considered for both middle and high schools. [Appendix A2 for CTE list]. Submission Process: Once we have made the full criteria available to the public, eligible middle and high schools will submit an application as a feeder pattern. To quality as a feeder pattern, we will require one high school and at least one middle school, although we will likely show preference for feeder patterns with at least two middle school partners. To assess each schools readiness and capacity for meeting the criteria of the RttT-D program, each group will submit a narrative-form assessment survey designed to provide the District information on many variables. Each school will describe their strengths and weaknesses, current autonomy and/or other governance model, and provide an overview of their community. Additionally, the schools will be asked to candidly describe their previous attempts at school reform, and the challenges that still impede their ability to improve achievement. The schools will examine the RttT-D grant model and explain how the components would be implemented effectively at their sites. then be submitted to the district by January 25, 2013. Review Process: Within the first 30 days of acceptance of an award, we will establish the Contract for Success Task Force including District-level 11 All of this information will
Los Angeles Unified School District, Los Angeles, CA instructional and administrative staff, representatives from our local teacher union (UTLA) and from parent and community-focused partners. Together, this Task Force will rank each application for participation depending on: Ongoing work to increase personalization of the middle and high school experience and to differentiate instruction to accelerate students academic progress Previous experience with other reform programs. School performance data by school and sub-group, and an explanation for why results have declined, improved or remained the same Another important part of the application process will be for each school feeder pattern to submit a compelling description of how RttT-D strategies will build on and amplify their schools existing plans, and how the school will become an act ive and committed partner to both the District and to the other participating schools in pursuing this important work. The successful applicants will be notified of selection within 100 days of the RttT-D award notification. (b) A list of the schools that will participate in grant activities (as available); and Because of our extensive qualifying process, we have chosen not to select the exact schools until after we know we have obtained an award. The final list of schools will be identified within the first 60 days after receipt of a grant award and notification of the selected participants will be provided to the Department of Education.
(c) The total number of participating students (as defined in this notice), participating students (as defined in this notice) from low-income families, participating students (as defined in this notice) who are high-need students (as defined in this notice), and participating educators (as defined in this notice). If participating schools (as defined in this notice) have yet to be selected, the applicant may provide approximate numbers. Participating schools and students: We expect our selection process to yield sites with a total of between 25,500 and 27,000 students. Given LAUSD demographics and 12
Los Angeles Unified School District, Los Angeles, CA our focus on selecting low performing schools, we anticipate that a significant percentage of the students will be from low-income families and/or qualify as high-need students as defined by the grant application. A pool of potential school sites is included in the Table on pages 15-16:
13

School Demographics Raw Data Actual numbers or estimates (Please note where estimates are used)
A B C D E F G
Percentages
H I
Grades/Subjects included in Race to the Top - District Plan
# of Participating high-need students
# of Participating Educators
% of Participating Students in the School (B/F)*100
% of Participating students from low-income families (D/B)*100
# of Participating Students
Total # of Students in the School
% of Total LEA or consortium low-income population (D/E)*100
# of Participating lowincome students
Total # of low-income students in LEA or Consortium
LEA
(Column relevant for consortium applicants)
Eligible Participating School
LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (HS) LAUSD (MS) LAUSD (MS)
Belmont (Multimedia Academy, Science, Arts & Green Engineering Academy (SAGE), Los Angeles Academy of Medical & Public Service (LAAMPS)) Bernstein (STEM Academy of Hollywood) Contreras Learning Complex (Business and Tourism Academy, Los Angeles School of Global Studies) Dorsey (School of Legal Studies & Engineering Sciences, Business & Entrepreneurial Studies, Arts & Humanities) Fremont HS Hawkins Hawkins Hawkins Hilda Solis (Community Health Advocates School) (Critical Design & Gaming School) (RISE) (Media Support & Services)
9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-10 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 6- 8 6-12
1,039 441 477 125 2,329 359 361 345 128 879 88 732 413 442 306 979 353 677 1,048 693
1,039 441 477 125 2,329 359 361 345 128 879 88 732 413 442 306 979 353 677 1,048 693
1,039 297 337 85 2,329 275 312 245 109 566 61 478 413 442 206 624 161 294 641 693
408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510
1,039 441 477 125 2,329 359 361 345 128 879 88 732 413 442 306 979 353 677 1,048 693
100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
100% 67% 71% 68% 100% 77% 86% 71% 85% 64% 69% 65% 100% 100% 67% 64% 46% 43% 61% 100%
0.25% 0.07% 0.08% 0.02% 0.57% 0.07% 0.08% 0.06% 0.03% 0.14% 0.01% 0.12% 0.10% 0.11% 0.05% 0.15% 0.04% 0.07% 0.16% 0.17%
Hollywood (New Media Academy, Teaching Career Academy) Jack London (Manufacturing & Product Dev. Services, Sales, Marketing)
Manual Arts High School Robert F Kennedy Robert F Kennedy (Los Angeles High School of the Arts) (School of Visual Arts and Humanities) (School of History & Dramatic Arts)
Sotomayor Learning Academy
Sylmar HS (Sylmar Bio Tech Health Academy) Westchester Westchester Berendo Ambassador-Global Leadership (Environmental Science) (Health & Sport Medicine)
14

Grades/Subjects included in Race to the Top - District Plan # of Participating high-need students # of Participating Educators % of Participating Students in the School (B/F)*100 % of Participating students from low-income families (D/B)*100 # of Participating Students Total # of Students in the School
% of Total LEA or consortium low-income population (D/E)*100
# of Participating lowincome students
Total # of low-income students in LEA or Consortium
LEA
(Column relevant for consortium applicants)
Eligible Participating School
LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS) LAUSD (MS)
Audubon Bancroft Belvedere (2 Magnet) Castro Cochran Griffith (1 Magnet) Irving Mme Mag Kim Academy King (3 Magnets) Le Conte (1 Magnet) Liechty Mann Muir (1 Magnet) New Open Wld Acad Nightingale Stevenson (1 Magnet) UCLA Community Sch Virgil Webster Wright
6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 6- 8 K-12 6- 8 6- 8 K-12 6- 8 6- 8 6- 8 -
677 468 1,080 521 1,045 1,123 636 890 651 675 1,257 498 1,055 1,084 963 1,776 986 1,130 639 180 29,548
677 468 1,080 521 1,045 1,123 636 890 651 675 1,257 498 1,055 1,084 963 1,776 986 1,130 639 180 29,548
677 197 1,080 274 1,045 1,123 337 890 651 344 1,257 498 754 1,084 963 792 428 1,130 464 70 23,665
408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510 408,510
677 468 1,080 521 1,045 1,123 636 890 651 675 1,257 498 1,055 1,084 963 1,776 986 1,130 639 180 29,548
100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
100% 42% 100% 53% 100% 100% 53% 100% 100% 51% 100% 100% 71% 100% 100% 45% 43% 100% 73% 39% 80%
0.17% 0.05% 0.26% 0.07% 0.26% 0.27% 0.08% 0.22% 0.16% 0.08% 0.31% 0.12% 0.18% 0.27% 0.24% 0.19% 0.10% 0.28% 0.11% 0.02% 5.79%
TOTAL
Goals, activities, timelines, deliverables, and responsible parties for Section (A)(2) 15
Los Angeles Unified School District, Los Angeles, CA GOAL 1: Select schools to participate in the RttT-D grant through a competitive application process. Rationale: A competitive process will allow us to promote school autonomy and to select schools that are the best fit for RttTD, where the school leadership, teachers, families, and communities all believe in and align with the goals of the grant. IMPLEMENTATION STEPS ACTIVITY (1): Finalize participation criteria and application, and disseminate it to all eligible schools. ACTIVITY (2): Feeder patterns submit applications to be part of the grant. To quality as a feeder pattern, we will require one high school and at least one middle school. ACTIVITY (3): Establish the Contract for Success Task Force to review applications, including District-level instructional and administrative staff, representatives from the local teacher union (UTLA) and from parent- and community-focused partners. ACTIVITY (4): Review, assess and select participating schools ACTIVITY (5): Announce schools selected to participate in the grant. TIMELINE December 2013 By January 25, 2014 RESPONSIBILITY Race to the Top Implementation Team, School leadership
January 2014
Race to the Top Implementation Team
Feb-March 2014 March 2014
Contract for Success Task Force Superintendent
(A)(3) LEA-wide reform & change (10 points) The extent to which the application includes a high-quality plan describing how the reform proposal will be scaled up and translated into meaningful reform to support district-wide change beyond the participating schools (as defined in this notice), and will help the applicant reach its outcome goals (e.g., the applicants logic model or theory of change of how its plan will improve student learning outcomes for all students who would be served by the applicant). An Incubator of Innovation: We view our RttT-D plan as an important catalyst in our existing District theory of change. To achieve our ultimate goal All Youth Achieving in a system as large and as complex as LAUSD, our established outcomes16
Los Angeles Unified School District, Los Angeles, CA based environment will allow us to test, refine and scale what works with smaller groups of schools who share our interest in innovation and learning as we develop solutions to systemic problems. Our participating schools will function as an incubator, where, over time, LAUSD will determine if these initiatives, both individually and collectively, can close achievement gaps, improve achievement and prepare students in some of our lowest performing schools for college and careers. We also know that implementation planning begins on Day 1, and so our RttT-D incubator of innovation will be deliberately structured with a commitment to meaningful district-wide dissemination and adoption in mind. We will seek to leverage both existing structures and processes as well as build several new channels to pursue this work. The RttT-D program will be directed by the Division of Intensive Support and Intervention (DISI). Senior Staff in this office will continue to have oversight and ensure that this program is directly aligned with broader efforts to accelerate performance and foster innovation across the District, with a focus on low performing schools. In taking this approach, we can be certain that RttT-D is not isolated/disconnected work but is THE work an opportunity to develop actionable practices that can be scaled across all of the five Local Education Service Centers in the district. The Contract for Success Task Force that convened to evaluate and select participants for RttT-D will meet at least three times a year to review the progress on implementation of the grant, identify key learning, and with the start of Year 2, begin to develop plans for broader dissemination of successful innovations. Several bold reform initiatives including adoption of the A-G graduation requirements, the expansion of the Educator Growth and Development Cycle (EGDC) and the district-wide transition to Common Core Standards and the initial roll out of digital tablets for greater individualized learning and adoption of both Common Core and Smarter Balanced Assessments are already well underway in LAUSD. Through the implementation lens, this work represents an important infrastructure through which we can naturally scale lessons and best practices from our RttT-D work. Specifically, we will look to our RttT-D schools for student-centric learning and teaching strategies that will be integrated into these existing systems and increase personalization for students across the district. For example, we will continue to refine our Teaching & Learning Framework to include definitions of effective teaching that include 17
Los Angeles Unified School District, Los Angeles, CA skills and capabilities enhance personalization and differentiation and that encourage authentic exploration of college and career pathways. As we use RttT-D to develop strong professional development resources both delivered in-person and increasingly online, we will capture evidence on what is most effective in improving teacher practice, and then ensure that these resources are widely available to all teachers and administrators. Our RttT-D plan will also integrate into our District Performance Management Cycle, building on regular and ongoing processes we have established to build a sense of district-wide ownership for results at every level of our organization from the Superintendents office to our individual schools. This system provides another avenue through which we can scale our RttT-D work; as participating schools implement, monitor, and rigorously measure the effectiveness of various strategies, we can then determine if the District should embrace these methods and institutionalize them as policy for secondary school operations. Using the adage, what gets measured is what gets done, we will use our RttT-D results to set new targets and to set clear expectations for school-level and classroom-level activities that maximize personalization and college- and career- readiness. We can embed these targets and practices in our performance dialogues which happen at least three times each year between stakeholders across LAUSD (e.g., between teachers and principals, between principals and district staff), to ensure that adaptation is happening efficiently and with quality. Information on the growth and development of best practices related to the rollout of the concurrent initiatives will be shared through formal teacher and administrator communication networks. We will also use our existing networks of schools to further disseminate the RttT-D best practices across the District. We already have a system-wide network structure to build on, as 2013-2014 marks the second academic year with the reorganization of the district into five Educational Service Centers in place. Each Center has created local networks of schools that meet monthly with their Instructional Directors for Professional Development and to exchange information on best practices in their schools. (Instructional Directors supervise a group of schools and coach site principals in development of their instructional programs. They report to the Education Service Center Superintendents.) Current practice in LAUSD is also to encourage networks of schools that are involved in specific types of reform. An example of 18
Los Angeles Unified School District, Los Angeles, CA this is the support network for our Pilot Schools. Teachers and administrators meet regularly to share best practices and exchange information about the challenges and accomplishments at their sites. Another example is our network of School Improvement Grant (SIG) schools which meet regularly to exchange information about emerging effective practices and to exercise collaborative governance (principal and union chapter chair) over decisions related to mandated components of the SIG work such as appropriate, sequenced professional development to build the capacity of teachers and administrators to use components of our emerging multiple measure evaluation system for formative and summative purposes. This information dissemination strategy has proven effective and participants indicate the networking has allowed them to learn from their constituents and take back information to improve their programs. We believe these networks contribute to our system level understanding of the work underway and its potential to scale effectively and meaningfully in different contexts. We will target these networks as part of our rollout strategy, as we believe they provide additional opportunities to innovate for example, the network of SIG schools may adopt aspects of the RttT-D work focused on interventions for high need students and further refine and strengthen these approaches in the context of our lowest performing schools. The RttT-D schools themselves will also be networked in several ways. There will be multiple face-to-face and on-line professional development opportunities for the schools and a website portal where the District will maintain current information on relevant conferences, classes, materials resources, videos, interviews, and important articles related to their programs. RttT-D educators will have a blog where they can post information in written or video form on successful activities or to get feedback about concerns at their site. All LAUSD educators will have access to this site and can learn immediately from the work in the RttT-D schools. We will also ask some of our most successful sites to open their doors as models for others to come and observe the RttT-D Contract for Success in action. Opportunities will be created for formal observation in the RttT-D schools, and discussions with staff members regarding the challenges and opportunities associated with the RttT-D model. Through annual goal setting, these schools will work with district staff to determine what aspects they can and will integrate into their existing school plans, and so the cycle of innovation and improvement will continue. 19
Los Angeles Unified School District, Los Angeles, CA An explicit responsibility of our RttT-D central office team will also focus on scale and dissemination, both in supporting the work described above and in ensuring that, as a district, we change our behavior based on what works. During the first 100 days of the grant, our RttT-D central office team and the data support staff will work together to create a detailed rollout plan, identifying the priority channels for dissemination as well as ensuring that we have the right data systems in place to identify and capture what works. As a team, we will review and refine this plan and will then update it twice each year based on progress and what we are learning. Beginning in Year 2 of the grant, we will also involve our budget team and begin to conduct cost-benefit analysis to understand which of our RttT-D investments are most cost effective in delivering positive gains for students and in supporting effective teaching. Over time, this information will allow us to allocate resources differently across the district investing in what works, and shifting funds away from what doesnt. In this regard, the RttT-D investment will be amplified many times over, as $30 million will influence central decisions about how we as a district spend scarce resources to maximize student outcomes. Long before the end of the grant in 2018, the return on the RttT-D investment in LAUSD schools will be visible in its impact on transforming our schools from one-size fits all to learning centers organized around the needs of every student. In these schools there will be No Child Left Unknown.
Goals, activities, timelines, deliverables, and responsible parties for Section (A)(3) GOAL 1: Network RttT-D schools together to facilitate scale of effective practices quickly across participating schools. Rationale: A critical element of successful implementation is for participating schools to proactively work together to evolve, co-create, and adapt RttT-D strategies within their school context and to share lessons and best practices IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY RttT-D Implementation Coordinators
ACTIVITY (1): Convene groups of school staff from participating Starting Summer 2014 schools and use performance dialogues and other protocols to share
20
Los Angeles Unified School District, Los Angeles, CA challenges, problem solve, and capture learnings. ACTIVITY (2): Host a series of site visits, using a community of practice model, so that participating schools can visit other sites in the network and observe elements of implementation in other settings ACTIVITY (2): Launch a blog where educators in participating schools can post information in written or video form on successful activities or get feedback about concerns at their site. ACTIVITY (3): Build a website portal where the District will maintain current information on relevant conferences, classes, materials resources, videos, interviews, and important articles related to RttT-D initiatives. Starting Spring 2015 School leadership of most successful RttT-D schools RttT-D Implementation Team Webmaster RttT-D Implementation Team Webmaster
Fall 2014
2014-2015
GOAL 2: Share emerging lessons and best practices from RttT-D work and disseminate across other existing networks of schools to scale effective practices in real-time more broadly in the district. Rationale: The networks have robust channels of communication in place and we want to disseminate information on emerging effective strategies as soon as possible to achieve maximum impact. IMPLEMENTATION STEPS ACTIVITY (1): Maintain evolving list of promising and proven practices in RttT-D schools based on discussions with staff members, feedback from performance dialogues, and commentary from the online blog. ACTIVITY (2): Invite RttT-D teachers and school leaders to present strategies that are proving effective in their schools to meetings of teachers and administrators that are part of Pilot Schools, School Improvement Grants, and other school networks within LAUSD; As part of this work, offer site visits at RttT-D schools. ACTIVITY (3): Share promising and proven practices with other 21 TIMELINE Ongoing RESPONSIBILITY RttT-D Implementation Coordinators
Starting Spring 2015
Coordinated by RttT-D Implementation Team
Senior staff in ISIC
Los Angeles Unified School District, Los Angeles, CA schools that are under the jurisdiction of the Office of Intensive Supports and Innovation (ISIC). GOAL 3: Scale proven practices and policies from the RttT-D work across all of the five Local Education Service Centers through allocating resources differently across the district. Rationale: As one of the nations largest school districts, LAUSD always conducts any pilots or learning labs with a clear eye toward how to use what is learned to improve the overall system, including changing how resources are allocated centrally IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY Budget Services & Financial Planning
ACTIVITY (1): Conduct cost-benefit analysis to understand which of Annually starting 2015our RttT-D investments are most cost effective in delivering positive 16 gains for students and in supporting effective teaching. (Described further in Section E). ACTIVITY (2): Convene the Contract for Success Task Force to review the progress on implementation of the grant, identify key learning, and with the start of Year 2, begin to develop plans for broader dissemination of successful innovations. Three times annually starting 2014-15
Contract for Success Task Force
ACTIVITY (3): Create a detailed rollout plan, identifying the priority 2014-15 channels for dissemination as well as ensuring that we have the right data systems in place to identify and capture what works. ACTIVITY (4): Review and refine the rollout based on progress and what we are learning. Twice annually starting 2014-15
RttT-D Implementation Team Director and data support staff RttT-D Implementation Team Director
(A)(4) LEA-wide goals for improved student outcomes (10 points) [Note: Goals are in development for the following required elements: (a) Performance on summative assessments (proficiency status and growth). (b) Decreasing achievement gaps (as defined in this notice). (c) Graduation rates (as defined in this notice). 22
Los Angeles Unified School District, Los Angeles, CA (d) College enrollment (as defined in this notice) rates.
(A) (4) (a)
23

Summative assessments being used (e.g., name of ESEA assessment or end-of-course test): California State Test (CST) - STAR (ELA 2-11; Science 8,10; Math - 2-7, Algebra, Algebra II, Geomety, Summative Math) Methodology for determining status (e.g., percent proficient and above): Procient or Advanced score on CST Methodology for determining growth (e.g., value-added, mean growth percentile, change in achievement levels): N/A LEA-wide - Across all schools and all grades Baseline(s) SY 2011-12 SY 2012-13 (optional) Goals SY 2017-18 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (Post-Grant)
Goal area
Grade Level
Subgroup
English Language Arts (ELA): Number and Percent Proficient & Advanced on CST
2nd grade
Mathematics: Number and Percent Proficient & Advanced on CST
2nd grade
OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities
26,421 17,723 1,684 2,125 3,982 19,752 8,591 852 26,838 18,324 1,717 1,953 3,972 20,212 9,423 992
56% 51% 84% 51% 80% 51% 41% 21% 57% 52% 86% 47% 80% 52% 45% 25%
25,231 16,681 1,767 1,911 4,018 18,840 10,063 758 27,121 18,419 1,831 1,907 4,092 20,628 11,606 1,020
54% 48% 84% 47% 80% 48% 43% 19% 58% 53% 86% 47% 82% 53% 50% 25%
24

Baseline(s) SY 2011-12 SY 2012-13 (optional) Goals SY 2017-18 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (Post-Grant)
Goal area
Grade Level
Subgroup
3rd grade
3rd grade
4th grade
4th grade
OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian African American White FRPL Eligible ELL Disabilities
19,015 11,730 1,550 1,504 3,385 13,314 1,939 462 30,596 21,347 1,895 2,188 4,047 23,559 7,231 1,193 26,752 18,145 1,615 2,164 3,796 20,038 3,442 723 29,600 20,727 1,718 2,212 3,853 22,775 5,767 1,086
43% 36% 75% 39% 73% 37% 13% 19% 69% 65% 92% 57% 87% 65% 49% 45% 62% 57% 89% 54% 86% 57% 27% 34% 68% 65% 93% 55% 86% 64% 45% 43%
17,722 10,908 1,436 1,394 3,262 12,442 1,770 428 28,744 19,891 1,802 2,038 4,036 22,202 6,796 1,070 24,789 16,313 1,733 1,867 3,852 18,320 2,424 648 29,994 20,853 1,890 2,107 4,017 23,158 5,459 1,125
40% 34% 73% 37% 69% 34% 12% 17% 65% 61% 91% 54% 85% 61% 45% 40% 58% 53% 86% 51% 85% 53% 21% 35% 70% 67% 94% 57% 88% 66% 47% 50%
25

Goal area
Grade Level
Subgroup
5th grade
5th grade
6th grade
6th grade
23,422 15,497 1,482 1,994 3,511 17,216 1,215 618 26,432 18,476 1,612 1,911 3,443 20,271 3,216 918 19,324 12,395 1,311 1,445 3,094 13,979 472 413 18,343 11,908 1,363 1,128 2,924 13,274 889 468
54% 49% 82% 49% 82% 49% 12% 27% 61% 57% 89% 47% 80% 57% 32% 35% 47% 41% 78% 43% 77% 42% 6% 16% 44% 39% 81% 33% 72% 40% 11% 17%
21,936 14,392 1,477 1,655 3,487 16,116 901 506 25,582 17,693 1,619 1,717 3,535 19,626 2,805 847 18,220 12,116 1,161 1,274 2,743 13,784 316 415 17,225 11,472 1,201 1,032 2,634 12,987 629 439
53% 47% 82% 44% 82% 48% 10% 27% 61% 58% 90% 46% 83% 57% 31% 38% 49% 43% 78% 44% 76% 45% 5% 21% 46% 41% 80% 36% 73% 42% 11% 20%
26

Goal area
Grade Level
Subgroup
7th grade
7th grade
8th grade
Algebra I: Number and Percent Proficient & Advanced on CST
8-11th grade
19,160 12,441 1,262 1,494 2,892 13,914 291 361 13,897 9,490 731 944 2,009 10,351 628 350 18,918 12,221 1,317 1,428 2,842 13,505 210 369 13,647 9,458 770 844 1,772 10,061 670 309
49% 43% 82% 45% 79% 45% 5% 14% 40% 36% 78% 30% 69% 36% 11% 14% 47% 41% 82% 42% 77% 43% 4% 15% 23% 20% 62% 16% 46% 21% 6% 7%
17,833 11,536 1,237 1,245 2,816 12,979 207 373 13,032 8,986 660 753 1,955 9,774 477 395 16,779 10,687 1,203 1,212 2,658 12,135 150 300 14,435 10,136 777 896 1,822 11,072 608 333
47% 41% 79% 42% 77% 42% 4% 18% 39% 35% 74% 27% 68% 36% 9% 19% 44% 38% 79% 38% 75% 39% 3% 14% 26% 24% 62% 19% 49% 25% 7% 9%
27

Goal area
Grade Level
Subgroup
Science: Number and Percent Proficient & Advanced on CST
8th grade
9th grade
Geometry: Number and Percent Proficient & Advanced on CST
9-11th grade
10th grade
22,446 15,291 1,412 1,545 2,989 16,602 837 681 18,259 12,597 1,101 1,390 2,159 13,279 352 331 4,747 2,896 505 227 741 3,365 136 57 14,794 9,805 1,095 1,117 1,874 9,257 218 208
56% 51% 88% 45% 81% 52% 15% 24% 40% 36% 73% 35% 70% 37% 4% 10% 15% 12% 48% 8% 34% 13% 2% 3% 39% 34% 72% 34% 69% 38% 3% 8%
21,920 14,991 1,344 1,487 2,940 16,635 646 599 19,221 13,472 1,009 1,537 2,208 14,729 348 398 4,177 2,531 382 243 742 2,974 92 49 15,491 10,482 1,078 1,142 1,884 11,619 179 245
57% 53% 88% 46% 82% 53% 13% 25% 45% 41% 74% 41% 73% 43% 5% 14% 13% 10% 44% 9% 33% 12% 2% 2% 43% 38% 75% 37% 70% 41% 3% 11%
28

Goal area
Grade Level
Subgroup
Life Science: Number and Percent Proficient & Advanced on CST
10th grade
Algebra II: Number and Percent Proficient & Advanced on CST
9-11th grade
11th grade
Summative Math: Number and Percent Proficient & Advanced on CST
9-11th grade
14,635 9,805 1,113 995 1,863 10,534 367 326 4,753 2,657 714 219 825 3,278 125 48 12,753 8,340 1,053 997 1,594 9,257 149 177 4,045 1,711 1,024 113 904 2,608 42 25
39% 35% 73% 31% 69% 37% 6% 12% 17% 13% 52% 9% 38% 15% 4% 3% 41% 36% 71% 36% 66% 38% 3% 9% 36% 24% 69% 18% 62% 31% 13% 20%
14,925 10,064 1,082 1,020 1,872 11,239 316 351 5,090 2,885 763 196 833 3,741 130 47 12,235 8,018 997 803 1,663 9,175 107 151 4,447 2,010 1,009 134 950 3,042 40 34
42% 37% 75% 34% 70% 40% 6% 15% 18% 14% 54% 9% 38% 17% 5% 3% 40% 35% 68% 32% 68% 38% 3% 9% 38% 28% 72% 24% 61% 34% 14% 23%
(A) (4) (b) 29

According to the application, achievement gap is defined as: Achievement gap means the difference in the performance between each subgroup (as defined in the notice) within a participating LEA or school and the statewide average performance of the LEAs or States highest-achieving subgroups in reading or language arts and in mathematics as measured by the assessments required under the Elementary and Secondary Education Act of 1965 (ESEA), as amended. Across the State of California, the highest-achieving subgroups in ELA and Mathematics are: Asian LEA-wide - Across all schools and all grades Identify subgroup and Goal area Grade Level Subgroup OVERALL Hispanic Asian 2nd grade White FRPL Eligible ELL Disabilities OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 2nd grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 25% 30% -3% 30% 1% 30% 40% 60% 28% 33% -1% 38% 5% 33% 40% 60% 26% 32% -4% 33% 0% 32% 37% 61% 28% 33% 0% 39% 4% 33% 36% 61% % % % % %
English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group
ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN
African American ASIAN
30

Identify subgroup and Goal area Grade Level Subgroup OVERALL Hispanic Asian 3rd grade White FRPL Eligible ELL Disabilities OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 3rd grade White FRPL Eligible ELL Disabilities English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 4th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 28% 35% -4% 32% -2% 34% 58% 52% 21% 24% -3% 32% 2% 24% 40% 44% 23% 28% -4% 31% -1% 28% 58% 51% 31% 37% -2% 34% 2% 37% 59% 54% 23% 27% -3% 34% 3% 27% 43% 48% 25% 30% -3% 32% -2% 30% 62% 48%
ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN
31

Identify subgroup and Goal area Grade Level Subgroup OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 4th grade White FRPL Eligible ELL Disabilities English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 5th grade White FRPL Eligible ELL Disabilities OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 5th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 16% 20% -9% 29% -2% 20% 39% 41% 28% 33% 0% 33% 0% 33% 70% 55% 26% 30% -2% 40% 7% 30% 55% 52% 21% 24% -3% 34% 3% 25% 44% 41% 28% 34% -1% 37% -1% 33% 71% 54% 27% 30% -2% 42% 5% 31% 57% 50%
32

Identify subgroup and Goal area Grade Level Subgroup OVERALL Hispanic Asian 6th grade White FRPL Eligible ELL Disabilities OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 6th grade White FRPL Eligible ELL Disabilities English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 7th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 34% 40% 3% 38% 4% 39% 75% 65% 39% 44% 2% 50% 11% 43% 72% 66% 33% 39% 0% 37% 3% 38% 77% 68% 32% 38% 3% 37% 5% 36% 76% 60% 36% 41% 2% 46% 9% 40% 71% 62% 35% 41% 3% 40% 5% 40% 78% 64%
33

Identify subgroup and Goal area Grade Level Subgroup OVERALL Mathematics: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 7th grade White FRPL Eligible ELL Disabilities English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 8th grade White FRPL Eligible ELL Disabilities OVERALL Algebra I: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 8-11th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 39% 44% 1% 50% 10% 43% 69% 65% 34% 40% -1% 39% 4% 38% 77% 67% 47% 50% 8% 54% 24% 49% 64% 63% 40% 44% 5% 52% 11% 43% 70% 60% 35% 41% 0% 41% 4% 40% 76% 65% 46% 48% 10% 53% 23% 47% 65% 63%
34

Identify subgroup and Goal area Grade Level Subgroup OVERALL Science: Difference between average of highest-achieveing sub-group and LAUSD average of each sub-group Hispanic Asian 8th grade White FRPL Eligible ELL Disabilities English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 9th grade White FRPL Eligible ELL Disabilities OVERALL Geometry: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Hispanic Asian 9-11th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 31% 36% -1% 42% 6% 35% 72% 63% 39% 43% 6% 44% 9% 42% 75% 69% 47% 50% 14% 54% 28% 49% 60% 59% 29% 33% -2% 40% 4% 33% 73% 61% 37% 41% 8% 41% 9% 39% 77% 68% 48% 51% 17% 52% 28% 49% 59% 59%
35

Identify subgroup and Goal area Grade Level Subgroup OVERALL Hispanic Asian 10th grade White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian 10th grade White FRPL Eligible ELL Disabilities Algebra II: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group OVERALL Hispanic Asian 9-11th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) 35% 40% 2% 40% 5% 36% 71% 66% 48% 52% 14% 56% 18% 50% 81% 75% 44% 48% 9% 52% 23% 46% 57% 58% 32% 37% 0% 38% 5% 34% 72% 64% 35% 40% 2% 43% 7% 37% 71% 62% 42% 46% 6% 51% 22% 43% 55% 57%
Life Science: Difference between average of highestachieveing subgroup and LAUSD average of each sub-group
36

Identify subgroup and Goal area Grade Level Subgroup OVERALL Hispanic Asian 11th grade White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian 9-11th grade White FRPL Eligible ELL Disabilities Baseline(s) Goals SY 2011-12 SY 2017-18 Comparison SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (PostGroup (optional) Grant) ASIAN 28% 30% ASIAN 33% 35% ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN ASIAN -2% 33% 3% 31% 66% 60% 39% 51% 6% 57% 13% 44% 62% 55% 2% 38% 2% 32% 67% 61% 38% 48% 4% 52% 15% 42% 62% 53%
English Language Arts (ELA): Difference between average of highestachieveing subgroup and LAUSD average of each sub-group Summative Math Difference between average of highestachieveing subgroup and LAUSD average of each sub-group
(A)(4)(c)
37

Baseline(s) Goal area Subgroup
OVERALL Hispanic Asian
Goals SY 2017-18 SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 # % SY 2016-17 # % (Post-Grant) # %
SY 2011-12 (optional) 28,892 20,741 1,490 2,707 2,743 21,070 2,343 1,379 64% 64% 78% 53% 71% 66% 29% 47%
26,586
19,940 1,346 2,249 1,921 19,982 2,297 2,000
65%
64% 75% 54% 71% 67% 29% 41%
High school African graduation rate American (# and percent) White

FRPL Eligible ELL Disabilities
(A)(4)(d) LAUSD doesnt track college enrollment (as defined in this notice) rates, currently. However, please refer to Section B1(a) to read how the district plans to track college enrollment rates in the future.
38
Los Angeles Unified School District, Los Angeles, CA (B) Prior Record of Success and Conditions for Reform (45 total points) (B)(1) Demonstrating a clear track record of success (15 points) The extent to which each LEA has demonstrated evidence of (1) A clear record of success in the past four years in advancing student learning and achievement and increasing equity in learning and teaching, including a description, charts or graphs, raw student data, and other evidence that demonstrates the applicants ability to (a) Improve student learning outcomes and close achievement gaps (as defined in this notice), including by raising student achievement, high school graduation rates (as defined in this notice), and college enrollment (as defined in this notice) rates; (b) Achieve ambitious and significant reforms in its persistently lowest-achieving schools (as defined in this notice) or in its low-performing schools (as defined in this notice); and (c) Make student performance data (as defined in this notice) available to students, educators (as defined in this notice), and parents in ways that inform and improve participation, instruction, and services In the text box below, the applicant should describe its current status in meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. Recommended maximum response length: Four pages (excluding tables)
39
(a) Improve student learning outcomes and close achievement gaps, including by raising student achievement, high school graduation rates , and college enrollment rates; LAUSD proficiency and graduation rates have steadily improved; the School Performance Framework identifies our lowest performing schools to provide differentiated supports; through effective data tracking, we are engaging students, teachers and parents to inform and improve participation, instruction and services. Demonstrated improvements in California statewide achievement tests The 2012-2013 Standardized Testing and Reporting (STAR- California Dept. of Education) scores maintained the gains made in 2012, LAUSDs best-ever student performance in math, English, science and history to be improving at every level, District-wide, across every subject. Building on a decade of consistent progress in advancing student achievement, 2012-2013 English language arts scores stayed at 48% up from 44% in 2011. 9th grade ELA proficiency increased by 5% and Grade 10 ELA proficiency increased by 3%. Math scores maintained at 45% from 43% over the same period. In grade 4, math proficiency increased by 2% to 70%, while Middle School Algebra I proficiency rose from 41% to 47%. Since 2006, LAUSD has gained 18% in English language arts, compared to only 15% statewide. Over the same time period, LAUSD has gained 14% in math, while the statewide gain was only 10%. The chart below illustrates the Districts seven year growth pattern. Standardized Test Performance 2006-2012
2006 2007 2008 2009 38 44 34 37 57 22 2010 41 46 37 39 57 25 2011 44 50 39 43 63 27 2012 48 54 44 45 63 30 2013 48 51 45 45 63 31 Chg. 2012 to 2013 0 -3 1 0 0 1 Chg. 2006 to 2013 18 17 19 14 15 14
30 31 34 English Language Arts 34 36 39 Elementary ELA 26 27 31 Secondary ELA 31 31 35 Mathematics 48 50 54 Elementary Math 17 17 20 Secondary Math Increased passing rates on California High School Exit Exam
40
Los Angeles Unified School District, Los Angeles, CA To graduate, all California public school students must fulfill state and district graduation course requirements and pass the CAHSEE tests for English language arts and mathematics. In 2012-13, a record 69% of 10th-grade students in LAUSD passed both parts of the CAHSEE on their first try, a 25% gain from 44% in 2003-04.
CAHSEE Pass Rates by Subgroup Percent Passed as 10th Graders
ALL STUDENTS 2003-04 44% 2004-05 50% 2005-06 53% 2006-07 52% 2007-08 57% 2008-09 60% 2009-10 62% 2010-11 66% 2011-12 67% 2012-13 Change 2012 to 2013 Change 2004 to 2013
69%
2%
25%
Gender Male Female 42% 46% 48% 51% 51% 55% 50% 53% 55% 59% 59% 62% 60% 64% 64% 68% 65% 70% 66% 71% 1% 1% 24% 25%
Ethnicity African American Asian Latino White English Learners Reclassified ELs Students w/Disabilities 36% 77% 38% 75% 29% 57% 7% 40% 80% 45% 80% 34% 65% 9% 45% 80% 48% 81% 18% 69% 11% 43% 81% 47% 80% 15% 69% 9% 45% 83% 54% 82% 19% 76% 14% 51% 86% 57% 83% 20% 78% 16% 54% 88% 59% 84% 21% 79% 17% 55% 89% 63% 84% 23% 82% 18% 58% 90% 65% 86% 22% 83% 18% 59% 87% 67% 85% 20% 82% 19% 1% -3% 2% -1% -1% -1% 1% 23% 10% 29% 10% -9% 25% 12%
Commitment to closing achievement gaps LAUSDs student population is 73.4% Latinos, 10% African American, 8.8% White and 2.2% Asian students of which 64.5% of students 41
Los Angeles Unified School District, Los Angeles, CA qualify as socio-economically disadvantaged. LAUSD is a majority-minority district. Without closing the achievement gap, the District cannot demonstrate sustained growth. The District focus is to raise achievement for all students while closing the achievement gaps between subgroups. Results from the 2013 Academic Performance Index showed that the District is closing sub-group gaps and recorded a cumulative gain of 3 points, the 2nd highest of the larger urban systems in the State, in which school systems statewide posted an overall decline of 2 points. The 2013 results showed English Learners jumped 28 points, the highest in history at the District, and 27 points above the statewide figure. Students with disabilities grew by 17 API points, versus 5 points across California. Economically disadvantaged students rose by 8 points in the District, compared with 5 points statewide. The 2012-2013 CAHSEE gains support the Districts approach to closing the achievement gaps- over the last eight years, pass rates for Latino students in the 10th grade have surged 27% to 67%, and African American students increased 22% to 59%, narrowing the achievement gap and allowing many more students to graduate from high school. African American students are closing the achievement gap at a slightly higher pace. Over the past 5 years, African American students have increased the CAHSEE pass rate by 8% as compared to 2% for White students, 1% for Asian students and 10% for Latino students. While these gap closings are impressive, they are mitigated by the fact that the actual grade level equivalent of the CAHSEE test is approximately an 8th to 9th grade level. When we look harder at the data, it becomes clear that there are large, persistent gaps between our subgroups, especially EL and special education populations in comparison with mainstreamed students. LAUSD has strict plans in place to close the achievement gap for both English Language learners and Special Education students. The Master Plan for English Language Learners and Modified Consent Decree for Special Needs students are showing modest yet steady results. RttT-D grant funds are being sought to personalize learning experiences for all students; however, we anticipate dramatic gains in closing the achievement gap of EL and SPED students in order to graduate EVERY child college and career-ready.
42
Los Angeles Unified School District, Los Angeles, CA Increased the Four-Year Cohort Graduation Rate and A-G Diplomas LAUSD has consistently increased the percentage of students who are taking A-G course requirements and on-track for graduation. LAUSDs four-year cohort graduation rate improved 17 points to 65% between 2008 and 2013. Graduation rates were highest for Asian and White students at 75% and 71%, respectively, and lowest for African-American students at 54%. English Learners and reclassified English Learners graduation rates decreased- less than 30% of English Learners graduated in four years in 2013; however, 79% of reclassified English Learners graduated in four years. Economically disadvantaged students had a 67% graduation rate. Compared to the previous years cohort graduation rate, African American and Reclassified English Language Learners students increased graduation rates while White, Latino and English Learner students maintained their graduation rates. Students with disabilities and Asian students were the two subgroups that experienced a decline in graduation rates. Commitment to track college enrollment and completion data going forward LAUSD has made a commitment to track college enrollment and completion data by creating policies and procedures in place that require college persistence rates to be tracked, district-wide. Due to the ongoing California fiscal crisis, LAUSDs college data collection and tracking program was discontinued. Instead, LAUSD conducts senior exit information surveys in which students indicate their postsecondary plans, and all LAUSD 10th grade students take the PSAT. The PSAT My College Quick Start account allows the College Board to track student profiles, graduation profiles and enrollment patterns for the District in aggregate. LAUSD has foundation support to access the National Student Clearing House (NSCH) data that will allow us to report college enrollment and college completion rates. We are providing the NSCH with data from 2009-2013 that will allow them to track college enrollment and persistence metrics, immediately. AP and SAT takers also indicate college-going rates. Although enrollment in grades 9-12 has decreased by nearly 27,000 students since 2006-07, the percentage of students enrolled in AP courses increased from 12.1% to 17.7% and over 44,000 exams were taken in 2012-13, compared to nearly 30,000 exams in 2006-07. During the same 43
Los Angeles Unified School District, Los Angeles, CA period, the number of students enrolled in AP courses increased by more than 5,000 and the number of AP courses taken increased by more than 7000. The percentage of students enrolled in AP classes has increased by nearly 6%. More than one-in-six students are enrolled in AP classes. Meanwhile, the percentage of students scoring 3 or above has remained constant at 40% over the past four years. Achievement gaps between Asian, White and African-American, Latino students exist in terms of percentages scoring 3 or higher on AP Exams. A higher percentage of exams taken by Asian and White students received scores of 3 or above, compared to African-American and Latino students.
(b) Achieve ambitious and significant reforms in its persistently lowest-achieving schools (as defined in this notice) or in its lowperforming schools (as defined in this notice) A variety of successful reform strategies have been used to drive results among the identified low-performing schools In 2012-13, 170 low performing schools participated in one or more reform programs. To accelerate improvement, the District created a special unit called the Intensive Support and Innovation Center (ISIC) to provide the highest level of supervision, administrative professional development and coaching, and instructional support to the lowest achieving schools. Our focus on intervention and differentiated instruction has proven effective for narrowing the achievement gaps. Among the schools participating in one or more of the reform programs, the percentage of students scoring proficient increased by 2% and students scoring at the lowest levels dropped by 4% in English language arts. In Math, Intensive Support students increased proficiency by 2% and reduced the number of students performing at the lowest levels by 2%. Among the 146 reform school models with two years of data, half of Lead Partner schools met all AYP targets, gaining an average of 27 API points. Of the 32 pilot schools, 38 percent met all targets, averaging an 8-point API gain. On average, schools in Public School Choice 1.0 to 3.0 also had 8 API growth points. Over the past five years, the District has introduced a variety of school reforms, instructional models and school choice options to reform the lowest achieving schools, outlined below: Lead partnerships help encourage reform within instructional models: Since 2008-09, 27 schools have been involved with four Lead Partners that are School Board approved outside civic and educational groups that act as Educational Management Organizations. A five-year, detailed Memorandum of Understanding allows the three, current partner organizations to operate the 21 partner school sites.
44
Los Angeles Unified School District, Los Angeles, CA Pilot School Model: The District has 48 pilot schools that have a package of waivers for maximum flexibility from the UTLA contract and LAUSD policies, including determination of the instructional calendar, bell schedule, local budget, hiring, curriculum, assessments and professional development. School Improvement Grants (SIG): For the last two years, 20 of our lowest performing schools have benefits from the School Improvement Grants (SIG). Each SIG school has implemented one of four federally approved reforms: turnaround, transformation, restart or closure. Californias Quality Education Information Act (QEIA): The State Quality Education Information Act provided funds to 103 low performing schools to reduce class size, lower student-counselor ratios and provide extensive professional development. Public School Choice Initiative: The 2008 Public School Choice Initiative created an intensive reform review process for four cohorts (1.0, 2.0, 3.0 and 4.0) and over 100 schools. Working with all stakeholders, the schools were required to submit plans to improve achievement in their schools. (c) Make student performance data available to students, educators (as defined in this notice), and parents in ways that inform and improve participation, instruction, and services Parent engagement has been proven to increase high school graduation rates, overall student academic achievement, and college enrollment rates. Specific parent involvement dimensions that positively affected student academic achievement include checking on and helping with homework, communicating with children about school, and higher parental expectations about academic ability. (NEA, 2008) Students with parents who are involved in school have fewer behavioral problems, better academic performance, are less likely to be suspended or expelled from school and more likely to complete high school. Moreover, teachers of students with highly involved parents have been shown to give greater attention to those students and identify problems that may inhibit learning at earlier stages. (Bridgeland et al, 2006) LAUSDs vision for personalized learning is to include parents in every step of the personalized learning process from goal setting to monitoring to intervention and acceleration. LAUSD knows and values its parents and educators as integral partners in ensuring that every child graduates college and career ready. 45
Each student has the ability to view personalized progress and parents have access to their students performance data LAUSD made student performance data available to students, educators, and parents as a core tenet of LAUSDs theory of change and foundational beliefs. Students and parents receive annual personalized reports on their standardized test performance, in both English and Spanish. Students will have direct access to student data, including real-time ELA and Math proficiency progress reports from the digital tablets. Student self-monitoring tools will be incorporated into the digital learning programs that record students language acquisition status and synchs with students cumulative records, Individualized Graduation Plan and student profile. Parents and students have access to student performance data through district-wide, school site and individual school resources. Parents may examine school performance data on schools websites where school test scores, demographics, attendance and discipline information are posted. The publically available School Annual Report Card (SARC) contains information about curriculum, instruction, school programs, staffing and budgets. Parents obtain information about instruction, school participation and related services from the school administration, teachers, conferences, and by reviewing progress reports. Parents and students can use the Parent Access Portal to review student profiles that include test results, grades, course completions, attendance, and discipline. Educators and administrators can access student and school-wide data Teachers, site and district administrators have access to student and school-wide data through the MyData and ISIS systems. These data portals provide information on dozens of variables, including: standardized test scores, student achievement on benchmark assessments, attendance, grades, course completions, disciplinary actions, CAHSEE results and progress toward graduation.
46
Los Angeles Unified School District, Los Angeles, CA (B)(2) Increasing transparency in LEA processes, practices, and investments (5 points) The extent to which each LEA has demonstrated evidence of A high level of transparency in LEA processes, practices, and investments, including by making public, by school, actual school-level expenditures for regular K-12 instruction, instructional support, pupil support, and school administration. At a minimum, this information must include a description of the extent to which the applicant already makes available the following four categories of school-level expenditures from State and local funds: (a) Actual personnel salaries at the school level for all school-level instructional and support staff, based on the U.S. Census Bureaus classification used in the F-33 survey of local government finances (information on the survey can be found at http://nces.ed.gov/ccd/f33agency.asp); (b) Actual personnel salaries at the school level for instructional staff only; (c) Actual personnel salaries at the school level for teachers only; and (d) Actual non-personnel expenditures at the school level (if available). In the text box below, the applicant should describe its current status in meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. Recommended maximum response length: One page
47
LAUSD is committed to the highest level of transparency regarding all LEA processes, practices, and investments. The District Los Angeles Unified School District, Los Angeles, CA follows the Civil Rights Data Collection Annual Reporting Guidelines when reporting school-level expenditure data. LAUSD publicly released our Strategic Plan, fiscal stabilization plan, school-level budget summaries, and district-level budget information. As defined in further detail in Section (E)(2), LAUSD publicly shares its goals for the system reflected in the Performance Meter, individual School Report Cards, State-mandated School Accountability Report Cards (SARCs), and other data (such as LAUSDs School Performance Framework). LAUSD reports the following data to the CRDC on an annual basis:
The Districts Budget Realities website provides public access to the Districts Final Budget (current and prior years), Fiscal Stabilization Plan, and various budget presentations. The District Financing video provides information on the Districts revenues and expenditures. Every K-12 school has a School Budget Summary report on school-level funding for positions and non-personnel items (general fund unrestricted and restricted). The budget provides an overview of major cost groupings, such as positions, non-position salaries, instructional materials and books, contracts and services, and capital equipment. The position detail section provides actual salary costs for administrators, teachers, instructional support staff, and classified employees. Paired with the School Budget 48
Los Angeles Unified School District, Los Angeles, CA Summary is the Expenditure Dashboard that provides our most current school-level expenditure compared to the current budget, in several expense categories.
(B)(3) State context for implementation (10 points) The extent to which each LEA has demonstrated evidence of Successful conditions and sufficient autonomy under State legal, statutory, and regulatory requirements to implement the personalized learning environments described in the applicants proposal. In the text box below, the applicant should describe its current status in meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. Recommended maximum response length: Three pages California will provide a world-class education for all students, from early childhood to adulthood. The Department of Education serves our state by innovating and collaborating with educators, schools, parents, and community partners. Together, as a team, we prepare students to live, work, and thrive in a highly connected world. The California Department of Education (CDE) oversees the state's diverse and dynamic public school system, which is responsible for the education of more than seven million children and young adults in more than 9,000 schools. Approximately 24% of Californias students are English Learners who are not yet proficient in English, and an additional 12 % are former English l earners
49
Los Angeles Unified School District, Los Angeles, CA (known as Reclassified/Redesignated Fluent English Proficient or RFEP) who need educational supports to improve their English proficiency as they progress through school. Most students in California schools (53%) come from low-income families; many are immigrant families that come from poor countries with few educational or economic resources. The California Department of Education and the State of California have established baseline conditions and provided autonomy to LEAs in California to pursue ambitious reform plans. Specific state initiatives that will propel implementation of LAUSDs plan include:
College and Career Readiness State adoption and implementation of the Common Core State Standards (CCSS) by SY 2014 Participation in the development of new science standards (Next Generation Science Standards) Leading the development ambitious new assessment system, SMARTER Balanced Assessment Consortium (SBAC) as a governing member and committing to administering assessments in SY 2014 in preparation for Common Core Cooperation with higher education partners to establish college and career readiness standards and align assessments for K-12 learning, college admissions, and college placement aligned to graduation, college and career goals Improving graduation rates and student preparation for college and careers by revisiting the University of California A-G requirements which have made it difficult for the secondary school curriculum to evolve to meet 21st Century needs Aligned with Linked Learning, Senate Bill 1070 reauthorizes and revises the Career Technical Education Pathways Initiative to create career-ready pathways for students from middle school through community college. The 2005 Career Technical Education Pathways Initiative has served nearly 750,000 California students in middle school, high school, and college by providing courses, trainings and/or externships, including programs such as: California Partnership Academies, Career Advancement Academies, and the Teacher Preparation Pipeline. Assembly Bill 790 establishes Linked Learning pilot programs by up to 20 applicants in California. Research shows that students in these programs are not only demonstrably more likely to graduate from high school than their statewide 50
Los Angeles Unified School District, Los Angeles, CA counterparts, but they are also graduating with the skills and knowledge that California employers say they need.
Personalized Learning Environments Aligned to the grant goals, Senate Resolution 36 recognizes personalized learning as a distinct learning model in California public education and to further recognize the benefits and contributions of personalized learning as a promising choice in the California public education system for the growing number of pupils who need an alternative choice to learn successfully. Per the 10 Elements of High Quality Digital Learning, articulated by Digital Learning Now, California has made early progress in select areas that enable and provide LEA autonomy for personalized learning environments. For example: o Digital content is required to be aligned to Common Core state standards o State law permits funding for instructional materials to be used to purchase digital content and systems o District public-school students are eligible for publicly-funded digital learning opportunities o Students may enroll in both individual online courses and traditional face-to-face brick and-mortar schools o Provides autonomy for what a blended brick-and-mortar school looks like o State mandated assessments, including annual assessments, end-of-course exams and high school exit exams, are to be administered digitally, either online or on a computer beginning in SY 2014-15 In 2005, regulations were created allowing schools with an 8 or above API rank in either its statewide or similar schools ranking and no less than a 6 in the other ranking to avoid student-teacher ratio provisions, and facilitate blended learning. The school must spend at least 85% of its budget on instruction but is freed from other expenditure requirements. Effective Teaching and Leading LAUSD is part of CORE, a nonprofit organization independent of the CDE that seeks to improve student achievement by fostering collaboration on Standards, Assessment and Instruction, Talent Management and Building Capacity for Improvement
51
Los Angeles Unified School District, Los Angeles, CA between its eight member school districts: Clovis, Fresno, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, and Sanger Unified. California meets all 10 of the Data Quality Campaigns 10 Essential Elements including student-level test data and a statewide teacher identifier with a teacher-student match. AB 293 (Stull Bill) established a uniform system of evaluation and assessment of the performance of certificated personnel within each school district of the State. LAUSD is required to include student progress and outcomes in the evaluation of every teacher and principal in the District. AB 293 underscores LAUSDs legal obligation to consider student growth as a component of an educators effectiveness and address teacher quality and turnover at high-need schools. The ruling in Doe vs. Deasy legally supports the system (1) to revise principal and teacher evaluation systems to include evidence of student progress and achievement based on state and district standards for all classes, whether or not there is state standardized assessment data available; and (2) to engage in necessary negotiations with labor partners to finalize the system, including the weighting of each of the multiple measures in the evaluation system. A settlement, currently under appeal, between LAUSD, UTLA, and plaintiffs in Reed vs. State of California, et al. settled, allowing LAUSD to develop financial incentives to address teacher turnover in the highest-need schools where the impact of teacher layoffs was so severe that the destabilization of the teaching force at those campuses compromised the constitutional rights of students. Forty-five Reed schools are protected from budget-based layoffs, receive additional support from the District to fill teacher vacancies with quality candidates, and have access to incentives to increase the retention of effective teachers and administrators. The State of California allows freedom for textbook adoption and instructional materials, so long as the materials are Williams Act compliant, allowing the District and autonomous schools ways to flexibly purchase and adopt curriculum, including technology-based materials. Section 60010(h) of California Education Code defines "Instructional materials" as all materials 52
Los Angeles Unified School District, Los Angeles, CA designed for use by pupils and their teachers as a learning resource, including printed or non-printed materials, textbooks, technology-based materials, other educational materials, and tests. Section 60010(m) further defines technology-based materials, which align to the plan for RttT-D tablet and electronic assessment adoptions.
53
Los Angeles Unified School District, Los Angeles, CA (B)(4) Stakeholder engagement and support (10 points) The extent to which each LEA has demonstrated evidence of Meaningful stakeholder engagement in the development of the proposal and meaningful stakeholder support for the proposal, including (a) A description of how students, families, teachers, and principals in participating schools (as defined in this notice) were engaged in the development of the proposal and, as appropriate, how the proposal was revised based on their engagement and feedback, including (i) For LEAs with collective bargaining representation, evidence of direct engagement and support for the proposals from teachers in participating schools (as defined in this notice); or (ii) For LEAs without collective bargaining representation, at a minimum, evidence that at least 70 percent of teachers from participating schools (as defined in this notice) support the proposal; and (b) Letters of support from such key stakeholders as parents and parent organizations, student organizations, early learning programs, tribes, the business community, civil rights organizations, advocacy groups, local civic and community-based organizations, and institutions of higher education. In the text box below, the applicant should describe its current status in meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. Recommended maximum response length: Three pages
54
Los Angeles Unified School District, Los Angeles, CA The extent to which each LEA has demonstrated evidence of Meaningful stakeholder engagement in the development of the proposal and meaningful stakeholder support for the proposal, including: A description of how students, families, teachers, and principals in participating schools (as defined in this notice) were engaged in the development of the proposal and, as appropriate, how the proposal was revised based on their engagement and feedback. The Los Angeles Unified School District is deeply committed to parent, community and stakeholder feedback. LAUSD has taken a multi-pronged approach by engaging school site staff, principals, parents, community stakeholders, community based organizations, the United Teachers of Los Angeles, elected officials and several educational think tanks. Stakeholders have been involved with LAUSDs Race to the Top application, providing input every step of the way from the decision to declare an intent to apply to the submission of the final application. The District convened an internal working team to weigh in on the vision, goals and outcomes for the grant. The vision was then presented to LAUSD executive Leadership Team, high school and middle school principals, faculties and parents at potential RttT-D school sites, community meetings, the Board of Education, jurisdictional Mayors, politicians, over 140 community based organizations and Chamber of Commerce for input and feedback. We then incorporated and responded to stakeholder feedback, continuously revising and improving the application to best meet the needs of students, families, communities, school sites and faculty members. [Appendix B4b list of meetings]. Engagement with families: Over the past two years, LAUSD has made a holistic, concerted effort to engage parents in designing its vision for personalized learning. During fall, 2013, the 21 Linked Learning Pathways in the District, their feeder middle schools and over 42 CommunityBased Organizations have engaged parents about the mission, vision and learning experiences that students will have if LAUSDs personalized learning vision is realized through the Race to the Top grant. During the 2012-13 school year, LAUSD convened over 65 parents at Gage Middle School and El Sereno Middle Schools to learn about their interest in more personalization and communication between administrators, teachers, parents and students. Parents asked for additional information about high school choices, career pathways and intervention programs. Parents were also concerned about 55
Los Angeles Unified School District, Los Angeles, CA college and affordability for their middle school and high school students, and they expressed strong needs for more student counseling, medical and mental health services, and dropout prevention. School safety and smaller class sizes were also top priorities for this group. Engagement with teachers: For the past three years, Personalized Learning has been a constant focus in the shift to the Common Core, development of differentiated instructional strategies and the roll-out of individual computer tablets for every students and teacher. During fall 2013, all 21 Linked Learning Pathways, Potential Cohort 4 Pathways and their feeder middle schools participated in 10 visioning sessions to provide input and feedback on the Districts 2013 RttT-D application and vision for personalized learning. During the previous school year, LAUSD also engaged with over 100 teachers at Los Angeles, Carson, and Jefferson High Schools to seek their feedback on LAUSDs vision for personalized learning. Professional development to help teachers implement Common Core Standards and new technology-based instruction was mentioned as very important. Course work could provide students real-life experience in careers is very high on their list, and they wanted more resources to support their existing SLCs and academies. Several teachers experienced lasting academic and personal successes with students in Summer Bridge Programs that were discontinued because of budget cuts and teachers expressed excitement at the prospect of reinstituting Summer Bridge programs through Race to the Top. In order to improve their effectiveness, middle and high school teachers, alike, also expressed an interest in professional development for the implementation of Advisory or other structures to promote and nurture personalization, project-based learning and technology assisted curriculum and instruction. This group of educators also requested more common planning time to work in personalized learning environments and collaborate on the implementation of the RttT-D program strategies and practices. Engagement with principals and administrators: Over the course of two years of school-site engagement with LAUSDs vision for personalized learning, several takeaways have been clear: school administrators and staffs believed that RttT-D resources should be employed to create college and career 56
Los Angeles Unified School District, Los Angeles, CA awareness in the middle grades with a focus on individualized learning plans for grades 6-12, parent engagement in these plan designs, and the need for more tutoring and varied interventions for struggling students, especially English learners. The development of personal, social and career focused skills for middle school students ranked very high for this group and they asked that an emphasis be placed on science so that more of our minority students could develop an interest and have access to these STEM careers. We invited principals, union chapter chairs and Instructional Directors from high schools likely to participate. Their feedback revealed a need for: More personal and college counseling support Attendance improvement help Pupil services for at-risk students Summer Bridge programs for entering middle school students and high school Interventions for all struggling students More computers and technology- based instruction to support individualized learning The feedback from these sources was brought back to the design team, reviewed and then incorporated into the final RttT-D project design. The team identified the practices and processes that would most directly affect student learning improvement over time, and do so in ways that could leverage existing LAUSD initiatives, resources, and personnel to combine them with RttT-D funds for maximum impact. (i)For LEAs with collective bargaining representation, evidence of direct engagement and support for the proposals from teachers in participating schools; Similarly to the local mayors and California Department of Education, UTLA President, Warren Fletcher and AALA President, Judith Perez received copies of LAUSDs Race to the Top District application, allowing for a 10 day comment period. A summary of the application was also posted on the LAUSD website and included an email address to solicit feedback and comments from
57
Los Angeles Unified School District, Los Angeles, CA teachers, parents and administrators in the larger community. LAUSD also corresponded with Mr. Fletcher to facilitate UTLA input in stakeholder engagement sessions and welcome UTLA feedback on the application. In 2012, at the request of UTLA President, Warren Fletcher, and Superintendent John Deasy, core members of the Race to the TopDistrict team met with four UTLA representatives selected by President Fletcher, UTLA Chapter/Area Chairs/Members: Janet Davis, Brian Muller, Brad Jones and Dan Barnhardt. Superintendent Deasy and Chief of Intensive Support and Intervention, Donna Muncey, met several times with UTLA President Warren Fletcher, Vice Presidents: Gregg Solkovits, Juan Ramirez, Betty Forrester and UTLAs attorney, Jesus Quinones. [Appendix B4b list of meetings and attendees]. Specific concerns were raised about the multiple measure teacher evaluation system and ways we could work together to sustain promising practices that emerge from this work. (ii) Letters of support from such key stakeholders as parents and parent organizations, student organizations, early learning programs, tribes, the business community, civil rights organizations, advocacy groups, local civic and community-based organizations, and institutions of higher education. The L.A. Compact has been an avid supporter of LAUSDs vision for the Race to the Top grant. LAUSD representatives have participated in multiple compact meetings, and several members of the L.A. Compact, including UniteLA, and the Chamber of Commerce, provide LAUSD with support for job shadowing, apprenticeships, job training, and work-based learning for students, and have been integral in the planning and feedback stages. During the 2012-13 school year, the Chamber of Commerce organized a session with ConnectEd (The California Center for College and Careers) in order to gather feedback on the Linked Learning program and facilitated discussions with the L.A. Small Schools Initiative about Linked Learning and Summer Bridge. The Chamber of Commerce has committed to aligning its business partners that are interested in becoming involved in the schools with Linked Learning programs for volunteer guest speakers and teachers, acting as career information resources, and also providing funding and in-kind donations that would support improving the quality of our high school graduates for their future workforce.
58
Los Angeles Unified School District, Los Angeles, CA The United Way and the Coalition of Community Schools have reached out to their core education partners to educate them about personalized learning and gather meaningful feedback from community based organizations. The United Way Meeting on October 19th, 2012 yielded a robust dialogue with nearly 40 L.A. based educational organizations about Race to the Top, personalized learning, parent engagement, community involvement and investments in Los Angeles public schools. Feedback from the session and letters of support from participating organizations has been included in this application. [Appendix B4b for letters of support]. LAUSD has shared its vision for the RttT-D grant with over 40 community based organizations, every middle school in the District, 21 Linked Learning Pathways, potential Cohort 4 Linked Learning pathways and their Instructional Directors, faculties, parents, numerous politicians, the LAUSD Board of Education and our labor partners. Our stakeholders take an investment in our schools and communities very seriously and they provided valuable feedback to ensure the personalized learning vision put forth in this grant meets the specific and varied needs of our students. All of the Mayors from cities served by LAUSD received copies of the grant application, as did the California Dept. of Education. Verification of those deliveries are attached. [Appendix B4b for receipts of Mayor and CDE delivery].
59
Los Angeles Unified School District, Los Angeles, CA (C)(1) Learning (20 points) The extent to which the applicant has a high-quality plan for improving learning and teaching by personalizing the learning environment in order to provide all students the support to graduate college- and career-ready. This plan must include an approach to implementing instructional strategies for all participating students (as defined in this notice) that enable participating students to pursue a rigorous course of study aligned to college- and career-ready standards (as defined in this notice) and college- and career-ready graduation requirements (as defined in this notice) and accelerate his or her learning through support of his or her needs. The quality of the plan will be assessed based on the extent to which the applicant proposes an approach that includes the following: Learning: An approach to learning that engages and empowers all learners, in particular high-need students, in an age-appropriate manner such that: (a) With the support of parents and educators, all students (i) Understand that what they are learning is key to their success in accomplishing their goals (ii) Identify and pursue learning and development goals linked to college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice), understand how to structure their learning to achieve their goals, and measure progress toward those goals; (iii) Are able to be involved in deep learning experiences in areas of academic interest; (iv) Have access and exposure to diverse cultures, contexts, and perspectives that motivate and deepen individual student learning; and (v) Master critical academic content and develop skills and traits such as goal-setting, teamwork, perseverance, critical thinking, communication, creativity, and problem-solving; (b) With the support of parents and educators, there is a strategy to ensure that each student has access to (i) A personalized sequence of instructional content and skill development designed to enable the student to achieve his or her individual learning goals and ensure he or she can graduate on time and college- and career-ready; (ii) A variety of high-quality instructional approaches and environments; (iii) High-quality content, including digital learning content (as defined in this notice) as appropriate, aligned with collegeand career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in 60
Los Angeles Unified School District, Los Angeles, CA this notice); (iv) Ongoing and regular feedback, including, at a minimum (A) Frequently updated individual student data that can be used to determine progress toward mastery of collegeand career-ready standards (as defined in this notice), or college- and career-ready graduation requirements; and (B) Personalized learning recommendations based on the students current knowledge and skills, college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice), and available content, instructional approaches, and supports; and (v) Accommodations and high-quality strategies for high-need students (as defined in this notice) to help ensure that they are on track toward meeting college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice); and (c) Mechanisms are in place to provide training and support to students that will ensure that they understand how to use the tools and resources provided to them in order to track and manage their learning. In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Recommended maximum response length: Eight pages Overview of RttT-D Teaching and Learning Plan A Contract for Success 61

Our RttT-D plan proposes a Contract for Success between LAUSD and our students, parents, teachers and communities to deliver on three promises for each and every student:
Personalized learning and rigorous college-and career-ready pathways that empower every student to set and achieve bold goals and equip them with the skills, capabilities, and traits required for success in our modern society Effective teaching and school leadership in every school, in every classroom, every day that ensure high-quality, student-centric instruction focused on college- and career-readiness Authentic partnership with parents and community partners that enlists school staff, parents, community organizations, business leaders and higher education to work side-by-side to support and nurture every student on their journey to college and career success
Today, we are not delivering on these promises for every student. In Section C1, we will describe the specific structures, practices and resources that will be employed to achieve personalized learning and college-ready career pathways. Section C1 will also address the development of authentic partnerships with parents and communities to support this work and allow us to fulfill these promises. recognizing that our goals can only be achieved if the core educational focus of parents, teachers and learners is strong, consistent, and continuously improving. At the end of four years, we are confident that together this work will accelerate progress on each of our building block goals for high and middle schools, so that: All graduating 12th graders are proficient, having completed a rigorous college preparatory curriculum and participated in a challenging career pathway All 9th grade students earn enough credits to matriculate to 10th grade on-time, thereby ensuring they are on track for high school graduation All 8th grade students leave middle school at or above grade-level proficiency, so that they are ready to take on the challenges of high school work and not require significant remediation In Section C2, we will detail how we will directly align our work on effective teaching and school leadership with the promises of this contract,
62
Section C1 Actions to Fulfill our Promises LAUSD will address and deliver on this Contract for Success through a specific set of structural and programmatic strategies and services sequenced across the 6-12 continuums. We will focus our RttT-D work in the middle/high school feeder patterns (comprised of approximately 10 high schools and 15 middle schools) and will partner with school teams who share our vision and have the capacity, energy and commitment required to execute the ambitious set of strategies. (See Selection process, A (2).) Context for LAUSD Learning Initiatives: Digital Learning Tablet Project Before going deeper into how these strategies will transform students middle and high school experiences, it is important to describe one important initiative already underway that will form a platform for launching the RttT-D work: the Digital Learning Tablet Project. While the project will not be using RttT-D funds, all participating RttT-D middle and high schools will receive the tablets during the 2014 -15 school year. In fall, 2012, Superintendent Deasy set an ambitious goal: put a digital learning tablet into the hands of every student by 2014. A bond initiative has been used to secure funding for this project, which includes resources to purchase both the tablet hardware and develop, test and rollout high quality digital curriculum, assessments, and instructional resources in ELA/Math across K-12. This tablet project is a critical lever in our district-wide adoption of the Common Core State Standards and implementation of the Smarter Balance Assessments, as it will allow for delivery of an integrated suite of rigorous curricula, interactive instructional resources, differentiated learning tools, and real-time data from formative assessments aligned with periodic and summative assessments. The tablets are also a bold step toward closing the digital divide in Los Angeles, providing students with access to leading-edge technology and building their facility with digital learning and various forms of interactive media. The adoption of the tablets will involve significant professional development for all teachers as we equip our teams to use technology in new and better ways to advance academic gains and engage all student learners. LAUSD is already in conversations with vendors to support all aspects of this project and pilots are underway in a cohort of middle and high schools during the 2013-14 school year to inform our design and
63

implementation planning. LAUSD is pursuing this work independent of RttT-D funding, including the Senior Defense and Portfolio. RttT-D Initiatives in Our Middle and High Schools Below, we describe how the RttT-D learning plan structure, strategies and resources will be integrated within the LAUSD context and come to life in our high schools and middle schools. RttT-D High Schools Imagine the LAUSD high school of the future. In the auditorium, Mario, a shy but creative student, speaks nervously with his Advisor as he prepares to lead his team of students in their final group presentation. A team of teachers has worked for months with students to prepare for this moment, and they sit in the front row ready to cheer them on. The group begins their presentation before an audience of their parents, teachers, and several professional actors and designers, including a well-known Hollywood director. One by one, the lighting, set, sound and costume designers each describe the concept for the original play, All of Us, a play about bullying. Mario, who is simulating the role of the director, presents his creative and persuasive concept, prepared in his English class. Melissa and Arnie talk about the angles and degrees of light that were measured in their math class, images and models created in their stage design class, and the urgency of this subject matter researched in their Cultural Geography class. Excitement is palpable; voices are strong, having practiced these skills in their acting class. They know the stakes are high because the winning design will be produced and performed for a group of students from a nearby middle school. All participating high schools will use RttT-D funds to create the structures and build the capacity to implement the Contract for Success learning strategies within the context of their existing school plans. High schools will primarily integrate the strategies through Linked Learning pathways, which provide students with transformative, personalized high school experiences through interrelated college-preparation academic classes, high-quality technical education classes, real-world work experiences and personalized supports. Students are able to choose a pathway best suited to their career aspirations and participating schools engage in significant professional development to ensure academic rigor, challenging technical classes, and ample opportunities for student voice. Each Linked Learning pathway falls within one of the 15 California broad Industry Sectors (e.g., Engineering and Design; Arts, Media and
64

Entertainment) (List of Sectors appears in Appendix C (1)) After 2-4 years of development, Linked Learning pathways undertake an intensive, two-day certification process to ensure that all of the core elements are implemented with quality. Early data from California implementation show that dropout rates are lower in pathway schools and that student proficiency in ELA and A-G completion are significantly higher than in non-pathway schools. (California Dept. of Education, 2011) LAUSD considers Linked Learning to be a major secondary reform effort for the district. With support from the James Irvine Foundation, LAUSD is a core member of the California Linked Learning District Initiative and is working with eight peer districts to significantly increase student engagement, achievement, and postsecondary success. As part of this work, LAUSD is also collaborating with ConnectEd, a statewide hub for Linked Learning, and several key partners including the National Academy Foundation, the National Career Academy Coalition, and the Career Academy Support Network at the University of California, Berkeley, to establish and manage 20 Linked Learning pathways within LAUSD. In 2014-2015, LAUSD is already planning to add 8-10 additional Linked Learning pathways with support from the Irvine Foundation and plans to locate most of this expansion in participating RttT-D schools. To select the 8-10 new sites, LAUSD has already identified over 70 schools with existing California Partnership Academies, career-themed academies, and career magnet programs operating in our low performing high schools. These existing programs provide the platform to further scale Linked Learning as they already have the basic infrastructure and resources (e.g. small school design and CTE/ROP teaching staff in place). This fall, the District is holding information sessions to educate high schools about Linked Learning and a rigorous process is in place to select the 8-10 schools for the Irvine-funded cohort in mid-January 2014 (aligned with the RttT-D school selection timeline, as outlined in Section A2). RttT-D dollars will allow us to add 5-7 more schools to the 2014-2015 cohort (to ensure all participating RttT-D have at least one pathway), and an additional 15 pathways in 2015-2016, resulting in a total of at least 40 Linked Learning pathways in RttT-D schools by 2015. In parallel, we will have leveraged both RttT-D and private dollars to build sustainable infrastructure and expertise at the central office that will allow us to accelerate and sustain district-wide expansion. Through adoption of Linked Learning, we will equip high schools to pursue multiple RttT-D strategies, including:
65

College- and career- ready content, instructional approaches and experiences: [Addresses C1(a) and C1(b)] We will invest in transformative learning opportunities, delivered via effective teaching in every classroom and supported by digital, project-based, and work-based instructional approaches. In high school, this work will be organized as Linked Learning pathways that integrate challenging academics, career classes and experiences, technical skills and capabilities, and targeted student supports within a small, personalized learning environment. (Bottoms, 2008) In middle schools, educators will guide students to assess their aptitudes and interests, explore careers and educational requirements, develop and practice project-based learning skills, and develop academic, personal, social and noncognitive skills that will prepare them to complete a high school career pathway program of their choice. The hallmark of the Linked Learning experience is a challenging academic experience aligned with A-G requirements, delivered through the lens of the career pathway and including rich opportunities for digital, project-based, and work-based learning. o The district-wide adoption of the digital learning tablets for ELA/Math in grades 9-12 is a natural fit within Linked Learning, and several of the existing LAUSD pathways have already embraced technology and personal computers as a core element of the instructional model. Digital learning in high school will also allow schools to better differentiate and meet the needs of all learners, as in a single classroom one student can access an AP or college course online while another engages in remediation or credit recovery. [Addresses C1(b)(iii)] o Linked Learning also involves significant project-based learning opportunities for both individual students and teams, in which students deeply explore topics of their choosing. These projects provide students with a real platform to practice the 21st century skills of creative, innovative and critical thinking, problem solving, collaboration, and communication as well as the effective use of media, technology, and project management. (ConnectEd, 2008). Student projects often culminate in a presentation of work either through exhibitions, productions or portfolio reviews, and research suggests that these projects are highly motivating, as students make connections between school and real-life and reflect on their own learning and personal goals. Teachers advise and guide students in the development, and often community members and relevant professionals are often engaged in the rubricbased assessment and evaluation of the projects. [Addresses C1(a)(iii), C1(b)(ii)] o Linked Learning also includes a series of worked-based learning experiences, wherein students gain access to a spectrum of
66

interactions with professionals from listening to professional speakers, attending career fairs, to virtual apprenticeships, mentoring, job shadowing, and school-based enterprises, through unpaid and paid internships. These experiences are embedded in classroom instruction, helping sharpen students desire to increase knowledge and skills relevant to their career interests. (Billett, 2005) To further deepen student engagement and to offer more opportunity for personalization, LAUSD will work with participating schools to develop or enhance partnerships with community colleges and four-year colleges and universities through articulation agreements, dual enrollment, technical career certification programs, and other postsecondary programs. LAUSD has developed the Los Angeles Broad-Based Coalition (LABBC) to enlist Champions and Industry representatives to assist Linked Learning pathways in the development of robust Industry Councils, who will, in turn, assist career pathways in creating and delivering the most current industry curriculum. The LABBC ensures students are receiving a full spectrum of WBL opportunities. In September, 2013 United Way provided an Executive Director to work with LAUSD in expanding the work of the LABBC. The L.A. Compact, an unprecedented commitment by 18 major L.A. institutions (colleges, city government, businesses) that want to see positive change in LAUSD schools, will also work with the District to better prepare students for college and the 21st century workplace through support services, remediation programs, college preparation programs and work experiences. [Addresses C1(a)(iii), C1(b)(ii)] [Appendix C1, LA Compact description].
Digital Personal Learning Plan (PLP): [Addresses C1(a)(i)-(ii), Cl(b)(i)(iv), C1(c)] All grade 6-12 students, supported by their parents, will develop a multi-year digital individualized learning plan designed to help educators personalize learning for all students. These plans will guide the students throughout the learning time in LAUSD. The tool will allow teachers to create learning and behavior plans that include the people who serve each student, including teachers, administrators, specialists, and non-school personnel such as parents and wraparound staff, allowing them to quickly check on students progress, communicate with service providers, manage personalized learning and receive real-time updates from any computer or mobile device. The program will also identify Common Core Standards aligned measureable goals, and assessments, lessons and instructional materials that are specifically designed to be used with RtI. This process will empower students to better understand the purpose of what they are learning, actively set goals, connect with the right supports at the right times, and chart their own progress as they take the key steps toward college- and career readiness. This living plan
67

will be accessible to students, parents and school staff and informed by regularly updated qualitative and quantitative data. As students make the transition into 9th grade, their grade 6-12 personal learning plan will accompany them. In high school, the PLP will be expanded to track progress toward graduation and toward A-G requirements for admission to post-secondary education in California. LAUSD is working with all stakeholders during the 2013-14 academic year to determine the Student Graduate Profile, what every student graduating from LAUSD should know and be able to do. This process will be completed in April 2014, presented citywide, and become part of the districts strategic plan. The PLP for every student in a Linked Learning pathway will include the Senior Graduate Defense and Portfolio, examples of student evidence of meeting or exceeding proficiency in the outcomes determined in the Student Graduate Profile. In addition, the PLP will capture progress toward specific college-awareness and access activities, to educate
students on college requirements as well as financial aid resources. Parents, teachers and counselors will work together with students to frequently revisit the PLP and update student goals and plans.
Advisories or other support structures to promote personalization: [Addresses C1a(iii-v), C1b(iv), C1c] In grades 6-12, all students will be connected with a specific teacher advisor and a group of peers with whom they will establish close communication, build trust and a sense of community during the three years of middle school and then three or four years of high school in their Linked Learning pathway. (Noguera, 2002.) In the Advisory context, students will explore diverse, multi-cultural topics, gain first-hand experience with college and career opportunities, and share in cooperative learning projects to develop important individual and interpersonal skills. The advisor will guide and support students in the ongoing management and development of their digital Personal Learning Plans. Advisories are a required component of Linked Learning. Within the pathway, Advisory groups build a culture of trust, cooperation, and high levels of expectations with both students and their parents. These Advisories will have discretionary funds to support motivating college and career experiences guided by student interests (e.g., college visits/tours, career days, community service projects). The high school Advisory will culminate in the college application and acceptance process. The advisory curriculum will also require training time with students so that they can effectively use and update their personal learning plans and learn to submit evidence for their Senior Portfolio, providing them with an understanding of the tools and resources available to track and manage their learning. This training will be complemented by training for parents and for teachers, so that all stakeholders are aligned on how and when to use various supports to
68

meet each students individual needs. Summer Bridge: [Addresses C1(b)(i)] For incoming 9th graders, high schools will promote successful transition through adoption of a Summer Bridge Program. Summer Bridge programs will include opportunities for academic course work and orientation activities. This program introduces students and their families to the culture of the school in a student-centered setting, and 10-12th grade students model the kind of behavior expected at the school. Teachers and administrators will review each students PLP in order to assess ac ademic and socio-emotional readiness for high school and to recommend additional supports that may be needed. Students will also engage in a Linked Learning project that demonstrates the real connection between career and core subjects, while also building trust and collaboration among a cohort of students. Through Summer Bridge, high schools will begin to form relationships with new students and with their families and create a sense of deliberate and thoughtful partnership with middle schools in service of each studen ts journey to graduation success. Intensive wraparound supports and targeted interventions for highest need students: [Addresses C1(b)(v)] Through our small group and individual learning settings, coupled with results from our increasingly personalized data system, we will identify and focus resources toward serving our highest need students. Then, engaging a variety of research-based District and community-based programs and partners, we will provide these students and their families with a comprehensive set of effective interventions and personalized medical and counseling supports to help each student get back on his or her own plan toward learning success. As part of the selection process, schools will be asked to identify any organizations that currently provide academic, medical or counseling services to their schools. All Linked Learning pathways include student supports, and through RttT-D these supports will be further expanded and amplified. o Dropout Prevention, Recovery and Remediation: LAUSD loses over 13,000 students per year who drop out of school, and much of this is concentrated in the lower performing schools that will be participants in this grant. Building on the successful Diplomas for All program model that was funded by The High School Graduation Initiative federal grant, RttT-D schools will invest in intensive dropout prevention and recovery, with a focus on the first two years of the grant. LAUSD will provide the middle schools with counselors who work with the site counselors at the feeder pattern schools to identify high need students and
69

coordinate the academic and social/emotional wraparound services needed to support the student and their family. During the first two years of the grant, middle schools will have counselors who will identify students at risk of dropping out and reconnect schools with those who have left the system. Using a Case Management approach, the specialist will create a plan for the student to get back on track for graduation or to re-enter the system through various credit recovery options and alternative graduation paths (including options such as APEX, Advanced Path, and continuation schools, one of which is currently a Linked Learning pathway). The counselors will serve as liaisons between the middle and high schools as well as district departments and community based organizations that can provide real-time supports to our highest need students. o Targeted supports for English Language Learners: Linked Learning includes language-appropriate supports and interventions for English learners and immigrant students, utilizing the project-based learning and work-based learning components. Students have the opportunity to practice emerging language skills in contextually meaningful ways, and to connect what they are learning to the skills required when entering the workforce. RttT-D Middle Schools Alma, an 8th grader, sits in a professional theatre setting watching a play on bullying performed and designed by neighborhood high school students. Afterwards, she and her classmates tour the theatre, meet the high school director, Mario, the designers and actors and their professional counterparts for a question/answer session. The high school Advisor for the career pathway, Mr. Dillon, explains to Alma and her friends about Linked Learning experiences and how they are available when they reach high school. This is an exciting day for Alma, as she loves plays and movies, and is thinking about becoming an actor or a screenwriter. She and her classmates write reviews of the play and her parents are very proud when her play review is published in the high school newsletter and sent out to all the parents and people in their community to read. Almas English teacher notices that she is a promising writer and connects her with a high school writing program at UCLA. She is already thinking about her characters and a story for her first screenplay. Middle schools are likely the first interaction between students, parents, and our innovative approach to personalized learning and college-and career-readiness. As such, they will play a critical role in introducing students and parents to the 6-12 RttT-D experience. All participating
70

middle schools will use RttT-D funds to implement the relevant learning strategies and will have some degrees of autonomy to do so within the context of their existing school plans. As in our high schools, we will encourage the staff members to be creative and to act as entrepreneurs, so that we can continue to improve the learning strategies and build the sense of true ownership necessary to sustain successful programs after the grant period is over. Each middle school site will have a dedicated counselor for the first 2 years of the grant. College- and career- ready content, instructional approaches and experiences: [Addresses C1(a) and C1(b)] The middle school instruction experience will focus on delivering rigorous, student-centric learning through digital and project based learning, as well as through integration of 21st Century skills across the full curriculum. o Digital Learning: [Addresses C1(b)(iii)] All RttT-D middle school students will have digital learning tablets with ELA and math curriculum and assessments, and additionally they will have access to a rigorous science curriculum. Feedback from school leaders as well as our student performance data suggests that we must strengthen our curricula and instruction to both better prepare students for A-G high school work and to maintain and stimulate students interest in college and career fields. The transition to the Common Core Standards through the digital tablet curriculum is a critical investment toward college- and careerreadiness and important preparation for participation in a Linked Learning pathway. o Project-Based Learning: [Addresses C1(a)(iii), C1(b)(ii)] Participating middle schools will work with the New Tech Network to embed authentic project-based learning into grades 6-8. Middle schools will be required to ensure that every sixth and seventh grade student participates in a series of project-based experiences in core subjects (to be decided by the faculty and leadership of each grade). New Tech offers a Project Planning Toolkit that embeds literacy and college readiness materials in the project design process teachers use regularly. The new toolkit requires linking outcomes directly to Common Core State Standards and provides teachers with substantial support for developing the scaffolding needed to build specific skills in students. In eighth grade, students will be expected to participate in an interdisciplinary project with a career focus, providing a chance to hone their critical thinking, research, presentation, and teamwork skills in advance of their transition to the high school Linked Learning curriculum. In addition to the Project Planning Toolkit middle schools will have access to Echo, New Techs Learning Management System, designed to support project-based learning, facilitate communication and collaboration, and improve
71

teacher practice. Teachers, students, and parents can use Echo on a daily basis to access course resources, project plans, assignments, a multi-dimensional gradebook, online groups, and an extensive library of instructional resources for teachers. Middle schools will also receive on-site support from 4 district coaches will provide coaching training and consulting services to New Tech schools site leadership and staff. o Celebration of cultural diversity: [Addresses C1(a)(iv)] Our LAUSD students are fortunate to live in a city with a rich ethnic and racial mosaic. 60% of our residents are foreign born; they speak over 100 languages, and their families enrich our schools with vibrant, breath-taking diversity. Our students meet people from other countries, they hear music from different lands, taste food from different cultures, and learn about the knowledge, arts, dress, religions and traditions of families from all over the globe. In short, cultural diversity is part of who we are. We will use the RttT-D opportunity to build on and honor this asset bringing families and communities together to share ideas and experiences that will benefit all of our children as we prepare them for future success. One of the projects for each of the grades in middle school will focus on cultural diversity. The projects will include creating family events, fairs, dinners, and/or social activities where families can mix and share the knowledge and experiences from their diverse cultures. In high school, all family members will be invited to attend major project presentations and have an opportunity afterwards to share in a talk back and in some social activities. Digital Personal Learning Plan (PLP): [Addresses C1(a)(i)-(ii), Cl(b)(i)(iv), C1c] When students enter middle school in sixth grade, they will begin to develop a personal learning plan with support from advisors, counselors and their parents. These seven-year plans will lay out a path to graduation and to college and career, and will help both students and parents understand and advocate for the academic opportunities and supports required to meet their personal goals. During 2014-2015 school year RttT-D rollout, these plans will be created with and for all 6-8th grade students. Middle Schools will use New Techs Echo system for the PLP, and high schools will use ConnectEd Studios. The 4 district coaches for the middle schools will also provide coaching for the PLP. Community based organizations will work with schools and parents to teach them how to access and use the PLP. Advisories or other personalized learning structures: [Addresses C1(a)(iii-v), C1(b)(iv), C1(c)] All schools can participate in a small group Advisory a critical space in which student ownership for learning will be introduced and cultivated from 6-8th grade. While
72

schools will have autonomy in the design and scheduling of these Advisories, they will be expected to meet for at least 90 minutes/week and adhere to an evidence-based curriculum that will be designed and/or selected by a working team of teachers guided by District RttTD Coordinators in the field. In Advisory, students will periodically revisit and up date their PLP and ensure that it is a living document to guide and inform their choices. Each year, students will also receive age-appropriate training on how to effectively use the available tools and resources to manage their learning including opportunities to hear from older students from partner high schools. This training will align with that provided to parents and teachers, again ensuring that all stakeholders are working toward the same set of student-centric goals. Middle school is also an ideal window for early career and college exploration, and Advisories will have access to a small pool of RttT-D discretionary funds to design activities based on student interest and to create a high energy college-going culture. Middle school students will be able to take aptitude inventories and interest surveys that will be embedded in their tablets. The Advisory will also be a first opportunity to explore Linked Learning pathways so students can make an informed decision about which pathway they wish to choose for high school. At the end of 8th grade, students will participate in a high school orientation via the Advisory and linked to their Summer Bridge Program so they are informed and ready for the transition to high school. Intensive wraparound supports and targeted interventions for highest need students: [Addresses C1(b)(v)] As described in the high school section above, all feeder patterns will have access to counselors who work to identify high need students and to coordinate the academic and social/emotional wraparound services needed to support the student and their family. The fifteen participating middle schools will also have the opportunity to bring City Year mentors into the school (in cohorts of 8-20 corps members and a full-time program manager). City Year will expand to 3-5 RttT-D middle schools in Year 1 and reach 10-15 middle schools by Year 4, with a focus on both providing intervention support to high need students and to supporting school-wide implementation of key RttT-D strategies. For example, City Year corps members will support increased personalization of student learning by assisting students with the development and use of the digital learning plans and by helping teachers plan and manage small group advisories. City Year is the lead partner for LAUSDs Competitive Priority which includes additional detail on this partnership and its intended impact fo r high need students. Role of Families and Communities in our RttT-D Learning Plan
73

While successful implementation of our RttT-D plan fundamentally rests of transforming the school experience for every student and every teacher, we also recognize that we cannot do this critical work alone. It is the responsibility of the District and for each participating school to find ongoing ways to involve and engage parents and community partners in this work. Parent involvement is shown to positively
influence academic achievement specifically for urban students in regards to their overall academic performance, standardized tests, and grades. Parental expectations, checking homework, attending and participating in school events, and communication about school at home all showed positive effects on standardized tests and grades. (Jevnes, 2007) Our RttT-D plan includes several specific parent and community
focused strategies:
Expansion and continued development of promising parent and community programs, building the capacity of both schools and parents to work together to maximize and support student learning: [Addresses C1(a)(iii-iv)(b)(ii-iii)] Through this collaboration, we will enhance the capacity of schools, students, parents and community members to work together to realize and maximize greater opportunities for broadening student learning options. The return for the community on this time invested is gaining educated citizens and future qualified workers.(Ferguson et al, 2005) LAUSD currently has strong partnerships with several local parent engagement organizations, which it will expand to all participating schools using RttT-D funds. These locally based nonprofits focus on family engagement as a critical component to increasing student outcomes, particularly for students from lowincome and communities of color, and have already developed a set of sequenced K-12 curriculum and trainings (available in English and in Spanish and delivered in-person and/or online). They include topics related to the 6th and 9th grade transitions, which equip parents to gain confidence and in guiding and monitoring their childrens e ducation and social development during these important grade-level transitions (including A-G readiness and college-and career- exploration), as well as specific trainings on Linked Learning pathways to help parents support and encourage their childs choi ce and full participation. As part of RttT-D implementation, the District will partner with several organizations to further align the parent engagement curriculum to include resources on key personalization strategies such as how to support students in using digital personal learning plan and the Advisory program to track progress and access additional supports and will provide funding to bring these resources into every school. During the first 100-days of the grant, the District will also provide capacity-building support to ensure that
74

parents have opportunities to be part of the school application process, both in selecting participating schools and in having input into each schools design plans. By the end of the grant, LAUSD will have signifi cantly increased the capacity of these partner organizations to support and expand parent engagement in our middle and high schools in service of personalization and college- and career- readiness, which will benefit both the participating schools and also lay the groundwork for many additional schools to benefit from a robust menu of training and curriculum. Strengthen connections between middle and high schools and the local higher education and business community: [Addresses C1(a)(iii-iv)(b)(ii-iii)] We will continue to cultivate strong partnerships with our community colleges, universities and other postsecondary educational providers and with our local civic and business organizations, recognizing that these entities must play a critical role in supporting early college and career awareness and learning environments, as well as in providing meaningful opportunities for our students as they transition out of LAUSD. Through continued partnership with a number of leading civic organizations including the LA Compact (which brings together 18 major institutions across higher education, city government, and business), Unite LA, United Way of LA, and LA Learns 21 the District will continue to build strong bridges between our schools and our larger community. These partners are champions of college and career- readiness for our students and throughout RttT-D implementation will continue to provide LAUSD and our students with a rich set of supports. This includes direct activities such as college fairs and financial assistance trainings, job shadowing opportunities and career days (and increasingly through Linked Learning, where professionals often act as mentors and provide internships), and training and development resources for teachers and schools leaders. These organizations will also have a voice on our Contract for Success Task Force, bringing civic and business perspectives to bear as we chart our path forward. Finally, these organizations provide important access to private funding from the local philanthropic and corporate community, helping us to leverage RttT-D dollars and to ensure the ongoing sustainability of this work. Our Linked Learning Broad-Based Coalition will also assist in strengthening our connection between the schools, higher education, business community and community-based organizations. The Linked Learning Broad-based Coalition consists of organizations that share: a common vision for improving educational opportunities for our youth, leading to greater economic vitality of the
75

community; commitment to expanding quality pathways as a primary strategy for improving district high schools and student outcomes; responsibility for designing, implementing and sustaining high quality pathways and the systems that support them; and, accountability for results students graduating from high school ready for both post-secondary options and career opportunities. (ConnectEd, 2011.) C1 Conclusion In Section C2, we will describe how we will invest in effective teaching and school leadership to ensure our staff has the expertise and capacity to deliver and improve upon our RttT-D learning strategies. We are confident that working side-by-side with students, teachers, parents, and our community, we can achieve transformative results, with every student, every day.
Goals, activities, timelines, deliverables, and responsible parties for Section (C)(1) GOAL 1: All students in grades 6-12 will have a Personal Learning Plan (PLP). Rationale: PLPs will help ensure every student actively sets goals, receives the right supports at the right times, and charts progress towards college-and-career readiness. IMPLEMENTATION STEPS ACTIVITY (1): Create a design team to manage the process of working with New Tech and ConnectEd Studios to ensure the PLP platforms meet students needs according to this plan. ACTIVITY (X) Evaluate the three Linked Learning pathways that piloted the Senior Defense and Portfolio ACTIVITY (2): Work with New Tech to produce the interface and provide the training for the PLP for middle schools. Work with ConnectEd Studios to provide the training for the PLP for high schools Spring 2014 TIMELINE Spring 2014 RESPONSIBILITY Division of Intensive Support and Intervention; Office of Curriculum and Instruction; RttT-D Implementation Team Division of Intensive Support and Intervention; Office of Curriculum and Instruction; RttT-D Implementation Team
76
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (3): Identify and train four counselors for the middle schools to help students utilize PLPs. ACTIVITY (4): Launch PLPs via tablets in grades 6-8. ACTIVITY (X): Expand the pilot Linked Learning Senior Defense and Portfolio Exhibition to include eight additional high schools ACTIVITY (5): Launch PLPs via tablets in grades 9-10. 2015-16 school year Spring-Summer 2014 2014-15 school year RttT-D Implementation Team Office of Curriculum and Instruction; RttT-D Implementation Team Office of Curriculum and Instruction; RttT-D Implementation Team Office of Curriculum and Instruction; RttT-D Implementation Team
ACTIVITY (6): Annually assess and evaluate PLP usage to inform upgrades, revisions, and re-trainings as necessary. GOAL 2: Provide small group Advisories in middle schools.
Annually starting at end of 2014-15 school year
Rationale: Advisories will offer students opportunities to explore age-appropriate topics and experiences related to collegeand career-readiness and develop important individual and interpersonal skills and traits required for productive engagement in our modern society. IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY Division of Intensive Support and Intervention; Office of Curriculum and Instruction; RttT-D Implementation Team Division of Intensive Support and Intervention; Office of Curriculum and Instruction; RttT-D Implementation Team
ACTIVITY (1): Investigate existing district practice and best national Spring 2014 research on advisory curriculums.
ACTIVITY (2): Decide whether to build an Advisory curriculum based off of existing district practices and City Year work, or to procure one from outside.
Spring 2014
77
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (3): Work with each middle school leader to decide how to alter the school schedule to include time for Advisories. ACTIVITY (4): Train teachers and counselors in the selected Advisory curriculum. ACTIVITY (5): Launch small group Advisories in all participating middle schools. Summer 2014 August 2014 Start of 2014-15 school year RttT-D Implementation Team; ISIC RttT-D Implementation Team; ISIC RttT-D Implementation Team; School site faculties
GOAL 3: Expand Linked Learning pathways to provide a transformative high school experience that offers students interrelated college-preparation academic classes, high-quality technical education classes, real-world work experiences and personalized supports. Rationale: This type of transformative high school experience will help all graduating 12th graders to be prepared college for and careers. IMPLEMENTATION STEPS ACTIVITY (1): Work with each high school leader to ensure master schedule has a clear articulation of technical career classes, pure grade cohorts, advisory, and a minimum of 6 hours of professional development time per month built into the school schedule. ACTIVITY (2): Train teachers, counselors and support staff in the selected Advisory curriculum. ACTIVITY (3): Create Graduate Student Profile and determine student outcomes. Teachers, by grade cohorts, examine Common Core standards for all academic and CTE courses to find connections among the standards for building interdisciplinary projects ACTIVITY (4): Establish project-based learning (PBL) opportunities in high schools by delivering professional development for projectbased work, creating the first major project for each grade level, and working with LA Broad Based Coalition to identify 78 TIMELINE Summer 2014 RESPONSIBILITY RttT-D Implementation Team; ISIC
August 2014 Start of 2014-15 school year
RttT-D Implementation Team; ISIC RttT-D Implementation Team; School site faculties
Summer 2014
RttT-D Implementation Team; School site faculties; Linked Learning Department; Office of
Los Angeles Unified School District, Los Angeles, CA business/organizations within that career sector to partner with each school ACTIVITY (5): Develop an Industry Advisory Council at each school with the focus of inviting industry professionals, parents, community members to participate in projects by providing feedback to students and parents through a carefully developed system August 2014 Curriculum and Instruction RttT-D Implementation Team; School site faculties; Linked Learning Department; LABBC, Office of Curriculum and Instruction RttT-D Implementation Team; School site faculties; Linked Learning Department; Office of Curriculum and Instruction RttT-D Implementation Team; School site faculties; Linked Learning Department; RttT-D Implementation Team; School site faculties; Linked Learning Department; Linked Learning Department; School site faculties RttT-D Implementation staff; Office of C&I; school site faculty
ACTIVITY (6): Solidify and institute projects for each grade level and create a system for formative and summative evaluations of project presentations/exhibitions based on student outcomes
Start of 2014-15 school year
ACTIVITY (7): Teacher cohorts with members of the Industry Advisory Council debrief fall projects and develop work place learning opportunities for students and internships for seniors ACTIVITY (8): Work with community partners to establish workbased learning (WBL) opportunities in the high schools career sectors ACTIVITY (9): Begin to apply for certification as a Linked Learning school through the Pathway Quality Review process ACTIVITY (10): Implement blended learning opportunities for students supported by digital technology (tablets and computers) whereby students can access web-based knowledge sources and track their own learning progress. 79
Starting 2014-2015
Ongoing
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (11): Institute a robust student information system that gives educators, parents and students easy access to information that can be used to inform instruction and measure student progress; addition of a system to track college enrollment and completion. Merge with MyData, ISIS and new tablet software started July 2013 RttT-D Implementation staff; Office of Curriculum and Instruction; Office of Data and Accountability; Performance Management; School site faculty
GOAL 4: Provide rigorous, college- and career- ready learning pathways for middle school students. Rationale: These pathways will help ensure that all 8th grade students leave middle school at or above grade-level, so that they are ready to take on the challenges of high-school and do not require significant remediation in 9th grade. IMPLEMENTATION STEPS ACTIVITY (1): Work with New Tech for middle schools and ConnectEd for high school to organize support training and curriculum. ACTIVITY (2): Train teachers in implementation and co-creation of project-based learning opportunities. TIMELINE Summer 2014 RESPONSIBILITY Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC
August 2014
ACTIVITY (3): Incorporate project-based learning into the curriculum in all participating middle schools.
Start of 2014-15 school year
GOAL 5: Provide a Summer Bridge program for incoming 9th graders to promote successful transition to high school. Rationale: Conversations with teachers as part of stakeholder engagement described in this plan align with emerging research that tells us Summer Bridge makes a substantial difference in helping students be ready for high school on day one of 9th grade.
80
Los Angeles Unified School District, Los Angeles, CA IMPLEMENTATION STEPS ACTIVITY (1): Identify a coordinator to lead the expansion of Summer Bridge to all participating high schools and an academic counselor. TIMELINE Spring 2014 RESPONSIBILITY Office of Curriculum and Instruction; RttT-D Implementation Team; Division of Intensive Support and Intervention Office of Curriculum and Instruction; RttT-D Implementation Team; Division of Intensive Support and Intervention RttT-D Implementation Team; School site faculties; RttT-D Implementation Team; School site faculties; ISIC
ACTIVITY (2): Hire and train teachers to lead the Summer Bridge program.
Spring 2014
ACTIVITY (3): Identify and enroll the students
Summer 2014
ACTIVITY (4): Launch Summer Bridge at all participating high schools.
August 2014
GOAL 6: Provide intensive wraparound supports and targeted interventions for our highest needs students to help them get back on track and to accelerate individual progress toward college- and career-readiness. Rationale: Research-based supports and interventions have proven effective in providing the assistance that some of our highest need students require to get on the track to college- and career- readiness. With the help of the RttT-D grant, we are well-positioned to provide more of these supports. IMPLEMENTATION STEPS ACTIVITY (1): Analyze students attendance, behavior and course performance data to determine which students are in need of personalized attention. TIMELINE Ongoing RESPONSIBILITY School leadership, teachers, and counselors
81
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (2): Provide identified students with attendance coaching, behavior coaching, and academic interventions that help students get back on track to college- and career- readiness. (Including multiple options for expanded learning opportunities before, during, after school and during the summer for remediation, enrichment and credit recovery) ACTIVITY (3): Provide identified students with intensive tutoring aligned with the students Personal Learning Plan, including research-based literacy and math interventions centered on the key math and literacy domains of the Common Core State Standards. Ongoing Counselors, Graduation Program Advisors, and school site faculty, Expanded Learning and Articulation Coordinator in the Linked Learning Department Office of Curriculum and Instruction, Graduation Program Advisors, and City Year corps members (when present in participating middle schools) RttT-D Implementation staff, Counselors, school site faculty, ISIC School leaders, City Year program managers, teachers, City Year corps members
Ongoing
ACTIVITY (4): Deliver personalized counseling and wrap around service support for students and families; establish programs for dropout prevention and recovery. ACTIVITY (5): Incorporate corps of City Year members into select participating middle schools to intensify the level of support offered.
Starting August 2014
Starting 2014-15
82
Los Angeles Unified School District, Los Angeles, CA (C)(2) Teaching and Leading (20 points) The extent to which the applicant has a high-quality plan for improving learning and teaching by personalizing the learning environment in order to provide all students the support to graduate college- and career-ready. This plan must include an approach to implementing instructional strategies for all participating students (as defined in this notice) that enable participating students to pursue a rigorous course of study aligned to college- and career-ready standards (as defined in this notice) and college- and careerready graduation requirements (as defined in this notice) and accelerate his or her learning through support of his or her needs. The quality of the plan will be assessed based on the extent to which the applicant proposes an approach that includes the following: Teaching and Leading: An approach to teaching and leading that helps educators (as defined in this notice) to improve instruction and increase their capacity to support student progress toward meeting college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice) by enabling the full implementation of personalized learning and teaching for all students such that: (a) All participating educators (as defined in this notice) engage in training, and in professional teams or communities, that supports their individual and collective capacity to (i) Support the effective implementation of personalized learning environments and strategies that meet each students academic needs and help ensure all students can graduate on time and college- and career-ready; (ii) Adapt content and instruction, providing opportunities for students to engage in common and individual tasks, in response to their academic needs, academic interests, and optimal learning approaches (e.g., discussion and collaborative work, project-based learning, videos, audio, manipulatives); (iii) Frequently measure student progress toward meeting college- and career-ready standards (as defined in this notice), or college- and career-ready graduation requirements (as defined in this notice) and use data to inform both the acceleration of student progress and the improvement of the individual and collective practice of educators; and (iv) Improve teachers and principals practice and effectiveness by using feedback provided by the LEAs teacher and principal evaluation systems (as defined in this notice), including frequent feedback on individual and collective effectiveness, as well as by providing recommendations, supports, and interventions as needed for improvement. (b) All participating educators (as defined in this notice) have access to, and know how to use, tools, data, and resources to accelerate student progress toward meeting college- and career-ready graduation requirements (as defined in this notice). Those resources must include (i) Actionable information that helps educators (as defined in this notice) identify optimal learning approaches that respond to individual student academic needs and interests; 83
Los Angeles Unified School District, Los Angeles, CA (ii) High-quality learning resources (e.g., instructional content and assessments), including digital resources, as appropriate, that are aligned with college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice), and the tools to create and share new resources; and (iii) Processes and tools to match student needs (see Selection Criterion (C)(2)(b)(i)) with specific resources and approaches (see Selection Criterion (C)(2)(b)(ii)) to provide continuously improving feedback about the effectiveness of the resources in meeting student needs. (c) All participating school leaders and school leadership teams (as defined in this notice) have training, policies, tools, data, and resources that enable them to structure an effective learning environment that meets individual student academic needs and accelerates student progress through common and individual tasks toward meeting college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in this notice). The training, policies, tools, data, and resources must include: (i) Information, from such sources as the districts teacher evaluation system (as defined in this notice), that helps school leaders and school leadership teams (as defined in this notice) assess, and take steps to improve, individual and collective educator effectiveness and school culture and climate, for the purpose of continuous school improvement; and (ii) Training, systems, and practices to continuously improve school progress toward the goals of increasing student performance and closing achievement gaps (as defined in this notice). (d) The applicant has a high-quality plan for increasing the number of students who receive instruction from effective and highly effective teachers and principals (as defined in this notice), including in hard-to-staff schools, subjects (such as mathematics and science), and specialty areas (such as special education). In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and 84
Los Angeles Unified School District, Los Angeles, CA attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Recommended maximum response length: Eight pages As our RttT-D schools transform to provide personalized learning experiences, the roles of our teachers and leaders will evolve dramatically. When students become the center of the learning process and are challenged to learn in their own way, at their own pace through experiences that appeal to their unique needs, interests and learning preferences, then the traditional methods of onesize fits all, and stand and deliver content are obsolete. The teaching-learning paradigm shift in our RttT-D schools will move teachers from presenters of information to coaches of learning, guiding students in their individual pursuit of knowledge and skills. This shift from passive learning to active learning is what will engage students and equip them with the life-long learning skills they need in college and the workplace. Perhaps one of the greatest challenges of our RttT-D project is learning how to best support teachers and leaders as they reenvision their roles in this instructional process. Just as we expect to create better ways for students to learn, our professional development must mirror this philosophy and design growth opportunities that will equip our teachers to meet the demands of our new and different learning models. Reflecting the new student instructional design, our professional development will focus on active, not passive learning; it will engage teachers by involving them in the development of their own training, and teach them how to obtain and apply valuable feedback to improve their skills. Our educators will become prepared and be able to use technology to learn in their own way, at their own pace, and to access growth and development opportunities that appeal to their interests and needs to improve proficiency, competency and advance their careers.
Overview of RttT-D Investments in Teaching and Leading RttT-D funds will be used to support professional development that equip our educators to: Effectively use differentiated instructional methods so that they may personalize learning and diversify instruction to meet 85
Los Angeles Unified School District, Los Angeles, CA the needs of each student. This will include face-to-face traditional techniques balanced and supported with technologybased learning and the use of special strategies for English Learners and Special Education students Interpret student performance feedback from multiple sources (particularly from data embedded in the learning apps on the student tablets) to inform their instructional program and identify necessary interventions and supplemental resources for students Learn to work collaboratively in professional learning communities that will provide them the personal support and shared knowledge to improve their instruction Design problem-based and project-based learning experiences that integrate academics, career experiences, technical skills and development of social and personal behaviors that will prepare college and career ready students through the Linked Learning model at both middle and high school levels Build Advisor skills and curriculum development that will support the design and implementation of students individual learning plans; learn how to create activities and events at each school site that will support the development of a college going culture for the students Engage parents and community members in their classrooms as a valuable resource to broaden students knowled ge and experiences related to careers and college preparation requirements In recent years, some teachers have already received training in the use of data, working in Professional Learning Communities (PLCs), the use of advisories and strategies for parent engagement. Additional training to fulfill the goals of this grant are necessary. Some trainings will be provided by District experts and academic coaches. Professional development for the use of the digital tablets will be provided by the tablet distributor with ongoing updates to keep teachers current in the best utilization of this learning tool. ConnectEd will provide training for the Senior Defense and Portfolio work in the electronic portfolio and all work related to the certification of Linked Learning pathways. Several other organizations with known expertise in various types of professional development (i.e. parent engagement, project-based learning, effective advisories, etc.) will be considered to create a 86
Los Angeles Unified School District, Los Angeles, CA balanced and effective ongoing program of professional development for RttT-D teachers and leaders in the schools. Teachers will also have access to online professional development resources through the District and PBS courses. [Addresses: C2(a)(i)(ii)(ii)and (iv). The following chart addresses C2(b)(i)(ii)(iii)] RttT-D Grant Goal and Strategies
Digital learning tablets to diversify instruction
Professional Development to Fulfill Goals

Training during initial rollout and ongoing PD in the use of tablets to support differentiated instruction and methods of personalizing learning in core subjects; techniques for training students in use of tablets and self-monitoring tools
Digital learning tablets monitoring and measurement tools; analysis Training during initial rollout and ongoing PD for application of of multiple sources of student performance data various performance tracking tools and student feedback to supplement other sources of student measurement; ongoing professional development in the use of state and local assessment data to inform instruction and prescribe interventions Design of Individualized Learning Plans and Advisory PD for the implementation of the Advisory curriculum in middle schools, and related support in Linked Learning; design of individualized learning plans and methods of assessing student needs for support and linking various interventions and resources
Linked Learning - Career Pathways and Project-Based Learning and PD for implementation of Linked Learning including the design of New Tech Project-Based Learning courses, identification of learning outcomes, collaborative planning including the design of pathway programs of study, executing, reviewing and revising problem-based projects that integrate academic career experiences and 21st century skills Professional Learning Communities Training in the design and development of PLCs to increase collaboration and time for the review of student work and analysis of student performance data; effective use of common planning time to share best practices Development of authentic relationships between the school and
Parent and Community Engagement
87

parents to enrich learning; training to engage parents in college planning; involvement of parents and the community in student exhibitions; creation of partnerships with local businesses for Linked Learning expansion of opportunities around job shadowing, internships, etc.
As part of the RttT-D school selection process, teachers must acknowledge and come to own our basic definition of college readiness: College readiness can be defined operationally as the level of preparation a student needs in order to enroll and succeedwithout remediationin a credit-bearing general education course at a postsecondary institution that offers a baccalaureate program. Succeed is defined as completing entry-level courses at a level of understanding and proficiency that makes it possible for the student to consider taking the next course in the sequence or the next level of course in the subject area. By accepting this concept, the teachers and leaders in the RttT-D schools can clearly understand the expectations for the instructional programs and begin with these ends in mind.
Embedding RttT-D supports in existing school and district systems and processes In LAUSD, we view professional learning as a portfolio of development and growth opportunities, explicitly linked to an educators support needs. This belief, and the supporting research that states effective professional learning opportunities must be job-embedded and relevant, forms the foundation for how we plan to approach professional development in the District (Yoon, et. al., 2007; Desimone, 2009; Jerald and Van Hook, 2011). All LAUSD schools have two shortened days each month for local professional development. Each school has a team of teachers and an administrator who are responsible for analyzing student data and creating professional development that will support teachers in designing optimal instruction and assessment to improve learning in their schools. An additional level of rigor for Linked Learning schools is ensured through a rigorous evaluation and certification process that shares elements of a school quality review or accreditation process. To become a Linked Learning certified pathway, the school must meet the vast majority of 42 certification criteria that indicate the school has created the optimal environment for improving student achievement and engagement. 88
Los Angeles Unified School District, Los Angeles, CA ConnectEd, a statewide hub for Linked Learning, and its partners have established and manage the certification process. All high schools selected for the grant will, within three to four years, be ready for the certification process. This work can only be successful through a great deal of professional development and planning time that will be authorized by the district both during the summer and embedded throughout the academic calendar. The new cohort of Linked Learning pathway teachers and principals participated in 7 days of professional development and Instructional Directors participated in three days of Linked Learning training. Instructional directors and coaches will work with schools in creating their Linked Learning pathways to ensure engaged student learning and successful preparation for college and career success. In addition to this site-based training, participants in RttT-D will take part in week-long summer trainings related to the implementation of Advisory and the use of data to inform instruction and align with effective teaching strategies. The strategies embedded in the RttT-D model, personalized learning, Linked Learning, Advisory, project-based learning have sufficient research support to identify them as best practices to close the achievement gaps that now exist in our schools. Educators in our RttT-D schools will use the next generation skills of creative, innovative and critical thinking, problem solving, collaboration and communication. Just as students benefit from the influence and support of caring adults, so, too do educators thrive with peers who nurture and challenge them. As described in Section C-1, all participating schools will implement a clear set of strategies to increase personalization and promote college and career readiness. With the investment of RttT-D funds, all teachers will be given ample professional development opportunities to expand their capacity as they learn how to support this work in their classrooms. Beyond special summer training, professional development will continue back at the school sites by grouping teachers into PLCs where they can share their learning and practical application of the training they have received. Each school will decide on the configuration of the PLCs, models that might include grade level teams, vertical teams, interdisciplinary groupings, academy/Linked Learning teams, or subject area departments. PLCs will receive training in how to effectively lead meetings and ensure positive outcomes. Meeting in PLCs allows teachers to review student data, examine student work, and discuss information about shared students so as to best design any needed interventions or program adjustments for their students. Teacher and leader 89
Los Angeles Unified School District, Los Angeles, CA collaboration will become a vital part of advancing the RttT-D work because research has shown that teacher retention rates and job satisfaction improve when teachers collaborate either in teams or work in professional learning communities. (Fishman et al, 2003). LAUSDs development of an enhanced Learning Management System (LMS) will also allow us to catalog, assess, and manage PD content. The LMS will also let us see trends at a school level, ESC level and across the district so that we can develop the right kinds of PD on the right subjects and targeted to high need areas. Via the online LMS, school leaders and Instructional Directors will be able to provide timely and targeted support for the educators with whom they work. Reporting capabilities of MyPGS will allow principals and/or teacher leaders to identify professional development needs at the individual, grade, department and/or school level based on objective evidence collection through the EGDC. The LMS will also be individual user-friendly in its design and will serve as a resource for PLCs as well. Similarly, data from school leader performance aligned to the School Leadership Framework will allow Instructional Directors to target professional development and career-embedded support to principals. Effective implementation of the Common Core Standards demands that our teachers differentiate instruction and create a multitude of diverse learning experiences for all students to achieve. Moreover, the T&LF specifically guides teachers to reflect on their effectiveness with regard to student engagement. Standard 3 of the T&LF, Delivery of Instruction, includes component C, Engaging Students in Learning, which goes in depth on two related elements: Standards-Based Projects, Activities, and Assignments as well as Purposeful and Productive Instructional Groups. High schools who utilize the RttT-D funding will use a Linked Learning Strategy, inter-weaving project-based learning (PBL), digital learning, and work-based learning (WBL). These modalities build students inter-personal skills, cooperation and ability to work and share information with a diverse group of other students. The specific professional development associated with Linked Learning will assist teachers in identifying strategies and activities that address the different student learning modalities and allow the student to demonstrate their mastery in diverse ways. Middle schools will practice this work through New Tech project-based work. [Addresses C2(b)(ii)] As stated in section C-1, Superintendent Deasy has committed that every teacher and every student will have a digital learning 90
Los Angeles Unified School District, Los Angeles, CA tablet with, at a minimum, digital English Language Arts and mathematics curriculum and individualized opportunities for remediation and acceleration by 2015. Digital learning software producers will be required to include: integrated professional development, in-person workshops for teachers and administrators, pedagogical approaches for using tablets and cloud based technologies, and support for parent participation via a dashboard showing their students assignments, work product, and performance in real-time. To expand our online student courses, we are also exploring online CTE courses that are community college approved. If appropriate for our RttT-D high schools, these courses would allow our students to have dual enrollment and earn high school and college credits simultaneously as they study in CTE pathways. The District currently has a full catalogue of courses students can take to earn credits toward high school graduation. Supporting teacher and leader use of student performance data Beginning with middle school, students will work individually and in groups on projects that culminate in exhibition, presentations or displays related to interdisciplinary assignments. This will be excellent preparation for Linked Learning work that typically culminates in student presentations such as exhibitions, productions, portfolio reviews, and a Senior Defense and Portfolio Review. Throughout the learning process, projects are adjusted to become more thoughtful, rigorous and engaging for all students, culminating in work that meets and exceeds expectations and requirements. Each Linked Learning school has a Professional Industry Advisory board, and they, as well as faculty, other students, parents, and community members are invited to provide formal feedback to both students and teachers, sometimes as a formative assessment and other times as a summative response. After all major presentations, a structured reflection process includes critical feedback as well as an assessment of the work. Students in Linked Learning schools will still be held accountable for their performance on traditional standardized assessments including the PSAT, AP exams, the CSTs and the CAHSEE. Every educator in LAUSD has access to student performance data on state and local assessments, and the measures of student progress generated by performance and observation of students within their own classrooms. The use of frequent assessments and progress reporting through the tablets will allow teachers to respond quickly to student needs and make adjustments to compensate 91
Los Angeles Unified School District, Los Angeles, CA for any short comings in their learning processes. Over time, teachers will learn how to adapt and individualize instruction through the tablets, utilizing this tool to quickly customize each students learning program All educators will receive extensive ongoing training in the use of the Districts MyData student information system that tracks students from the time they enter the district until they might leave or graduate. Knowing how to retrieve data is not enough. In order for student performance information to be meaningful, it must inform the teachers about the strengths and weaknesses of each student, and then teachers work in collaboration with their peers to analyze individual and classes of students in order to determine the best possible teaching strategies to advance student learning. [Addresses: C2(b)(iii)] The processes and resources teachers will use to monitor students, and the information provided were discussed above. Our teachers are fortunate to have multiple sources of information to track student performance and the RttT-D professional development will prepare them to align the data with prescriptive ways of identifying and aligning the best accommodations and alternative learning approaches for each and every students. The professional learning communities also act as a catalyst for teachers to collaborate and discuss student needs and interests, and share information on best practices to ensure every student succeeds. Personalized learning is all about creating a close relationship with each student so that the teacher, student, and parents are constantly engaged in a dialogue about each students progress. Database tools such as MyData and the Linked Learning dashboard, as well as student evidence in their Echo (middle schools) and ConnectEd Studios (high schools) digital portfolios will keep students and teachers informed about student learning progress, and lead them to select the appropriate resources, approaches or interventions to enhance each students journey towards successful graduation, college and careers. Likewise, teachers an d school leaders can use MyPGS (described in more detail below) to choose resources, approaches and interventions at the adult level to improve teaching practice and increase teachers skill and knowledge base according to their students needs. Furthermore, PLCs are the greatest resource for feedback because the collaboration with other professionals allows teachers to access more information than they might find on their own. [Addresses: C2(b)(iii)] 92
Los Angeles Unified School District, Los Angeles, CA Aligning RttT-D with the Educator Growth and Development Cycle [Addresses C2(c)(i)(ii)] Our LAUSD Talent Management Division has spearheaded the development and implementation of the Educator Growth and Development Cycle (EGDC), an annual teacher and principal performance review and support process that employs multiple sources of information and data to measure teacher and school leader effectiveness. The foundation of the EGDC is the Teaching and Learning Framework (T&LF) [Appendix C2 for the T&LF and C2 for the School Leadership Framework (SLF)], which describes common performance expectations for teachers and school leaders, respectively. The Frameworks and associated tools were piloted during 2011-12, and further refined during 2012-13, and will be finalized on or before the start of the 2014-2015 academic year. Portions of this work may need to be collectively bargained. LAUSD was awarded a five-year Teacher Incentive Fund (TIF) grant to support the growth of the EGDC as well as the development of an enhanced Learning Management System (LMS) [Appendix C2 for LMS] that will allow us to catalog, assess, and manage Professional Development (PD) content. The LMS will be fully integrated with My Professional Growth System (MyPGS), the districts new web-based platform for monitoring professional growth and will provide educators with instantaneous access to Framework-aligned PD resources to support their individual growth needs. Other training content accessible through the LMS will include seminars, digital or e-learning courses, Professional Book Club, PLC-like activities, and social networking functionalities that allow educators to connect with peers who have the same learning interests and mentors who can support their growth. This networking and 24/7 access to professional development allows our professionals the latitude to select information most appropriate for their needs, and train at their own pace at a time they prefer. A huge benefit of the web-based training is that it reduces the amount of out of classroom professional development time that takes teachers away from where they are needed the most with their students. At the heart of the system is the LAUSD T&LF, based on Charlotte Danielson's Framework for Teaching (Danielson, 2007), aligned to the California Standards for the Teaching Profession and the Common Core State Standards, and adapted to reflect the LAUSD context. This robust Framework articulates clear expectations for effective teaching practices that, in turn, provide a 93
Los Angeles Unified School District, Los Angeles, CA common foundation for such key items as self-assessment, lesson design classroom observations, and professional development. The EGDC incorporates multiple measures aligned to the Frameworks to assess educator effectiveness, including: Observation of Practice, Contributions to Student Learning Outcomes, Stakeholder Feedback, and Development as a Professional Educator (currently known as Contributions to School Community [for Teachers]). In its complete implementation, the EGDC will be a system that bases all key human capital decisions (recruitment, hiring, selection and placement, professional development, retention, tenure, promotion and dismissal) on multiple measure educator effectiveness data. Aligned to the T&LF, is the LAUSD SLF which describes the actions that leaders take to improve student achievement, to develop teacher effectiveness, and to facilitate centers of academic excellence. The Framework provides common language regarding the elements of effective school leadership and embeds the T&LF within it, acting as the instructional anchor for our school leaders. The SLF serves as the foundation of our emerging LAUSD principal evaluation system, which, once fully developed, will help us identify a baseline of school leader performance, provide differentiated professional development, and recognize and learn from effective school leader practice. We intend to implement a multiple measure evaluation for school leaders that includes an evidence-based assessment of leadership practice, stakeholder feedback measures as well as success in increasing student growth as a significant factor. We have piloted and intend to incorporate measures of stakeholder feedback, including student, parent, faculty, and staff feedback into the multiple measure principal evaluation process. Ongoing RttT-D related professional development will also be driven by data generated in the EGDC, and staff and administrators will hold themselves mutually accountable. The EGDC includes a self- assessment, observations of practice, stakeholder feedback, an individual growth plan, and results-driven improvement planning. When teacher training is directed by performance results, the focus becomes identifying the best teaching strategies and resources to meet the needs of each learner. Only in this way can we ensure each student is successful in meeting his or her graduation requirements and college and career goals. In addition, instruction that aligns to the Teaching and Learning Framework, growing in depth and complexity, will result from collaboration between the middle and high schools. This articulation is essential to promote optimal student transition to high schools and adequate 94
Los Angeles Unified School District, Los Angeles, CA preparation for an effective Linked Learning experience. [Addresses: C2 (b)(i)(iii)] Increasing the number of effective teachers and school leaders In order to increase our numbers of effective teachers in high-needs schools and specialty shortage areas, we are creating recruitment and retention incentives whose effectiveness has been demonstrated through research (Goldhaber, et. al., 2010; Center for Teaching Quality, 2011; Glazerman, et. al., 2012). LAUSD has been working consistently with roughly ten Institutes of Higher Education and other teacher preparation programs since December, 2011 (which collectively have been the source of more than 50% of the Districts new hires from SY 2004-05 to SY 2010-11), with the goal of building partnerships to conduct collaborative research/analysis under our shared vision to strengthen teacher preparation, instruction and drive student learning. As the district plans to make decisions about future recruitment efforts, candidate quality indicators along with information about which preparation pathways have delivered the most effective employees will be vital. Furthermore, information generated by the EGDC will allow LAUSD to better identify and manage the distribution of effective teachers and principals with priority given to highneed schools. By the 2014-15 school year, LAUSD plans to use educator performance data generated through the EGDC to inform all human capital decisions. That data will allow us to better allocate resources in high-need schools for incentives, staffing, new strategies and interventions, and to identify key weak points in schools staffing patterns. Through their Framework, School Leaders are held accountable for Building a Shared Vision for High Student Achievement and College and Career Readiness (I.a.), Differentiating Professional Development Opportunities to Ensure Growth for All Staff (III.a.), and Increasing Teacher Effectiveness by Hiring, Placing, and Retaining Effective Staff (III.b.). [Addresses C2(d)]
Goals, activities, timelines, deliverables, and responsible parties for Section (C)(2) GOAL 1: Provide high-quality professional development to educators to equip them to implement RttT-D initiatives in their
95
Los Angeles Unified School District, Los Angeles, CA schools and classrooms. Rationale: While the district already offers professional development in many of the areas related to the grant, some additional training is required. This professional development can be integrated into the current infrastructure that the district uses for PD. IMPLEMENTATION STEPS ACTIVITY (1): Create a design team to manage the incorporation of additional professional development for educators that is needed to fulfill the goals of the RttT-D vision Team to include teachers, district experts, academic coaches, and community organizations, New Tech and ConnectEd. ACTIVITY (2): Research and connect with potential PD providers to provide the training for modules that will not be conducted in-house. TIMELINE Spring 2014 RESPONSIBILITY Office of Curriculum and Instruction; RttT-D Implementation Team
Spring 2014
Professional Development Design Team; Office of Curriculum and Instruction; RttT-D Implementation Team Office of Curriculum and Instruction; RttT-D Implementation Team; Selected professional development providers
ACTIVITY (3): Offer the following trainings in the professional development for all RttT-D teachers during the twice-a-month shortened school days and summer professional development days: Use of tablets to support differentiated instruction and methods of personalizing learning in core subjects Techniques for training students in use of tablets and selfmonitoring tools Application of various performance tracking tools and student feedback to supplement other sources of student measurement Use of state and local assessment data to inform instruction and prescribe interventions Implementation of the Advisory curriculum in middle schools, and related support in Linked Learning 96
Starting Summer 2015
Los Angeles Unified School District, Los Angeles, CA Design of individualized learning plans and methods of assessing student needs for support and linking various interventions and resources Implementation of New Tech and Linked Learning including the design of courses, identification of learning outcomes, collaborative planning including the designing, executing, reviewing and revising problem-based projects that integrate academic career experiences and 21st century skills Design and development of PLCs to increase collaboration and time for the review of student work and analysis of student performance data Effective use of common planning time to share best practices Development of authentic relationships between the school and parents to enrich learning, engaging parents in college planning, involvement of parents and the community in student exhibitions Creation of partnerships with local businesses for Linked Learning expansion of opportunities around job shadowing, internships, and other career exploration. ACTIVITY (4): Provide robust professional development around digital tablets and curriculum, including integrated professional development, in-person workshops for teachers and administrators, pedagogical approaches for using tablets and cloud based technologies. GOAL 2: Organize all teachers into professional learning communities. Rationale: PLCs have shown in some studies to strengthen the skills of teachers and ultimately to increase student achievement. They also provide teachers increased time for meaningful collaboration, leading to accelerated learning and higher satisfaction. IMPLEMENTATION STEPS ACTIVITY (1): Support each school in deciding on the configuration of the PLCs, models that might include grade level teams, vertical 97 TIMELINE Spring 2014 RESPONSIBILITY RttT-D Implementation
2014-15
Digital learning software producers (will be required in the RFP)
Los Angeles Unified School District, Los Angeles, CA teams, interdisciplinary groupings, academy/Linked Learning teams, or subject area departments. ACTIVITY (2): Provide teachers training on the design and development of PLCs to increase collaboration and time for the review of student work and analysis of student performance data ACTIVITY (3): Enlist and train teacher leaders for each PLC. ACTIVITY (4): Launch PLCs at each participating school. Summer 2014 Team; School leaders; ISIC RttT-D Implementation Team; School site faculties; ISIC RttT-D Implementation Team; School leaders; ISIC RttT-D Implementation Team; School leaders; ISIC
2014-15 2014-15
GOAL 3: Increase our numbers of effective teachers in high-needs schools and specialty shortage areas. Rationale: LAUSD is acutely focused on helping all students to become college- and career-ready, and thus is committed to ensuring that we provide effective teaching in all schools, particularly in the schools and areas where it is most needed. IMPLEMENTATION STEPS ACTIVITY (1): Work with Institutes of Higher Education (IHE) and other teacher preparation programs that provide the highest numbers of new teacher hires to LAUSD to build partnerships to conduct collaborative research/analysis under our shared vision to strengthen teacher preparation, instruction and drive student learning. ACTIVITY (2): Use candidate quality indicators, resulting from research with IHEs and other teacher preparation programs, to make decisions about future recruitment efforts. ACITIVTY (3): Use educator performance data generated through the EGDC to inform all human capital decisions, including allocating resources for research-based recruitment and retention incentives for effective teachers. 98 TIMELINE Begun December 2011 RESPONSIBILITY RttT-D Implementation Team; Talent Management Division
RttT-D Implementation Team; Talent Management Division; Human Resources RttT-D Implementation Team; Talent Management Division
By the 2015-16 school year
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (4): Through their Framework, hold school leaders accountable for Differentiating Professional Development Opportunities to Ensure Growth for All Staff (III.a.), and Increasing Teacher Effectiveness by Hiring, Placing, and Retaining Effective Staff (III.b.). Ongoing Talent Management Division; Performance Management; Instructional Directors; ISIC
GOAL 4: Provide deep and meaningful feedback to students as they pursue their learning goals and to teachers as they support their students in these pursuits. Rationale: Meaningful feedback is part of the foundation of personalized learning. Students and the families and teachers that support them require this information in order to clearly understand how to reach their college- and career- goals. IMPLEMENTATION STEPS ACTIVITY (1): Give students formal feedback on their Linked Learning work by inviting faculty, other students, parents, and community members to give feedback on student presentations in culminating events such as exhibitions, productions, portfolio reviews, or defenses. TIMELINE Begun 2013-14 RESPONSIBILITY Linked Learning schools Professional Advisory Boards, school leadership
ACTIVITY (2): Equip each student with a digital tablet. Described in 2014-15 (C) (1). ACTIVITY (3): Provide timely and relevant data on student learning through MyData, and assessments embedded in digital learning tools. Starting 2014-15
RttT-D Implementation staff; Office of Data and Accountability; RttT-D Implementation staff; Office of Curriculum and Instruction; Office of Data and Accountability; Performance Management; School site faculty New Tech and ConnectEd Studios
ACTIVITY (4): Give students and parents access to a dashboard showing their students assignments, work product, and performance 99
Starting 2014-15
Los Angeles Unified School District, Los Angeles, CA in real-time on the digital tablets. GOAL 5: Incorporate RttT-D skills into the Educator Growth and Development Cycle (EGDC), and provide educators with instantaneous access to Framework-aligned PD resources to support their individual growth needs. Rationale: Articulating clear expectations for effective teaching practices in turn provides a common foundation for such key items as self-assessment, lesson design classroom observations, and professional development. 24/7 access to professional development will allow our professionals the latitude to select information most appropriate for their needs, and train at their own pace at a time they prefer. ACTIVITY (1): Pilot the Teaching and Learning Framework and the School Leadership Framework, which are the foundation for the EGDC. ACTIVITY (2): Refine and finalize the frameworks, taking into account feedback from RttT-D teachers and school leaders. ACTIVITY (3): Develop an enhanced Learning Management System (LMS) that will allow us to catalog, assess, and manage Professional Development (PD) content (funding from TIF award). ACTIVITY (3): Use data from school leader performance aligned to the School Leadership Framework to allow Instructional Directors to target professional development and career-embedded support to principals. Completed Talent Management Division Talent Management Division Talent Management Division Instructional Directors; Talent Management Division
On or before the start of the 2014-15 year According to detailed timeline in TIF grant 2014-15
100
Los Angeles Unified School District, Los Angeles, CA D. LEA Policy and Infrastructure (25 total points) 7 pages The extent to which the applicant has a high-quality plan to support project implementation through comprehensive policies and infrastructure that provide every student, educator (as defined in this notice), and level of the education system (classroom, school, and LEA) with the support and resources they need, when and where they are needed. The quality of the plan will be determined based on the extent to which-- Recommended maximum response length: Seven pages
(D)(1) LEA practices, policies, rules (15 points) The applicant has practices, policies, and rules that facilitate personalized learning by (a) Organizing the LEA central office, or the consortium governance structure (as defined in this notice), to provide support and services to all participating schools (as defined in this notice); (b) Providing school leadership teams in participating schools (as defined in this notice) with sufficient flexibility and autonomy over factors such as school schedules and calendars, school personnel decisions and staffing models, roles and responsibilities for educators and non-educators, and school-level budgets; (c) Giving students the opportunity to progress and earn credit based on demonstrated mastery, not the amount of time spent on a topic; (d) Giving students the opportunity to demonstrate mastery of standards at multiple times and in multiple comparable ways; (e)Providing learning resources and instructional practices that are adaptable and fully accessible to all students, including students with disabilities and English learners
In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. 101
Los Angeles Unified School District, Los Angeles, CA To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Recommended maximum response length: Seven pages ________________________________________________________________________________________________________ (a) Organizing the LEA central office, or the consortium governance structure (as defined in this notice), to provide support and services to all participating schools (as defined in this notice); The Los Angeles Unified School District central office is poised to deliver the personalized learning objectives outlined in this grant. As a system, LAUSD has re-aligned to best meet the needs of students, faculty and schools. Everything LAUSD does as a system is focused on the fundamental right of every student to be in front of an effective teacher, in a school run by an effective principal, supported by effective local and central district staff and leadership. To better support school communities and to bolster the capacity of LAUSDs administrative offices, the District restructured all aspects of support to our schools in the fall of 20122013. First, five Local Educational Service Centers (LESC) were established, four geographically based and a fifth that drew almost one hundred of the lowest-performing schools as well as 40 of the most innovative schools in the system together into a districtwide Intensive Support and Innovation Center (ISIC). Schools in the ISIC receive personalized coaching during weekly site visits and have a lower ratio of schools to Instructional Directors (IDs) in order to provide personalized support. Five LESC instructional superintendents and a cadre of IDs were selected through rigorous interview processes and then attended over three weeks of training before the start of the 2012-13 academic year. Additionally, there is monthly full-day professional development for the IDs to continue building their skills and knowledge related to the systems initiatives and effective support and coaching strategies. These individuals are responsible for building the leadership capacity of school principals and supporting the school- wide efforts to strengthen teaching and learning for all students. To keep the instructional superintendents and IDs focus on teaching and learning, each service center has a separate operations support component, This structure has fundamentall y
102
Los Angeles Unified School District, Los Angeles, CA changed the relationship between schools and the intermediate areas that supports their work. The IDs role is to help increase the effectiveness of principals across the District by addressing inconsistent leadership preparation practices and ensuring uniform delivery of the systems instructional initiatives, including implementing the Common Core State Standards, addressing all of the components in our English Learner Master Plan, and observation training for the new teacher and administrator evaluation and professional development systems. This system of support will also facilitate implementation of the NCLB CORE Waiver, which was approved in August 2013. In addition, IDs also provide a coherent set of support to all principals and open lines of communication between the District central office, Education Service Centers, school sites, faculty, students, parents and the community at large. It is vital to the effective implementation of the Race to the Top grant initiatives that the Educational Service Centers and Central Office continuously listen to and understand how stakeholders are experiencing the initiatives. Incorporating that feedback will be crucial to the successful implementation of the grant initiatives. As part of the systems overall redesign to better support our schools, Central Office departments and Educational Service Centers articulated a set of goals, key performance indicators, and projects that drive their work: Performance Management. Through monthly performance tracking and performance dialogues, our Central Office teams will stay focused on delivering services and supports that will drive results in our classrooms and move from a compliance culture to a performance culture. There will be a lean, central office Race to the TopDistrict implementation team consisting of a Director, administrative assistant, data/learning management analyst and webmaster. Three Coordinators will be hired-two at the middle school level and one at the high school level. The specific schools that participate in our Race to the Top-District grant work will continue to report to their Instructional Directors, who will receive training and be the primary point of contact to the grant. The Coordinators will support implementation and coordinate accountability for the project schools in conjunction with the IDs, Office of Data and Accountability and Talent Management. The RttT-D Implementation Teams will be assigned to the Local Educational Service Center (LESC) with the schools they are supporting and will co-report to both an ID in that LESC and to the Director of the Race to
103
Los Angeles Unified School District, Los Angeles, CA the Top-District team to form a streamlined, responsive and accountable support system for RttT-D schools. Existing structures (such as LAUSDs Linked Learning Leadership Team and the Middle School Principals Organization) will be used to drive continuous improvement by tracking and sharing progress, problem solving and seeking to move effective practices from the subset of grant-funded schools to broader implementation. The RttT-D grant proposal builds on the current structures, trainings and the capacity of the Linked Learning Team to manage and scale much of the high school and summer bridge work to create college and career-themed pathways in participating LAUSD high schools. The structure of the grant is designed both to ensure that all participating schools receive the support they need to implement the work and accelerate progress, and to deliberately build capacity with eventual district-wide scale and rollout by integrating it into the ISIC team, training existing staff, etc. This approach ensures both near-term impact of the grant dollars and also begins to build systemic infrastructure and processes to sustain the work going forward. (b)Providing school leadership teams in participating schools (as defined in this notice) with sufficient flexibility and autonomy over factors such as school schedules and calendars, school personnel decisions and staffing models, roles and responsibilities for educators and non-educators, and school-level budgets; LAUSD has several agreements with local bargaining units that create sufficient flexibility and autonomy for school leadership teams to create a personalized learning environment for students that will accelerate learning. Schools have multiple options for acquiring flexibility within district and union policy in order to design personalized learning environments for the school community. The models range from a full package of autonomy that includes flexibility with school calendars and schedules, personnel decisions, curriculum and assessments along with budgeting. Other models offer an la carte approach that allows schools to choose an individual or set of waivers based on their school improvement needs. The District believes that those who are closest to the students (teachers, school leaders, parents and the surrounding community) should have maximum decision-making authority to design a program that meets the specific needs of the community (Comparison chart appears in Appendix D1b). The
104
Los Angeles Unified School District, Los Angeles, CA autonomy models are: Expanded School Based Management Model: A package of waivers that include class schedule, personnel selection, curriculum and assessment, budget and professional development. The United Teacher of Los Angeles (UTLA) contract remains intact. Pilot School Model: A package of waivers that includes authority to determine the instructional calendar and bell schedule along with local budget control, hiring decisions, curriculum and assessment flexibility and locally determined professional development. These schools have the greatest flexibility and maximum freedom from the UTLA contract and LAUSD District policies. Local Initiative School Model: This model provides up to 15 areas of flexibility from district policies and UTLA contract provisions. In addition to flexibility over the budget, hiring, bell schedule and professional development, these schools may opt to have locally determined plans for school health and safety policy, discipline procedures and the selection of teachers for out of classroom roles. The schools targeted for our program will be supported in the selection of the appropriate model of autonomy that will allow them to integrate the various aspects of the model. We anticipate schools needing assessment flexibility that is aligned with our vision for formative assessments. Schools will most likely require flexibility for the master schedule that supports the integration of the Linked Learning component of the program. The most critical area of flexibility will be in the area of professional development for teachers and administrators who will need on-going support to implement the variety of new instructional programs through the grant. (c) Giving students the opportunity to progress and earn credit based on demonstrated mastery, not the amount of time spent on a topic; LAUSD offers students the ability to earn credit based on progress toward and mastery of content standards rather than
105
Los Angeles Unified School District, Los Angeles, CA instructional minutes through a mix of online and face-to-face instruction. LAUSD online courses in high schools are offered to students rather than re-teaching and regrouping students in traditional programs. Students can make up classes in the learning lab or library and use the learning management system to identify gaps without conforming to instructional minute requirements. Teachers interact with students virtually and in person to assist students in closing their achievement gaps to recoup course credits. The online system can send real-time data as to whether a student has mastered the content or skills and provides information about the content standards areas to focus students and teachers remediation efforts. LAUSDs most successful use of blended learning is for credit acceleration through programs such as APEX and Advanced Pass. LAUSD provides online-only courses for credit acceleration in over XX school sites. To date, over XXXX students have enrolled in more than XXXXX courses. More than XXXX of those students have completed at least one online course. LAUSDs hybrid learning programs allow for real-time interventions, skill-based grouping, and tracking of student progress over time to ensure that individual students are progressing at their own pace. (e) Giving students the opportunity to demonstrate mastery of standards at multiple times and in multiple comparable ways; and LAUSDs project-based learning, digital tablet curriculum and Linked Learning pathways allow students to demonstrate mastery of the standards at multiple times in multiple ways through content-mastery assessments, experiential learning opportunities, project-based learning, work placements and hybrid learning programs. Project-based learning is an essential component of the proposed curriculum that prepares students in grades 6-12 for a Linked Learning pathway by allowing students to master the corecontent standards through individual and group projects, experiential learning, in-class work and online. The tablet hybrid learning programs allow students to demonstrate mastery through online and in-person coursework in addition to project-based learning. Linked Learning pathways begin by creating student learning outcomes and then delineating what constitutes mastery in each 106
Los Angeles Unified School District, Los Angeles, CA grade level and course. Grade teams of teachers examine the standards for cross-curricular standards connections. Teachers then design projects that provide ample opportunities for students to master the identified standards. Students have scaffolded learning experiences in each class. As the project builds and students work on it in each class, there are multiple opportunities for students to work with all their teachers and their teammates since the identified standards of all classes (usually four core courses and one technical course) are continually applied to the project in all classes. Teachers assist students and student teammates also assist one another and hold each other accountable for mastering the standards. The projects in the Linked Learning model move through numerous iterations, with formative assessments of the standards by the team of teachers, continual student review, and professional review. LAUSD offers multiple pathways toward proficiency, including a common set of benchmark assessments that allow students to demonstrate which content standards they have mastered at multiple points during the year, independent of their coursework and projects. Other options whereby students can earn credit for mastery outside of the traditional classroom include: APEX, Advanced Pass, Online Credit Recovery Programs, Independent Study, Home School Programs, Continuation School, and Options programs. Students may also participate in Work Experience Education where they can earn up to 40 elective credits doing paid work related study, up to 20 credits in one year. Students are also encouraged to take advanced courses through C alifornias community college system. LAUSD has partnerships with several community colleges that allow students alternative pathways to take classes, offer a wider selection of courses, earn credits and accelerate or remediate their coursework as needed. (f) Providing learning resources and instructional practices that are adaptable and fully accessible to all students, including students with disabilities and English learners LAUSD offers an extensive array of adaptable, accessible programs and supports to address the unique needs of every student. There is a Master plan for English Language Learners, the Modified Consent Decree for Special Education, Response to
107
Los Angeles Unified School District, Los Angeles, CA Intervention, Linked Learning and technological supports to meet the unique learning needs of every student. English Learners: The English Learner Master Plan provides guidance and direction to administrators, teachers, paraprofessionals, and students to ensure that consistent, coherent services are provided to every English learner (EL) and Standard English Learner (SEL) in our district. Research-based strategies are used in every classroom and supported with professional development. The plan describes how ELs are identified, the different program options available to them, and how they become proficient in English and have full access to a challenging academic curriculum. LAUSD offers a Transitional Bilingual Education (TBE) program that utilizes the students primary language to maximize learning of new content while the student is given accelerated English Language Development (ELD). In addition, LAUSD has several dual language programs in Spanish, Mandarin and Korean, and students earn the California Seal of Bi-literacy. The systems for monitoring student progress from the point of identification through their reclassification as Reclassified Fluent English Proficient (RFEP) statutes are in place. LAUSD continues to closely monitor the progress of former ELs who have met reclassification criteria to ensure that they continue to achieve. If a student should decline in performance, they are supported with appropriate linguistic and academic interventions. For students who cannot complete high school requirements in time, we have several matriculation options to assist them to complete high school through adult education and/or community college. Special Education: To the maximum extent appropriate, children with disabilities are educated with children who are not disabled. Students served through this grant will be fully accommodated whether through changes in course content, teaching strategies, test presentation, location, timing, scheduling, student responses, or environmental structuring that do not substantially change the standard or expectation for student performance. Each student may require a different combination of services and settings, and when appropriate, a student's curriculum can be modified. The goal is to build programs around a student's needs rather than trying to fit the student into the programs. Depending on their needs, students with disabilities may be educated in general education classes for part of the school day and special day classes for the other part of the school day. As appropriate, students enrolled in 108
Los Angeles Unified School District, Los Angeles, CA special day classes interact with their general education peers through academic, non-academic and extracurricular activities. Response to Intervention: (RtI) is a multi-tier approach, implemented district-wide, to the early identification and support of students with learning and behavior needs that supports the social and emotional support components of this proposal. RtI is a systematic, data-driven framework for prevention and early intervention which involves determining whether all students are learning and progressing adequately when provided with high quality instruction and intervention. The core components of RtI are: high-quality classroom instruction, research-based instruction, universal screening, continuous classroom progress monitoring, research-based interventions, progress monitoring (instruction & intervention), fidelity of implementation, staff development & collaboration, parent involvement, and specific learning disability determination. [Appendix D1f for RtI chart.] Linked Learning: The integration of real-world contexts and tasks with academic skills provides English Learners and immigrant students the opportunity to learn and demonstrate mastery by applying content knowledge, using higher-level thinking skills through cooperative learning and project-based curricula. Linked Learnings off-site learning experiences make available opportunities to use emerging English language skills in contextually meaningful ways, as well as exposing students to settings where their bilingual skills are valued. English learners benefit from learning in the community where they have purposeful work and education contacts with persons who have knowledge of students language and culture. Such knowledgeable others can increase students exposure to career opportunities, encourage students to take advantage of flexible educational timelines, and morei. (ConnectEd, 2008) Technological Supports (CCTP): LAUSD has launched the Common Core Technology Project (CCTP), a technology initiative designed to support the transition to Common Core in terms of content, instruction and assessment, and to promote individualized learning. The initiative will equip all K-12 students, teachers and school-site administrators with a personal tablet that is pre-loaded with digital content from Pearson, and 20 educational applications. Importantly, once schools develop safety plans, students will be able to take these devices home to extend learning time. By December 2014, all students, teachers and school-site administrators will have a tablet, and the infrastructure to support these tablets will be in place, including wifi and professional development from
109
Los Angeles Unified School District, Los Angeles, CA the District and at school sites. Goals, activities, timelines, deliverables, and responsible parties for Section (D)(1) GOAL 1:Put in place a high-quality RttT-D implementation team consisting of a Director, two Coordinators to oversee Middle School, one Coordinator to oversee High School, a Data/Learning Management Analyst, a Webmaster, and an Administrative Assistant. Rationale: A team that is dedicated to RttT-D will ensure high-quality implementation of the grant. IMPLEMENTATION STEPS ACTIVITY (1): Write job descriptions for RttT-D Implementation. Team director, coordinators, data analyst and web master in collaboration with the ISIC. ACTIVITY (2): Source pool of high quality candidates from both internal and external sources. ACTIVITY (3): Hire and train implementation team members in collaboration with ISIC instructional directors. GOAL 2: Provide participating schools with autonomy options. Rationale: This grant is predicated on personalization and choice, and our schools need to have flexibility in order to implement the initiatives in a high quality way. IMPLEMENTATION STEPS ACTIVITY (1): Adopt policies, MOUs, and school-level practices to provide schools with sufficient flexibility and autonomy for school leadership teams to create structures such as common planning time, flexible master schedules, etc., through Local Options autonomous school models. TIMELINE Ongoing RESPONSIBILITY Local Options Oversight Committee; ISIC TIMELINE January 2014 RESPONSIBILITY ISIC; Division of Intensive Support and Intervention ISIC; Division of Intensive Support and Intervention ISIC; Division of Intensive Support and Intervention
Spring 2014 Spring 2014
110
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (2): Support schools in selecting the model that is best for them through Local Options Oversight Committee trainings on ESBMM, Pilot and LIS models. ACTIVITY (3): Design a flexible master schedule that supports the integration of the Linked Learning program and professional development for teachers and administrators who will need on-going support to implement the variety of new instructional programs through the grant. Ongoing Local Options Oversight Committee; ISIC Local Options Oversight Committee; ISIC; RttT-D Implementation Team
Starting July 2014
GOAL 3: Facilitate smooth grant implementation through the ISIC and RttT-D grant team. Rationale: The structure of the grant is designed both to ensure that all participating schools receive the support they need to implement the work and accelerate progress through performance management, and to deliberately build capacity with eventual district-wide scale and rollout by integrating it into the ISIC team, training existing staff, and other existing infrastructure. This approach ensures both near-term impact of the grant dollars and also begins to build systemic infrastructure and processes to sustain the work going forward. IMPLEMENTATION STEPS ACTIVITY (1): Use performance management tools with the ISIC and schools participating in the grant to support continuous improvement; Educational Service Centers and Central Office continuously listen to and understand how stakeholders are experiencing the initiatives. Incorporating that feedback will be crucial to the successful implementation of the grant initiatives. ACTIVITY (2): RttT-D Coordinators support implementation and coordinate accountability for the project schools in conjunction with the IDs, Office of Data and Accountability and Talent Management ACTIVITY (3): The Linked Learning Leadership Team and the Middle School Principals Organization drive continuous improvement by providing professional development, tracking and 111 TIMELINE Starting August 2014 RESPONSIBILITY Performance Management; ISIC; RttT-D Implementation Team; Talent Management
Performance Management; ISIC; RttT-D Implementation Team; Talent Management Performance Management; ISIC; RttT-D Implementation Team;
Los Angeles Unified School District, Los Angeles, CA sharing progress, problem solving and seeking to move effective practices from the subset of grant-funded schools to broader implementation Talent Management; Linked Learning Department; Middle School Principals Organization
GOAL 4: Provide students the opportunity to demonstrate mastery of standards, regardless of the amount of time spent on a topic, at multiple times and in multiple comparable ways. Rationale: Opportunities for demonstrated mastery is an important aspect of personalized instructional opportunities, allowing every child to graduate college and career-ready, regardless of their individual circumstances. IMPLEMENTATION STEPS ACTIVITY (1): Investigate approaches to demonstrate mastery and how those might fit within state and district policy, allowing students to demonstrate mastery of the standards at multiple times in multiple ways through content-mastery assessments, experiential learning opportunities, project based learning, work placements and hybrid learning programs. ACTIVITY (2): Provide multiple pathways toward proficiency and credit acceleration, including a common set of benchmark assessments that allow students to demonstrate which content standards they have mastered at multiple points during the year; credit for mastery in APEX, Advanced Pass, Online Credit Recovery Programs, Independent Study, Home School Programs, Continuation School, Options programs, Work Experience Education and community colleges. ACTIVITY (3): Use the learning management system to identify gaps without conforming to instructional minute requirements for real-time interventions, skill-based grouping, and tracking of student progress over time to ensure that individual students are progressing 112 TIMELINE Starting August 2014 RESPONSIBILITY RttT-D Implementation Team; School Site Faculties; Linked Learning Department;
Ongoing
Office of Curriculum and Instruction; School Sites; Educational Partner Organizations
Performance Management; ISIC; RttT-D Implementation Team; School Site Faculties; Linked Learning
Los Angeles Unified School District, Los Angeles, CA at their own pace. Department
GOAL 5: Provide learning resources and instructional practices that are adaptable and fully accessible to all students, including students with disabilities and English learners. Rationale: LAUSD has seen impressive results from offering an extensive array of adaptable, accessible programs and supports to address the unique needs of every student, including the Master Plan for English Language Learners, the Modified Consent Decree for Special Education, Response to Intervention and Linked Learning supports. IMPLEMENTATION STEPS ACTIVITY (1): Ensure that consistent, coherent services are provided to every English learner (EL) and Standard English Learner (SEL) in our district using research-based strategies and professional development. ACTIVITY (2): Modify curriculum, services and settings, and when appropriate, to build programs around a student's needs rather than trying to fit the student into the programs. Depending on their needs, students with disabilities may be educated in general education classes for part of the school day and special day classes for the other part of the school day. ACTIVITY (3): Implement the core components of RtI: high-quality classroom instruction, research-based instruction, universal screening, continuous classroom progress monitoring, research-based interventions, progress monitoring (instruction & intervention), fidelity of implementation, staff development & collaboration, parent involvement, and specific learning disability determination. ACTIVITY (4): Integrate real-world contexts and tasks with academic skills that provide all students, including English Learners, Special Education and immigrant students the opportunity to learn and demonstrate mastery by applying content knowledge, using higher level thinking skills through cooperative learning and project113 TIMELINE Ongoing RESPONSIBILITY Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team
Ongoing
Ongoing
Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team
Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team; Linked Learning
Los Angeles Unified School District, Los Angeles, CA based curricula. (D)(2) LEA and school infrastructure (10 points) The LEA and school infrastructure supports personalized learning by (a) The Los Angeles Unified School District ensures that all students, parents, educators, and other stakeholders participating in the Race to the Top-District grant will have access to the necessary content, tools, and other learning resources both in and out of school to support the implementation of the proposal. (b) Ensuring that students, parents, educators, and other stakeholders (as appropriate and relevant to student learning) have appropriate levels of technical support, which may be provided through a range of strategies (e.g., peer support, online support, or local support); (c) Using information technology systems that allow parents and students to export their information in an open data format (as defined in this notice) and to use the data in other electronic learning systems (e.g., electronic tutors, tools that make recommendations for additional learning supports, or software that securely stores personal records); and (d) Ensuring that LEAs and schools use interoperable data systems (as defined in this notice) (e.g., systems that include human resources data, student information data, budget data, and instructional improvement system data). (a)The Los Angeles Unified School District ensures that all students, parents, educators, and other stakeholders participating in the Race to the Top-District grant will have access to the necessary content, tools, and other learning resources both in and out of school to support the implementation of the proposal. Schools participating in the grant will receive extensive professional development for administrators, teachers, parents and community partners. IDs from the LESCs will ensure that teachers, administrators, counselors, parent coordinators and parent coaches receive streamlined, personalized training about grant implementation. School-site staff will be responsible for hosting parent, faculty and community meetings about the goals of the grant and its impact on the schools program. All LAUSD schools participate in quarterly performance management dialogues with the Central Office consisting of data analysis, reflection, and planning. Data will be used to continuously monitor progress, tailor lessons to meet student needs and 114 Department
Los Angeles Unified School District, Los Angeles, CA improve grant implementation. Educators will receive real-time data about student academic and social-emotional progress that will be regularly shared with students and their families. Each school will receive technical support that includes specialized professional development and be part of a consortium of schools that are implementing the grant objectives. Professional development topics for the consortium of schools will include (but are not limited to): personalized learning, digital curriculum, Linked learning, social emotional supports, autonomy training. Teachers will receive coaching and peer mentoring at the school site in addition to the professional development administered through their LESC. IDs who oversee participating schools will ensure that teachers and administrators are fully supported through grant implementation. Parents will receive training about the new curriculum and instructional delivery methods. Each of the five LESCs has dedicated Parent Coaches that will be trained to support parents and stakeholder groups to achieve the grant objectives. Activities and trainings will be held for parents about transitioning to middle and high school as well as college and career readiness. Parents will receive additional training from the Parent and Community Engagement Centers located in each region of the District about using data for intervention and instruction to equip students and families with the skills to study and remediate at home. Parents will be able to access their students grades and coursework information through the LAUSD Parent Access Portal. (b)Ensuring that students, parents, educators, and other stakeholders (as appropriate and relevant to student learning) have appropriate levels of technical support, which may be provided through a range of strategies (e.g., peer support, online support, or local support); LAUSD has learned many lessons about how to best support students, parents and educators in blended learning environments, including project based learning and Linked Learning. Personalized learning requires flexible scheduling, responsive counselors and coaching that allows students to successfully learn, apply and master content. Professional development will provide educators, parents and students with the tools to be successful independently, in groups and in whole-class settings. The cloud, tablet, and social networks are all means through which LAUSD can deliver content to children, families and the 115
Los Angeles Unified School District, Los Angeles, CA public. Teachers practice benefits from the ability to monitor student progress and mastery both online and in class. Teache rs will be trained to monitor progress through in-class groupings and create a continuum from school classroom to the virtual classroom. Teachers will have access to tools that correlate with student remediation or acceleration and be used independently. High schools will convene their professional learning communities to learn from one another on programs such as summer bridge, Linked Learning Pathways, college and career readiness. Teachers will regularly share out best practices, benchmark assessment data and progress toward mastery on the digital curriculum with their peers, students and families. LAUSD is in the process of organizing a group of its key stakeholders ranging from school site personnel to our community based organizations to create LAUSDS Graduate Student Profile by the spring of 2014. Essentially, this profile will highlight the key skills that all graduates of LAUSD will work to embody upon graduation. These skills will include proficiency in the core content areas coupled with key non-cognitive skills necessary for success in the post-secondary environment: effective communicator, innovative problem solver, grit, tenacity and ethical decision maker. Students learn best in environments with an onsite teacher facilitating in coordination with personalized academic programming (online or otherwise). Students will receive training to be able to use the curricular tools independently at home or afterschool on their tablets or computers. Students will also have Personalized Learning Plans that outline their strengths, needs and interests. Teachers will regularly review the personalized learning plans with students and their families based on student data or core content mastery to access support both in and out of school. The personalized learning plans will enable students and parents advocate for their educational needs, track progress and ensure that student needs are being met. Parents will receive training from school sites and Service Centers on how to support their students Personalized Learning Plans, lessons and student data performance. Participating schools will host parent education nights to update parents on what their children are learning and offer additional strategies and resources to support their students in accomplishing the goals set forth in their Personalized Learning Plans. (c)Using information technology systems that allow parents and students to export their information in an open data 116
Los Angeles Unified School District, Los Angeles, CA format (as defined in this notice) and to use the data in other electronic learning systems (e.g., electronic tutors, tools that make recommendations for additional learning supports, or software that securely stores personal records); The CCTP initiative supports the capacity of parents and students to track performance, and support students via intervention or acceleration. The tablet curriculum is capable of exporting student data in an open format. Students will be able to synch their coursework with a digital cloud in order to provide online access for students and parents. The Pearson application allows students to keep an electronic portfolio that they can keep through and beyond graduation. Students will have access to a range of content, including one grade above and one below their current grade level. The tablet curriculum has built-in intervention and acceleration coursework to meet students needs and make recommendations on supplemental materials. All content will be Core Curriculum Content Standards-aligned and provide data about student progress. As LAUSD works to make more online data services available, they will be linked to the Parent Access Portal as a common access point for parents/guardians that does not require separate login accounts and passwords. The Portal provides parents/guardians with the means to have their own accounts they can use to access a variety of tools and information, and update contact information current. Schools can also communicate with parents via the portal and ConnectEd phone messages. During the first phase of this project, the system will be linked to tools for parents. We anticipate the ability to provide access to additional services such as: enrollment and transfer forms, free tutor programs, meal and medical programs, cafeteria management systems, volunteer registration, online emergency card updates, the ISIS Family Module (student attendance and grades). As the list of tools linked to the Parent Access system expands, we anticipate the system will never be fully completed. It will continue to grow as we find new ways to engage parents in sharing information. To help students, families and counselors monitor student progress toward graduation, LAUSD will launch a re-designed Individualized Graduation Plan (IGP), including a benchmark report that demonstrates coursework to date, and the courses needed to meet LAUSD and Californias graduation requirements, as well as CSU and UC college entrance requirements. The IGP will be 117
Los Angeles Unified School District, Los Angeles, CA available via the Parent Access Portal, and to the extent needed, will be aligned with the electronic profile on the tablets referenced above. This project is under development; however in 2014-15, each high school student, (and eventually middle school student) will have an IGP that is user-friendly, and accessible to the student, parents and counselor. This will support students, families and counselors in monitoring progress toward graduation, and understanding which courses are needed to graduate. (d) Ensuring that LEAs and schools use interoperable data systems (as defined in this notice) (e.g., systems that include human resources data, student information data, budget data, and instructional improvement system data). LAUSD has committed to creating interoperable data systems including Integrated Student Information Systems (ISIS), My Data and the Parent Access Portal. The RFP for any digital curriculum will require compatibility with existing District data systems in order to record coursework on student transcripts, and provide access through the Parent Access Portal, which provides LAUSD parents and guardians with a single account with one stop access to a variety of online tools they can use to input information or apply for services (e.g., enrollment forms, magnet program applications, cafeteria management systems), attendance and grades. Both ISIS and MyData are interoperable with regards to student information data. ISIS contains Human Resources and Budget information while MyData provides instructional improvement system data. ISIS is an initiative to replace 26 outdated student information systems with an integrated, modern platform. LAUSD is centralizing all student records within a secure, web-based software system. ISIS works with other District applications such as Student Transportation, Student Testing, M.A.P.S. and the Decision Support System (DSS) Student Data Warehouse to capture real-time tracking of information, encompassing all students, from early to adult education. My Data is a web-based tool, which houses student data for LAUSD educators in order to improve teaching and learning. MyData reports student information such as state test scores, student grades, attendance, suspension, A-G coursework, periodic assessments, and English Language Learner data. Report card grades and benchmark assessment data will also be accessible through the LAUSD Parent Portal. If high school students take additional hybrid learning or virtual courses through LAUSD, their records of course completion are transferable, recorded on their transcripts and digitally verifiable.
118
119
Los Angeles Unified School District, Los Angeles, CA E. Continuous Improvement (30 total points) Because the applicants plans represent the best thinking at a point in time, and may require adjustments and revisions during implementation, it is vital that the applicant have a clear and high-quality approach to continuously improve its plans. This will be determined by the extent to which the applicant has (E)(1) Continuous improvement process (15 points) A high-quality plan (as defined in this notice) for implementing a rigorous continuous improvement process that provides timely and regular feedback on progress toward project goals and opportunities for ongoing corrections and improvements during and after the term of the grant. The plan must address how the applicant will monitor, measure, and publicly share information on the quality of its investments funded by Race to the Top District, such as investments in professional development, technology, and staff; (E)(2) Ongoing communication and engagement (5 points) A high-quality plan (as defined in this notice) for ongoing communication and engagement with internal and external stakeholders; and (E)(3) Performance measures (5 points) Ambitious yet achievable performance measures, overall and by subgroup (as defined in this notice), with annual targets for required and applicant-proposed performance measures. For each applicant-proposed measure, the applicant must describe (a) Its rationale for selecting that measure; (b) How the measure will provide rigorous, timely, and formative leading information tailored to its proposed plan and theory of action regarding the applicants implementation success or areas of concern; and (c) How it will review and improve the measure over time if it is insufficient to gauge implementation progress. The applicant should have a total of approximately 12 to 14 performance measures. The chart below outlines the required and applicant-proposed performance measures based on an applicants applicable population. (Note: A table is provided below to support responses to performance measures in the applicants narrative.)
120
Los Angeles Unified School District, Los Angeles, CA Applicable Population All
Performance Measure a) The number and percentage of participating students (as defined in this notice), by subgroup (as defined in this notice), whose teacher of record (as defined in this notice) and principal are a highly effective teacher (as defined in this notice) and a highly effective principal (as defined in this notice); and b) The number and percentage of participating students (as defined in this notice), by subgroup (as defined in this notice), whose teacher of record (as defined in this notice) and principal are an effective teacher (as defined in this notice) and an effective principal (as defined in this notice). a) Applicant must propose at least one age-appropriate measure of students academic growth (e.g., language and literacy development or cognition and general learning, including early mathematics and early scientific development); and b) Applicant must propose at least one age-appropriate non-cognitive indicator of growth (e.g., physical well-being and motor development, or social-emotional development). a) The number and percentage of participating students (as defined in this notice), by subgroup, who are on track to college- and career-readiness based on the applicants on-track indicator (as defined in this notice); b) Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan; and c) Applicant must propose at least one grade-appropriate health or social-emotional leading indicator of successful implementation of its plan. a) The number and percentage of participating students (as defined in this notice) who complete and submit the Free Application for Federal Student Aid (FAFSA) form; b) The number and percentage of participating students (as defined in this notice), by subgroup, who are on track to college- and career-readiness based on the applicants on-track indicator (as defined in this notice); c) Applicant must propose at least one measure of career-readiness in order to assess the number and percentage of participating students (as defined in this notice) who are or are on track to being career-ready; d) Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan; and e) Applicant must propose at least one grade-appropriate health or social-emotional leading indicator of successful implementation of its plan.
PreK-3
4-8
9-12
121
Los Angeles Unified School District, Los Angeles, CA (E)(4) Evaluating effectiveness of investments (5 points) A high-quality plan to rigorously evaluate the effectiveness of Race to the Top District funded activities, such as professional development and activities that employ technology. In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments and the rationale for their inclusion must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. The high-quality plan (as defined in this notice) should include key goals, activities to be undertaken and the rationale for the activities, the timeline, the deliverables, and the parties responsible for implementing the activities. The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers.
122
Los Angeles Unified School District, Los Angeles, CA (E)(1) Continuous improvement process (15 points) LAUSD is committed to continuous improvement to ensure that the priorities outlined in Section C1 and C2 of this Race to the Top - District application are implemented effectively and improved over time. As described in LAUSDs Strategic Plan, performance management is not new work; it is the work. With commitment from the Superintendent to continuously improve, LAUSD defines performance management as the process to move from a compliance culture to a performance culture, focusing every employees work on the use of data, as well as the processes and accountability measures that will drive continuous improvement in teaching and learning, and in supporting productive learning conditions in all of LAUSDs schools. The District uses The Performance Management Cycle, discussed extensively below, at both the Central Office and the Educational Services Center-level (which includes our networks of schools as well as individual school leaders and teachers). The Performance Management Cycle creates an aligned, coherent system of goals, key performance indicators, and projects that ensure every staff member, from our newest teacher to our superintendent, is focused on doing the work that drives results in every classroom. This approach to continuous improvement is based on leading change management practices (from both the business and social sector) and on research about what works in the nations most effective districts. We have drawn from the work of Sir Michael Barber at Pearson and Bob Behn at Harvard, and utilizedrecommendations from the National Performance Management Advisory Commission, Michael & Susan Dell Foundation, and Council of Great City Schools [Appendix E1a for more information about these resources]. The Performance Management Cycle is not a new system created for the sole purpose of tracking LAUSD s progress on the Contract for Success. Rather, it is a well-functioning, existing system that aligns teachers, schools, administration, the District, and the broader community on actions and focuses on improvements to drive outcomes based on data and results. The core philosophy of the Districts approach to continuous improvement is ultimately in service of personalization what we are building is not about more meetings, more layers, more tasks and laying blame when targets are missed. We seek to foster a culture and commitment across LAUSD where every one of us has a clear sense of our individual and collective goals, has the information we need and are 123
Los Angeles Unified School District, Los Angeles, CA empowered to prioritize, solve problems, and take action, and be personally invested in the success of each and every one of the students we serve. Our approach to continuously improve upon our RttT-D plan is anchored in the existing Performance Management Cycle, and we are confident that we can leverage the cycle in service of our RttT-D management. Below, we highlight key elements of our performance management cycle through the RttT-D lens, calling out ways we will utilize and expand upon existing infrastructure, systems and processes required to effectively implement the grant. As described in section (D), we plan to create a lean central office team to direct and coordinate RttT-D that will be responsible for spearheading the continuous improvement efforts. This Race to the Top Implementation Team will be responsible for tracking and analyzing data, assessing progress, and providing this analysis to inform performance dialogues (described below). As performance dialogues take place and ideas for adjustments emerge, this team will work with Instructional Directors to synthesize the feedback into recommendations that will be reviewed by the Race to the Top Implementation Director, or when appropriate, by the Superintendent. This team will also communicate these recommendations and resulting changes back to school leaders, teachers, and parents. We have seen through our own experience that when feedback leads to observable action, the level of quality feedback increases and an effective cycle of improvement begins. While continuous improvement encourages in-action improvements, the summative results of our Performance Management Cycle are captured annually in the Districts Performance Meter, which captures a set of 17 highest priority performance indicators aligned with our ultimate goal: every LAUSD student will receive an education in a safe, caring environment and every student will be college-prepared and career-ready. [Appendix E1b for full Performance Meter]. LAUSD also uses the School Performance Framework (SPF) to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related (SPF metrics overlap in large part with Performance Meter metrics). It incorporates multiple sources of outcome data to: Help the District determine how much students benefit from their schools and how schools differ in their ability to educate 124
Los Angeles Unified School District, Los Angeles, CA their students; Help identify best practices across the District to stimulate performance dialogues within and among schools; Help families easily and effectively understand the quality of the schools in their neighborhood.
Through a five-tier classification system, the School Performance Framework assigns schools as:
Color Classification Excelling Achieving Service & Support Watch Focus General Definition of Classification Schools that fall within this category are generally defined by high status performance and high levels of growth. Schools that fall within this category are generally defined by both high status performance and low to moderate levels of growth OR moderate status performance and high levels of growth. Schools that fall within this category are generally defined by both moderate status performance and moderate to high growth levels OR low status performance and high growth levels. Schools that fall within this category are generally defined by low status performance and low to moderate levels of growth. Schools that fall within this category are generally defined by low status performance and low levels of growth.
The status metrics within the SPF for each school level includes Lead Indicators of students future academic success. Lead Indicators provide data-points that allow schools to take proactive steps to ensure all students are on target for meeting proficiency goals for all. The SPF is a comprehensive tool in assisting teachers and school site leaders in setting school goals that are aligned with the Single Plan for Student Achievement and LAUSDs Performance Meter targets. Our school site leaders benefit greatly from the comparative analysis the SPF provides, particularly within the context of the Goals and Targets stage of the Performance Management Cycle.
125
Los Angeles Unified School District, Los Angeles, CA LAUSDs Performance Management Cycle From the outset of the RttT-D work, we will employ the five-step performance management cycle with all parties involved in grant implementation. These five steps are captured in the visual below and then described in more detail:
The Performance Management Cycle
District Vision, Goals, and Core Beliefs
Goals and Targets
Results and Implications
Planning
Performance Dialogues and Plan Adjustments
Performance Tracking
Cycles of reviewing fresh performance data, holding robust performance dialogues, and making appropriate adjustments occur at regular intervals throughout the year.
District Vision, Goals, and Core Beliefs LAUSDs vision for personalized learning, the Contract for Success, is outlined in Section (A)(1). This is the foundation on which the Contract for Success will be tracked, measured, and continuously improved. Effectively, the plan outlined in this RttT-D application is the basis for the five steps in the Performance Management Cycle. Note: The Performance Management Cycle occurs at all levels within the District Superintendent, Central Office staff, ESC, feeder pattern, schools, classrooms, and students. While the cycle should occur on an annual basis, the performance tracking and performance dialogues/plan adjustment occur as a loop throughout the year to ensure improvements and adjustments throughout the 126
Los Angeles Unified School District, Los Angeles, CA year. Reviews and check-ins will occur throughout the year within the schools, zones, and at the district level to ensure alignment towards the common district vision for personalized learning outlined in this grant application. Stage of Performance Management LAUSDs vision and core beliefs outlined in this application inform the goals and targets related to the Contract for Success. We will use the annual RttT-D goals and targets (laid out in section (E)(3) below) to anchor our RttT-D continuous improvement approach. Tracking goals and targets at different levels within the district will ensure the entire district is moving towards the common vision and goals. At the Central Office, in the zones selected for this grant, and Goals and Targets in all participating schools, we will make these goals clear and transparent. The Central Office will set clear target ranges and allow schools the autonomy to set their own goal within this range. Since 2012, we have been working side-by-side with every school leader in LAUSD to set specific and measurable targets for school-level progress, and our RttT-D goals will fit naturally into this process (see (E)(3) for a description of goal setting methodology). A natural target for those schools identified in the lowest two tiers according to the School Performance Framework --- Focus & Watch would be improved academic achievement over the term of the grant resulting in progression across the School Performance Framework continuum. Planning Building on the specific initiatives laid out in Section (C) of our application, the Central Office and participating schools will create more detailed plans (aligned with the applications stated goals, activities, timelines, deliverables, and responsible parties) to manage successful implementation of the Contract for Success. Section (F) describes the sequencing of initiatives with regards to the budget; 127 Description
Los Angeles Unified School District, Los Angeles, CA however, a detailed four-year plan will be developed before the start of the 2014-15 school year to describe how the goals and targets will be met. The four-year plan will be reviewed at the start of each school year, comparing the success of the prior year and the four-year plan to develop an updated plan to guide the district for each year. These RttT-D plans will be integrated into each schools existing plan, including how each school will deploy existing staff and leverage technology and other resources in service of goals. Ongoing tracking of performance to set targets will bring the RttT-D goals and targets to life. LAUSD will set targets for personalized learning and use status reports to track performance against targets to gauge performance. LAUSD currently uses the ClearPoint project management system to provide staff with real-time data to support actionable reflection and course adjustment. ClearPoint will manage performance at the school-level and will allow for aggregation of data at the zone and district level to gauge overall performance. For our RttT-D goals and targets (again, many of which align with our existing goals), Performance tracking
we will build a set of embedded scorecards and other tools to ensure that principals, regional leaders, and district staff can review progress as part of their regularly-scheduled and informal data reviews. [Appendix E1c for ClearPoint screenshot] Additionally, to track data at the individual student level, LAUSD uses MyData, a powerful platform for LAUSD to monitor student performance by student, teacher, grade, and school. We rely on this system to gauge whether each individual student in our district is on track. This system will be used to track personal learning goals of college- and career-readiness. [Appendix E1d for MyData Graduation Tracker screenshot] As mentioned above, the School Performance Framework (SPF) aggregates annual school level 128
Los Angeles Unified School District, Los Angeles, CA performance data (both status and growth) to provide schools with a final performance classification. All LAUSD schools are stratified according to the 5 SPF tiers. Performance dialogues are scheduled across every level of our organization within individual schools, school networks, ESC and the Central Office. The approach for these performance dialogues is to deliberately start at the school-level and then percolate up, where the school-level dialogues inform the school networks which inform the ESC, and ultimately central office. Ultimately, the conversations should always be in support of school-level improvement. These conversations happen at least three times per year at each level (e.g., Principals with Instructional Directors, Instructional Directors with Education Service Center Superintendents) [Appendix E1e for Dialogue structure]
The purpose of these performance dialogues is to create a regular forum where we use information from our performance trackers to inform intentional problem-solving and to personalize support and intervention, as well as to identify promising practices that can be captured and shared across the system. [Appendix E1f for a dialogue template]
Performance dialogues and plan adjustments
School Review for Participating Schools: While the Performance Management Cycle is multi-level and connects the district to zones, schools, classrooms, and teachers, a site-based review process of implementation will occur for selected schools. For participating schools, Instructional Directors will add RttT-D implementation as a regular agenda item to these performance dialogues at both the individual school and network level. This will focus on the implementation of the various elements of the grant on a school-by-school basis. We believe that much of the richness of our performance management cycle exists in iteration and interplay of our performance tracking and dialogues as this is where we can sit down at a common table, look at whats working and whats not, and course correct together. The School Performance Framework rating of each school will also inform this 129
Los Angeles Unified School District, Los Angeles, CA School Review and performance dialogue. To support students taking ownership of their own performance, MyData allows students to dialogue with their teachers and parents to evaluate their own progress and develop a plan to reach their own targets. This is discussed further in Section (C)(1). The back-and-forth loop between performance tracking and performance dialogues / plan adjustments allows for continuous improvement throughout the year. Rather than a once-a-year linear process, performance tracking of both formative and summative data influences the performance dialogues that occur throughout the year. This allows for plan adjustments throughout the year to ensure more timely outcomes rather than waiting until the end of the year to initiate changes for the following year. Accountability is a critical step in this process. We will conduct an annual review of our progress against RttT-D goals and targets and revise our plan accordingly. With scarce resources, we can and Results and implications must expect our participating schools to put our grant dollars to the highest and best use and we are prepared to make hard decisions based on performance. In addition, we plan to report out regularly to our stakeholders on the progress of our RttT-D investments (See Section E(2)). This review of annual results and implications will allow us to calibrate the plan for the following school year to adjust and improve goals, targets, and budgets. These results will be studied internally and shared publically. [Appendix E1g for high-level timeline of Performance Management Cycle] The Performance Management Process is how the vision and goals outlined in this RttT-D grant application come to life. LAUSD is committed to continuous improvement through performance management to ensure learning is personalized for its students in the most impactful way possible. Finally, the Board of Education currently uses a performance based evaluation system for the Superintendents evaluation which includes metrics from the Performance Meter as well as other agreed upon other annual
130
Los Angeles Unified School District, Los Angeles, CA performance goals. By 2014-15, the Board will include stakeholder feedback and there will be more transparency. Goals, activities, timelines, deliverables, and responsible parties for Section (E)(1) GOAL: Build performance management for the RTTT grant into LAUSDs established performance management system Rationale: An integrated system, which the district and schools are already using, is the most effective and efficient approach. IMPLEMENTATION STEPS ACTIVITY (1): Add RttT-D initiatives and metrics to the performance management cycles of participating teachers, school leaders, the central office staff they work with, and the newly created RttT-D team. TIMELINE Spring 2014 RESPONSIBILITY Talent Management; RttTD Implementation Team; ISIC Talent Management; RttTD Implementation Team; ISIC; Performance Management RttT-D Implementation Team; Performance Management RttT-D Implementation Team; ISIC; Performance Management RttT-D Implementation Team; Performance Management
ACTIVITY (2): Build a set of embedded scorecards and other tools Spring 2014 to ensure that principals, regional leaders, and district staff can review progress as part of their regularly-scheduled and informal data reviews. ACTIVITY (2): Set up tracking for RttT activities, projects, and commitments in ClearPoint project management software. ACTIVITY (3): Use status reports to track performance against targets to gauge performance. Spring 2014
Ongoing
ACTIVITY (4): Conduct an annual review of our progress against Annually RttT-D goals and targets, synthesize ideas for adjustments to initiatives that come out of performance dialogues and other channels of feedback, and make recommendations to schools, the Director, and the Superintendent.
131
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (5): Incorporate RttT-D initiatives into Linked Learning surveys, the annual survey of principals, and the annual survey of teachers. ACTIVITY (6): Share best practices across participating schools and classrooms. 2014-2015 school year RttT-D Implementation Team; Linked Learning Department RttT-D Implementation Team; Office of Curriculum and Instruction
Ongoing
(E)(2) Ongoing communication and engagement (5 points) LAUSD is committed to improved communications and transparency with our internal and external audiences (parents, students, teachers, administrators and other employees) and this work was a specific agenda item in our 2012 Strategic Plan. We know that the best way to secure support for new initiatives is to reach out to the community early, allowing sufficient time for our key stakeholders to provide feedback on our initial thinking, while describing the implications for students, families, educators, and staff members. We recognize implementation of the personal learning plan will not take place instantly, and we will face challenges. Communication and engagement is critical to ensure support from the community and within the school throughout the entire implementation of the grant initiatives. Engaging the community on the progress of the RttT-D implementation of the plan, targets, and results each year will keep the community and informed and allow stakeholders to provide feedback to improve implementation and ultimately enhance personalized learning. Existing communication channels that facilitate continuous improvement include both in-person opportunities such as PTA meetings and school open-houses as well as popular sites such as Twitter and Facebook; the issuance of weekly news digests, including LAUSD Insider, a monthly newsletter with updates on our strategic initiatives; and 30-minute monthly talk shows such as Families Matter. We provide stakeholders with a number of ways to track our performance information in a transparent, open way. Our Performance Meter is the most prominent link on our website and we provide an objective analysis on how we do on 132
Los Angeles Unified School District, Los Angeles, CA each metric in our State of the District Report. We produce School Report Cards particularly geared towards parents looking to find out how their students school is performing. Stakeholders can easily access these report cards through the LAUSD website. For each school, we also offer a variety of reports available online via the District website, including the most up to date detail on subject and grade level performance. Additionally, schools can access SPF data for all LAUSD schools, including their own, on the LAUSD website. As outlined in Section (B)(4), we have proactively engaged stakeholders in the development of this plan through robust and inclusive outreach. We will continue to work with these stakeholders as partners throughout implementation and actively build off of the resources listed above to do this work. In addition, we will engage our internal and external stakeholders through the following activities throughout the RttT-D implementation:
o
Parents: At participating RttT-D schools, customized school report cards will include a dropdown option that shares an update on RttT-D activities. Teachers will use students personal learning plans as a tool in student/parent-teacher conferences, and collect feedback from the families to further inform continued use and development of these tools and strategies. School open houses will keep parents engaged in the personal learning plans.
o Teachers: Performance dialogues between teachers and their school leaders will include two-way conversation about the RttT-D initiatives that the school and teacher are part of. The District Central Office and UTLA will periodically include the Contract for Success and RttT-D progress on the agenda of formal meetings to ensure continual and real-time communication. o Participating School Leaders: The District Central Office will hold meetings with principals of participating schools, in conjunction with AALA (Associated Administrators of Los Angeles) at the start, semester break, and end of each school year to engage in dialogue about what is working well and what needs adjustment consideration. High school principals will coordinate with their feeder middle schools to develop a meeting cadence that will inform their meetings with the 133
Los Angeles Unified School District, Los Angeles, CA central office, as well as to facilitate continuous live improvements. o Central Office Staff: The District Central Office will support principals in utilizing technology (when the principals desire) for example, administering surveys over email or crowd sourcing from students via text or Twitter. o Community-Based Organizations: The community-based organizations that have expressed interest in or support for the RttT plan (as well as other critical stakeholder groups) will be part of the Contract for Success Task Force regularly engaged by the District. The Performance Meter and additional RttT-D metrics will be delivered to them regularly so that our partner organizations are aware of progress and where there are gaps, to inform their own work and highlight where they might best align their work with LAUSD. We will keep an open line of communication between community-based organizations and the Race to the Top Implementation Team to provide an avenue for organizations to report (through metrics or anecdotes) what they are seeing on the ground with the populations we are jointly serving. Goals, activities, timelines, deliverables, and responsible parties for Section (E)(2) GOAL 1: Engage the community on the progress of the RttT-D implementation and results. Rationale: Keeping the community and informed and allowing stakeholders to provide feedback will improve implementation and ultimately enhance personalized learning. IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY ACTIVITY (1): Include RttT-D work in existing communication Starting Spring 2014 channels such as PTA meetings, school open-houses, weekly news digests such as LAUSD Insider, and 30-minute monthly talk shows such as Families Matter. ACTIVITY (2): Publish a monthly RttT-D specific newsletter with Monthly starting in updates on strategic initiatives. 2014-15 school year ACTIVITY (3): Create customized school report cards with a Fall 2014 dropdown option that shares an update on RttT-D activities that parents can easily access on LAUSDs website. ACTIVITY (4): Establish informal advisory group and an open line Spring 2014 134
Los Angeles Unified School District, Los Angeles, CA of communication between community partners and the Central Office. GOAL 2: Actively engage teachers, families, and students in providing feedback and ideas for RttT-D initiatives. Rationale: Listening to those on the ground will improve implementation and ultimately enhance personalized learning. IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY ACTIVITY (1): Meet with principals of participating schools at to Start, semester break, engage in dialogue about what they feel is working well and what and end of each school needs adjustment consideration. year starting 2014-15 ACTIVITY (2): Meet with parents at participating schools to engage Semi-annually starting School leaders in dialogue about what they feel is working well and what needs in 2014-15 adjustment consideration. ACTIVITY (3): Include the Contract for Success and RttT-D Starting Jan 2014 progress on the agenda of formal meetings between the Central Office and the UTLA to ensure continual and real-time communication.
(E)(3) Performance measures (5 points) LAUSD will use the following 14 performance measures with ambitious yet achievable targets. PM Applicable # Population Required ? Performance Measure
The number and percentage of participating students, by subgroup (as defined in this notice), whose teacher of record (as defined in this notice) and principal are a highly effective teacher (as defined in this notice) and a highly effective principal (as defined in this notice). LAUSD will not have baseline data for this measure until
Calculation (See required calculation on left.)
All
Yes
135

2014-2015; please see below for a detailed description of our approach to measure our performance. The number and percentage of participating students, by subgroup (as defined in this notice), whose teacher of record (as defined in this notice) and principal are an effective teacher (as defined in this notice) and an effective principal (as defined in this notice). LAUSD will not have baseline data for this measure until 2014-2015; please see below for a detailed description of our approach to measure our performance.
(See required calculation on left.)
All
Yes
All
No
[Applicant must propose at least one measure that can be directly tied to improving student outcomes.]
All
No
[Applicant must propose at least one measure that can be directly tied to improving student outcomes.]
The percentage of participating students, by subgroup (as defined in this notice), scoring proficient or above on the California Standards Test (CST). Measured for both English Language Arts and for Mathematics. The percentage of participating students, by subgroup (as defined in this notice), scoring Ready for College on the Early Assessment Program (EAP). Measured for both English and for Mathematics.
6-8
Yes
The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on the applicants on-track indicator (as defined in this notice).
(See required calculation on left. LAUSDs on track indicator is proficiency on 7th grade math and ELA CST exams.) Percentage of participating students, by subgroup (as defined in this notice), who score proficient or above on interim assessments administered in middle school.
Percentage of participating students (as
6-8
No
[Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan]
6-8
No
[Applicant must propose at least one grade-appropriate 136
Los Angeles Unified School District, Los Angeles, CA health or social-emotional leading indicator of successful implementation of its plan]
defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys. Instructional days lost to suspension. Calculated as the number of suspension days for participating students, by subgroup (as defined in this notice). (See required calculation on left.) Note: Many of our students and families are undocumented so this will not be an option (See required calculation on left. LAUSDs on-track indicator is meeting A-G requirements.) Percentage of participating students, by subgroup (as defined in this notice), participating in certified Linked Learning Pathways that successfully complete a WorkBased Learning experience. Percentage of participating students, by subgroup (as defined in this notice) who are on a certified Linked Learning Pathway. Percentage of participating students (as defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys.
6-8
No
[Applicant must propose at least one grade-appropriate health or social-emotional leading indicator of successful implementation of its plan]
The number and percentage of participating students who complete and submit the Free Application for Federal Student Aid (FAFSA) form.
9-12
Yes
10
9-12
Yes
11
9-12
No
The number and percentage of participating students, by subgroup, who are on track to college- and careerreadiness based on the applicants on-track indicator (as defined in this notice). [Applicant must propose at least one measure of career-readiness in order to assess the number and percentage of participating students who are or are on track to being career-ready.] [Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan] [Applicant must propose at least one grade-appropriate health or social-emotional leading indicator of successful implementation of its plan]
12
9-12
No
13
9-12
No
137
Los Angeles Unified School District, Los Angeles, CA [Applicant must propose at least one grade-appropriate health or social-emotional leading indicator of successful implementation of its plan]
Instructional days lost to suspension. Calculated as the number of suspension days for participating students, by subgroup (as defined in this notice).
14
9-12
No
LAUSD will be able to calculate the baseline and target data for Performance Measures #1 and #2 at the start of the 2014-2015 academic year for teachers and 2015-2016 for principals. We were awarded a TIF (Teacher Incentive Fund) grant in 2012, the first year of full implementation of the new evaluation system is currently underway, and we are in negotiations with United Teachers Los Angeles to use this data to inform teacher evaluations. For principals, we are piloting the new School Leader evaluation system in 2013-14 and have reached an agreement to utilize student data in this pilot program. We will review the findings together and determine next steps; again, baseline data will not be available until the start of the 2015-2016 academic year. In the interim, we will use other principal effectiveness indicators such as whether the school leadership team is established and meets regularly as measured by minutes and actions, and whether school goals are transparent and shared broadly as measured by stakeholder surveys of teachers and school staff. In addition to the five required measures, our nine applicant-proposed measures have been thoughtfully designed in order to provide rigorous, timely, and formative leading information throughout the implementation of our plan. We have also carefully considered how we will review and improve each measure over time (if it is insufficient) to gauge progress. The table below describes this thinking for each of the nine applicant proposed measures. PM Applicable # Population Performance Measure Rationale for selecting this measure How the measure will provide rigorous, timely, and formative leading information tailored to the proposed plan and theory of action regarding implementation success or areas of concern How the measure will be reviewed and improved upon over time if it is insufficient to gauge implementation progress
138
Los Angeles Unified School District, Los Angeles, CA The percentage of participating students, by subgroup (as defined in this notice), scoring proficient or above on the California Standards Test (CST). Measured for both English Language Arts and for Mathematics. The CST measures students' progress toward achieving California's state-adopted academic content standards in Englishlanguage arts (ELA), mathematics, science, and history social science. It is thus directly tied to measuring student outcomes. The CST is administered to students in grades 2-11, and thus provides a wealth of longitudinal data. Data from our long history of administrating these tests will be helpful context in analyzing gains from the implementation of this plan. The fact that CST is administered district-wide will provide ample data for a control group. The goal of the EAP Data from the EAP will program is to have complement data from the California high school CST by illuminating whether graduates enter the CSU the content gains achieved are fully prepared to begin amounting to an overall college-level study. The increase in college-readiness. program was established Data from past to provide opportunities administrations of these tests for students to measure will be helpful context in their readiness for analyzing gains from the college-level English and implementation of this plan. mathematics in their The fact that EAP is junior year of high administered district-wide school, and to facilitate will provide ample data for a opportunities for them to control group. improve their skills 139 As we implement the Common Core State Standards, the CST will change in May 2015 to the Smarter Balance Assessment. We will adopt this metric accordingly at that time. If we feel it is insufficient, we will explore more ways to incorporate interim assessments tied to CST outcomes. We review EAP scores each year to analyze gaps and gains. If we do not feel the scores are providing us with actionable information, we will work with the California State University team that designs the exams to review the data on how scores correlate to the need for remedial work at the post-secondary level, and adjust accordingly.
All
11
The percentage of participating students, by subgroup (as defined in this notice), scoring Ready for College on the Early Assessment Program (EAP). Measured for both English and for Mathematics.
Los Angeles Unified School District, Los Angeles, CA during their senior year. It is thus closely and directly tied to student outcomes. Interim assessments are a strong academic leading indicator that we rely on heavily in LAUSD. This information is valuable in informing mid-year course corrections and in providing more immediate feedback to students and parents. The intuitive link between school safety and academic achievement has been confirmed in several research studies. We thus feel this is an important social-emotional indicator for successful implementation.
6-8
Percentage of participating students, (as defined in this notice), who score proficient or above on interim assessments administered in middle school.
Interim data will help inform near-term changes and will enhance the context in which we can analyze summative data. At the middle school level this will be particularly valuable, as course correction at an early stage is most impactful. Schools will use this information to inform their choices on how to allocate discretionary resources. The District can support the by adjusting allocations of social workers, counselors, and security guards, as well as by working with the LAPD and community groups.
We will regularly review the possibility of adjusting the frequency of these assessments if teachers, parents, and other stakeholders determine that more/less frequent data would be useful to their efforts.
6-8
Percentage of participating students, by subgroup (as defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys.
6-8
Instructional days lost
Suspension days are an 140
We are currently evaluating our options for administering a more comprehensive socialemotional assessment tool. Our partner CityYear uses the Devereux Student Strengths Assessment (DESSA), and we will likely roll this out to all participating schools, with their assistance. (See the Competitive Priority for more details.) This data will help inform our LAUSD is currently
Los Angeles Unified School District, Los Angeles, CA to suspension. Calculated as the number of suspension days for participating students, by subgroup (as defined in this notice). important metric because they represent a behavioral incident (and thus are a socialemotional indicator), and results in a loss of instructional days that are vital for academic achievement. Successfully completing a Work-Based Learning experience in an industry of interest will indicate that a student has the preliminary skills needed to succeed in a workplace, and has the experience and context to serve as the starting place for a career. It is thus a strong indicator of career-readiness, and naturally flows out of our Linked Learning work. Linked Learning shows promising results for helping students achieve their college and career goals. We thus believe 141 allocation of social-emotional resources such as social workers and counselors. implementing an online discipline module tracker that will provide more granular behavioral data. We will explore supplementing suspension days with this data as it becomes available. If the raw percentage of students completing a Work-Based Learning experience is not informative, we will look to include more granular data which may include examining what forms of Work-Based Learning students have engaged in and the sequence of their Work-Based Learning experiences.
11
9-12
Percentage of participating students, by subgroup (as defined in this notice), participating in certified Linked Learning Pathways that successfully complete a Work-Based Learning experience.
Using this metric will prompt both efforts to help more students to get an early and strong understanding of their career of interest and efforts to prepare them to succeed in an adult workplace.
12
9-12
Percentage of participating students, (as defined in this notice) who are on a certified Linked
This metric will reflect two efforts. First, it will reflect LAUSDs ability to create more certified Pathways in our district. Second, it will
As Linked Learning grows in LAUSD, we will look to refine this metric by looking at students on each of our Pathways, and study
Los Angeles Unified School District, Los Angeles, CA Learning Pathway. that being on a certified Linked Learning pathway is a strong leading academic indicator of implementation success. The intuitive link between school safety and academic achievement has been confirmed in several research studies. We thus feel this is an important social-emotional indicator for successful implementation. reflect the success of our efforts to help students choose and navigate a pathway. whether there are important differences in outcomes.
13
9-12
Percentage of participating students, by subgroup (as defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys.
Schools will use this information to inform their choices on how to allocate discretionary resources. The District can support the by adjusting allocations of social workers, counselors, and security guards, as well as by working with the LAPD and community groups.
14
9-12
Instructional days lost to suspension. Calculated as the number of suspension days for participating students, by subgroup
Suspension days are an important metric because they represent a behavioral incident (and thus are a socialemotional indicator), and 142
We are currently evaluating our options for administering a more comprehensive socialemotional assessment tool. Our Competitive Priority partner City Year is planning to adopt the Devereux Student Strengths Assessment (DESSA) within the next year. If they adopt this we will likely roll this out to all participating schools, with their assistance. (See the Competitive Priority for more details.) This data will help inform our LAUSD is currently allocation of social-emotional implementing an online resources such as social discipline module tracker workers and counselors. that will provide more granular behavioral data. We will explore
Los Angeles Unified School District, Los Angeles, CA (as defined in this notice). results in a loss of instructional days that are vital for academic achievement. supplementing suspension days with this data as it becomes available.
For each of these 14 performance measures, we have thoughtfully set performance targets using parallel methodology to how we set target ranges for schools on an annual basis.
Specifically: Step 1 Rank Ordering Schools by Metric within an API Type: For each metric and by API Type (e.g., separating out middle and 143
Los Angeles Unified School District, Los Angeles, CA high schools), we rank order the schools. Then, for participating schools for each metric, we identify the percentile rank of the schools (from the 1st Percentile to the 99th Percentile). Step 2 Calculating an Ambitious Target: To set the target, we utilize the actual performance of schools outperforming the participating schools in question by up to 20 percentile ranks. SY 2013-2014: +3 percentile ranks. Given that the grant will not be awarded until the end of 2014, we believe an increase of 3 percentile ranks is both ambitious and realistic. For instance, if the participating schools are currently performing at the 50th percentile, we would utilize the performance of schools performing at the 53rd percentile to establish the target for this first partial year of the grant. SY 2014-2015: +7 percentile ranks. We expect a larger jump in achievement in the first full year of grant implementation. For instance, if the participating schools are currently performing at the 50th percentile, we would utilize the performance of schools performing at the 57th percentile to establish the target for this year. SY 2015-2016: +11 percentile ranks. For instance, if the participating schools are currently performing at the 50th percentile, we would utilize the performance of schools performing at the 61st percentile to establish the target for this year. SY 2016-2017: +15 percentile ranks. For instance, if the participating schools are currently performing at the 50th percentile, we would utilize the performance of schools performing at the 65th percentile to establish the target for this year. SY 2017-2018: +20 percentile ranks. We expect a full 20 percentile rank improvement for participating schools by the end of the grant, when out initiatives are fully phased in for all students in grades 6-12 on all of our participating school. This represents a strong ambitious goal, higher than the top end of the allowable range of goals we provide to non-participating schools in setting their targets. For instance, if the participating schools are currently performing at the 50th percentile, we would utilize the performance of schools performing at the 70th percentile to establish the target for this year. Special Note Top performers: All targets will top out at the best performance possible (e.g., 100% for most metrics). Special Note the lowest and highest past performers: For schools performing at the top and bottom of the distribution in LAUSD on 144
Los Angeles Unified School District, Los Angeles, CA a particular metric, sometimes targets were individually identified instead of using the rules above in order to better calibrate the top end of range. The targets below are aggregated based on the baseline performance of the 35 schools LAUSD has identified as eligible to apply for the grant, described in section (A)(2). We will be selecting participating schools through a competitive selection process in the first 100 days of the grant. At that time, the targets below will be adjusted to be the aggregate of the individual targets of each school selected to participate. In LAUSD, these individual school targets are suggested by the district, but ultimately decided on by the principal. Principals of participating schools will take into account the additional funds and support they receive from RttT-D in setting their performance targets.
LAUSD will not have baseline data for Performance Measures #1 and #2 until the start of 2014-2015 for teachers and the start of 2015-2016 for principals.
(E)(3) Performance Measure #3 Proficient or above on CST in ELA and Mathematics

Summative assessments being used (e.g., name of ESEA assessment or end-of-course test): California State Test (CST) - STAR (ELA 2-11; Science 8,10; Math - 2-7, Algebra, Algebra II, Geometry, Summative Math) Methodology for determining status (e.g., percent proficient and above): Procient or Advanced score on CST Methodology for determining growth (e.g., value-added, mean growth percentile, change in achievement levels): N/A For eligible participating schools only
145

Baseline(s) SY 2011-12 SY 2012-13 (optional) 36% 35% 49% 31% 47% 36% 7% 11% 34% 33% 66% 20% 32% 34% 13% 14% Baseline(s) SY 2011-12 SY 2012-13 (optional) 33% 32% 56% 24% 62% Goals SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (PostGrant) Goals SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (PostGrant)
Goal area
Grade Level
Subgroup OVERALL
Hispanic Asian 6th grade African American White FRPL Eligible ELL Disabilities OVERALL Hispanic Asian 6th grade African American White FRPL Eligible ELL Disabilities
Goal area
Grade Level
Subgroup OVERALL Hispanic
English Language Arts (ELA): Number and Percent Proficient & Advanced on
7th grade
Asian African American White
146

CST FRPL Eligible ELL Disabilities OVERALL Mathematics: Number and Percent Proficient & Advanced on CST Hispanic Asian 7th grade African American White FRPL Eligible ELL Disabilities OVERALL English Language Arts (ELA): Number and Percent Proficient & Advanced on CST Hispanic Asian 8th grade African American White FRPL Eligible ELL Disabilities Goal area Grade Level Subgroup OVERALL 8-11th grade Hispanic Asian African American White 16% 27% 27% 47% 10% 47% 27% 12% 10% 32% 31% 59% 27% 51% 32% 8% 19% Baseline(s) SY 2011-12 SY 2012-13 (optional) 26% 27% 53% 11% 35% Goals SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (PostGrant) 33%
Algebra I: Number and Percent Proficient & Advanced on CST
147

FRPL Eligible ELL Disabilities OVERALL Science: Number and Percent Proficient & Advanced on CST Hispanic Asian 8th grade African American White FRPL Eligible ELL Disabilities OVERALL English Language Arts (ELA): Number and Percent Proficient & Advanced on CST Hispanic Asian 9th grade African American White FRPL Eligible ELL Disabilities Goal area Grade Level Subgroup OVERALL 9-11th grade Hispanic Asian African American White 28% 9% 10% 52% 51% 80% 44% 72% 52% 19% 28% 32% 31% 63% 31% 47% 32% 6% 8% Baseline(s) SY 2011-12 SY 2012-13 (optional) 5% 5% 19% 4% 19% Goals SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (PostGrant)
Geometry: Number and Percent Proficient & Advanced on CST
148

FRPL Eligible ELL Disabilities OVERALL English Language Arts (ELA): Number and Percent Proficient & Advanced on CST Hispanic Asian 10th grade African American White FRPL Eligible ELL Disabilities OVERALL Life Science: Number and Percent Proficient & Advanced on CST Hispanic Asian 10th grade African American White FRPL Eligible ELL Disabilities Goal area Grade Level Subgroup OVERALL 9-11th grade Hispanic Asian African American White 5% 1% 1% 31% 31% 47% 27% 48% 31% 4% 5% 10% 7% 0% 16% 50% 9% 7% 8% Baseline(s) SY 2011-12 SY 2012-13 (optional) 6% 7% 33% 5% 25% Goals SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (PostGrant)
Algebra II: Number and Percent Proficient & Advanced on CST
149

FRPL Eligible ELL Disabilities OVERALL English Language Arts (ELA): Number and Percent Proficient & Advanced on CST Hispanic Asian 11th grade African American White FRPL Eligible ELL Disabilities OVERALL Summative Math: Number and Percent Proficient & Advanced on CST Hispanic Asian 9-11th grade African American White FRPL Eligible ELL Disabilities 9% 2% 0% 27% 25% 48% 20% 38% 27% 1% 2% 21% 19% 36% 20% 14% 22% 5% 0%
(E)(3) Performance Measure #4 Scoring Ready for College" on the Early Assessment Program (EAP)
The percentage of participating students, by subgroup (as defined in this notice), scoring Ready for College on the Early Assessment Program (EAP). Measured for both English and for Mathematics. For eligible participating schools only Performance Measure Applicable Population
Subgroup
Baseline
Target
150

SY 2017-18 (PostGrant)
33% 29% 21% 21% 20% 20% 20%
SY 20122013
All participating students Ready for College on the Early Assessment Program (EAP) Hispanic 11th grade ELA Asian African American White ELL Disabilities
SY 2013-14
SY 2014-15
SY 2015-16
SY 2016-17
13% 9% 1% 1% 0% 0% 0%
16% 12% 4% 4% 3% 3% 3%
20% 16% 8% 8% 7% 7% 7%
24% 20% 12% 12% 11% 11% 11%
28% 24% 16% 16% 15% 15% 15%
(E)(3) Performance Measure #4 Scoring Ready for College" on the Early Assessment Program (EAP) (cont.)
The percentage of participating students, by subgroup (as defined in this notice), scoring Ready for College on the Early Assessment Program (EAP). Measured for both English and for Mathematics. For eligible participating schools only Performan ce Measure
Applicabl e Populatio n
Baseline Subgroup SY 20122013

All participatin g students Hispanic Asian
Target SY 201314 SY 201415 SY 201516 SY 201617 SY 201718 (PostGrant)

34% 30% 22%
Ready for College on the Early Assessment Program (EAP)
14% 10% 2%
17% 13% 5%
21% 17% 9%
25% 21% 13%
29% 25% 17%
11th grade MATH
151

African American White ELL Disabilities
1% 0% 1% 0%
4% 3% 4% 3%
8% 7% 8% 7%
12% 11% 12% 11%
16% 15% 16% 15%
21% 20% 21% 20%
E)(3) Performance Measure #5 On track to college- and career-readiness as measured by a students individualized culmination plan This table employs a middle school measure to predict out high school completion, college and career readiness. The measure chosen from this table was 7th grade proficiency because our office of Data and Accountability has completed a set of robust longitudinal analytics showing that LAUSD students who are proficient or advanced in 7th grade are much more likely to graduate from high school and be college and career ready. Our records show that there are roughly 12,000 7th graders represented by the eligible schools listed.
152
Baseline SY 2012-2013
Targets SY 2013-14
Targets SY 2014-15
Targets SY 2015-16
Targets SY 2016-17
Targets SY 2017-18 (Post-Grant)
A Subgroup
# Participating Students who are on track to college- & career-readiness
B
Total # of Participating Students
C
% who are on track to college- & career-readiness (A/B)*100
D
E
F
% who are on track to college- & career-readiness (D/E)*100
G
H
I
% who are on track to college- & career-readiness (G/H)*100
J
K
L
% who are on track to college- & career-readiness (J/K)*100
M
N
O
% who are on track to college- & career-readiness (M/N)*100
P
Q
R
% who are on track to college- & career-readiness (P/Q)*100
7th grade
7th grade
All participating students Free or reduced lunch Hispanic Asian Black White Students with disabilities English language learners All participating students Free or reduced lunch Hispanic Asian Black White Students with disabilities English language learners
2036 1892 1628 124 129 69 67
6082 5702 5053 221 535 111 426
33% 33% 32% 56% 24% 62% 16%
2218 2063 1780 131 145 72 80
36% 36% 35% 59% 27% 65% 19%
2462 2291 1982 139 166 77 97
40% 40% 39% 63% 31% 69% 23%
2705 2519 2184 148 188 81 114
44% 44% 43% 67% 35% 73% 27%
2948 2747 2386 157 209 86 131
48% 48% 47% 71% 39% 77% 31%
3252 3032 2639 168 236 91 152
53% 53% 52% 76% 44% 82% 36%
111 1924 1804 1566 145 65 56 45
1510 6080 5699 5051 221 536 110 426
7% 32% 32% 31% 66% 12% 51% 11%
156 2106 1975 1718 152 81 59 58
10% 35% 35% 34% 69% 15% 54% 14%
217 2350 2203 1920 160 103 64 75
14% 39% 39% 38% 73% 19% 58% 18%
277 2593 2431 2122 169 124 68 92
18% 43% 43% 42% 77% 23% 62% 22%
338 2836 2659 2324 178 145 73 109
22% 47% 47% 46% 81% 27% 66% 26%
413 3140 2944 2576 189 172 78 130
27% 52% 52% 51% 86% 32% 71% 31%
198
1507
13%
243
16%
303
20%
364
24%
424
28%
499
33%
153
(E)(3) Performance Measure #6 Proficient or advanced on interim assessments in middle school

Performance Measure Baseline Applicable Population Subgroup SY 20122013
24% 24% 36% 16% 26% 4% 1% 20% 19% 43% 16% 35% 2% 5% 27% 26% 52% 26% 43% 2%
Target SY 2013-14
27% 27% 39% 19% 29% 7% 4% 23% 22% 46% 19% 38% 5% 8% 30% 29% 55% 29% 46% 5%
SY 2014-15
31% 31% 43% 23% 33% 11% 8% 27% 26% 50% 23% 42% 9% 12% 34% 33% 59% 33% 50% 9%
SY 2015-16
35% 35% 47% 27% 37% 15% 12% 31% 30% 54% 27% 46% 13% 16% 38% 37% 63% 37% 54% 13%
SY 2016-17
39% 39% 51% 31% 41% 19% 16% 35% 34% 58% 31% 50% 17% 20% 42% 41% 67% 41% 58% 17%
44% 44% 56% 36% 46% 24% 21% 40% 39% 63% 36% 55% 22% 25% 47% 46% 72% 46% 63% 22%
All participating students
Proficient or above on interim assessments in middle school
Hispanic Asian
6th grade ELA
African American White ELL Disabilities All participating students Hispanic Asian
7th grade ELA
African American White ELL Disabilities All participating students
Hispanic
8th grade ELA
Asian African American White ELL
154

Disabilities
5%
8%
12%
16%
20%
25%
Performance Measure
Baseline Applicable Population Subgroup

All participating students
Target SY 2013-14
35% 35% 58% 21% 24% 11% 8% 25% 29% 61% 18% 39% 12% 6% 36% 37% 58% 19% 42% 16% 9% 21% 20% 67% 8% 16% 10% 13%
SY 20122013
32% 32% 55% 18% 21% 8% 5% 22% 26% 58% 15% 36% 9% 3% 33% 34% 55% 16% 39% 13% 6% 18% 17% 64% 5% 13% 7% 10%
SY 2014-15
39% 39% 62% 25% 28% 15% 12% 29% 33% 65% 22% 43% 16% 10% 40% 41% 62% 23% 46% 20% 13% 25% 24% 71% 12% 20% 14% 17%
SY 2015-16
43% 43% 66% 29% 32% 19% 16% 33% 37% 69% 26% 47% 20% 14% 44% 45% 66% 27% 50% 24% 17% 29% 28% 75% 16% 24% 18% 21%
SY 2016-17
47% 47% 70% 33% 36% 23% 20% 37% 41% 73% 30% 51% 24% 18% 48% 49% 70% 31% 54% 28% 21% 33% 32% 79% 20% 28% 22% 25%
SY 201718 (PostGrant)
52% 52% 75% 38% 41% 28% 25% 42% 46% 78% 35% 56% 29% 23% 53% 54% 75% 36% 59% 33% 26% 38% 37% 84% 25% 33% 27% 30%
Hispanic
6th grade MATH
7th grade MATH
8th grade ALGEBRA
Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities
8th grade GEOMETR Y
155
(E)(3) Performance Measure #7 Percentage of students who feel safe on school grounds
Percentage of participating students, by subgroup (as defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys. For eligible participating schools only Performanc e Measure
Baseline Applicable Population Subgroup SY 20122013

69% N/A N/A N/A N/A N/A N/A
Target SY 2013-14
SY 2014-15
SY 2015-16
SY 2016-17
Percentage of students who feel safe on school grounds
Participating Middle School
All participating students Hispanic Asian African American White ELL Disabilities
156
(E)(3) Performance Measure #8 Instructional days lost to suspension

Instructional days lost to suspension. Calculated as the number of suspension days for participating students, by subgroup (as defined in this notice). For eligible participating schools only
Performance Measure Baseline Applicable Population Subgroup SY 2012-2013
All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities
Target SY 2013-14 147 80 3 62 2 33 32 273 168 1 99 4 53 40 276 187 1 77 5 82 34 SY 2014-15 141 76 3 60 2 32 31 262 161 1 95 4 51 38 264 180 1 74 5 78 33 SY 2015-16 135 73 3 57 2 30 29 250 154 1 91 4 49 37 253 172 1 70 4 75 31 SY 2016-17 128 70 3 54 2 29 28 238 147 1 87 3 47 35 241 164 1 67 4 71 30 SY 2017-18 (PostGrant) 121 66 2 51 2 27 26 225 138 1 82 3 44 33 227 154 1 63 4 67 28
Number of instructional days lost to suspension
6th grade
7th grade
8th grade
151 82 3 64 2 34 33 281 173 1 102 4 55 41 284 193 1 79 5 84 35
157
(E)(3) Performance Measure #9 FAFSA completion and submission Data not available (E)(3) Performance Measure #10 On-track for A-G completion
Applicable Population: Participating students in Performance Measure (Grades 9-12 b) grades 9-12. b) The number and percentage of participating students, by subgroup, who are on track to collegeand career-readiness based on the applicants on-track indicator (as defined in this notice). Baseline Target SY 2012-2013 SY 2017-18 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 (Post-Grant)
A
# Participating Students who are on track to college& career-readiness
B
C
% who are on track to college- & career-readiness (A/B)*100
D
E
F
% who are on track to college- & career-readiness (D/E)*100
G
H
I
% who are on track to college- & career-readiness (G/H)*100
J
K
L
% who are on track to college- & career-readiness (J/K)*100
M
N
O
% who are on track to college- & career-readiness (M/N)*100
P
Q
R
% who are on track to college- & career-readiness (P/Q)*100
Subgroup
All participating students Free or reduced lunch Hispanic Asian Black White Students with disabilities English language learners
2865 1899 2139 161 329 97 544
8285 6972 6303 344 1166 220 855
35% 27% 34% 47% 28% 44% 64%
3114 2108 2328 171 364 104 570
38% 30% 37% 50% 31% 47% 67%
3445 2387 2580 185 411 112 604
42% 34% 41% 54% 35% 51% 71%
3776 2666 2832 199 457 121 638
46% 38% 45% 58% 39% 55% 75%
4108 2945 3084 213 504 130 672
50% 42% 49% 62% 43% 59% 79%
4522 3293 3400 230 562 141 715
55% 47% 54% 67% 48% 64% 84%
262
1878
14%
318
17%
393
21%
469
25%
544
29%
638
34%
158
(E)(3) Performance Measure #11 Linked Learning Number and percentage of students who complete a work-based learning experience Data not available
(E)(3) Performance Measure #12 Linked Learning participation Data not available
(E)(3) Performance Measure #13 Percentage of students who feel safe on school grounds
Percentage of participating students, by subgroup (as defined in this notice), who feel safe on school grounds. Calculated as the percentage of students who answered Agree or Strongly Agree on I feel safe on school grounds in the School Experience Surveys. For eligible participating schools only Performance Measure Baseline Subgroup SY 2012-2013
All participating students Hispanic
Applicable Population
Target SY 2013-14
SY 2014-15
SY 2015-16
SY 2016-17
SY 2017-18 (Post-Grant)
Percentage of students who feel safe on school grounds
Participatin g High Schools
Asian African American White ELL Disabilities
159
(E)(3) Performance Measure #14 Instructional days lost to suspension

Performance Measure Applicable Population
Baseline Subgroup SY 2012-2013 All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities All participating students Hispanic Asian African American White ELL Disabilities 171 76 0 89 5 43 8 58 32 1 25 0 21 1 27 13 0 12 2 12 2 17 11 0 5 1 4 0 SY 2013-14 166 74 0 86 5 42 8 56 31 1 24 0 20 1 26 13 0 12 2 12 2 16 11 0 5 1 4 0 SY 2014-15 159 71 0 83 5 40 7 54 30 1 23 0 20 1 25 12 0 11 2 11 2 16 10 0 5 1 4 0
Target SY 2015-16 152 68 0 79 4 38 7 52 29 1 22 0 19 1 24 12 0 11 2 11 2 15 10 0 4 1 4 0 SY 2016-17 145 65 0 76 4 37 7 49 27 1 21 0 18 1 23 11 0 10 2 10 2 14 9 0 4 1 3 0 SY 2017-18 (Post-Grant) 137 61 0 71 4 34 6 46 26 1 20 0 17 1 22 10 0 10 2 10 2 14 9 0 4 1 3 0
9th grade
10th grade
11th grade
12th grade
160
Goals, activities, timelines, deliverables, and responsible parties for Section (E)(3) GOAL: Guide participating schools in setting and meeting specific and measurable targets. Rationale: LAUSD believes in the strength of a school autonomy model whereby schools select their own performance targets from a range provided by the district. IMPLEMENTATION STEPS ACTIVITY (1): Set allowable ranges for targets using the similar school comparison methodology. ACTIVITY (2): Work with each school leader to identify the specific goals his/her school will embrace. ACTIVITY (3): Work with each school leader to integrate the RttTD plans into the schools existing plan, including how each school will deploy existing staff and leverage technology and other resources in service of goals. (E)(4) Evaluating effectiveness of investments (5 points) LAUSD values transparency and believes in continuous improvement. We will evaluate Race to the Top District funded activities and measure effectiveness of investments to deliver outcomes over the four-year implementation timeline. The plan to evaluate effectiveness of investments will be led by the Race to the Top Implementation Team using the Finance Office to benchmark, sharing best practices and using annual surveys to evaluate the effectiveness of programs. The Race to the Top Implementation Team will TIMELINE Starting August 2014 (pending data availability) Starting August 2014 RESPONSIBILITY Performance Management; RttT-D Implementation Team Performance Management; ISIC; RttT-D Implementation Team Performance Management; ISIC; RttT-D Implementation Team
161
Los Angeles Unified School District, Los Angeles, CA work with the Finance Office division called Budget Services & Financial Planning and a specific branch accountable for Bud get Development/Maintenance. This branch will evaluate the effectiveness of personalized learning implementation activities that use RttT-D funds. Specifically, The Districts Finance Office will track annual effectiveness of investments over the four-year grant, on a per-school basis, at the end of each school year. Using benchmarking, the District will conduct a thorough analysis comparing schools using each specific program and practice to demographically similar schools not using these programs and practices to ensure programs are using funds effectively. In addition to benchmarking, the District will share best practices within programs through the continuous improvement process described in Section (E)(1) to more effectively use funds to drive outcomes each consecutive year. The District will coordinate the RttT-D implementation at the District and school level using its size to solicit competitive bids and secure volume rates with vendors providing services for RttT-D implementation. We will collaborate with other districts to see what works and is more cost effective. LAUSD Central Office will use surveys to evaluate the RttT-D implementation progress and effectiveness each year: Linked Learning includes an evaluation component that will be valuable to progressing students to college- and careerreadiness. We will use a survey to ask for feedback from students and survey professionals involved in Linked Learning mentoring and tutoring to gauge the effectiveness of Linked Learning Pathways. The District central office will use the annual survey of principals to specifically ask for feedback on how the RttT-D grant programs and practices have impacted staff time and principal resources. The District central office will use the annual survey of teachers in participating schools to specifically ask how the RttT-D grant programs and practices have impacted their time, resources, and ability to be effective. We will work with institutions of higher education to gauge interest in studying outcomes of various grant programs and practices to better understand which programs better enable students to graduate college- and career-ready. 162
Los Angeles Unified School District, Los Angeles, CA As a recipient of other public and private grants, such as TIF and grants from the Irvine Foundation, we are committed to the responsible and effective use of funds to drive outcome for our students. Through transparent reporting, continuous improvement, and evaluating investments through impact on outcomes, LAUSD will evaluate the effectiveness of funds used in RttT-D implementation.
Goals, activities, timelines, deliverables, and responsible parties for Section (E)(4) GOAL: Evaluate the effectiveness of investments. Rationale: Understanding through data which of our investments are successful and which are not will help us make decisions about where to allocate precious resources. IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY Budget Services & Financial Planning
ACTIVITY (1): Using benchmarking, conduct a thorough an analysis Annually starting in comparing participating schools using each specific program and 2014-2015 school year practice to demographically similar schools not using these programs and practices. ACTIVITY (2): Work with institutions of higher education to gauge interest in studying outcomes of various grant programs and practices to better understand which programs better enable students to graduate college- and career-ready. Starting in 2014-2015 school year
RttT-D Implementation Director
163
Los Angeles Unified School District, Los Angeles, CA F. Budget and Sustainability (20 total points) The extent to which (F)(1) Budget for the project (10 points) The applicants budget, including the budget narrative and tables (a) Identifies all funds that will support the project (e.g., Race to the Top District grant; external foundation support; LEA, State, and other Federal funds); and (b) Is reasonable and sufficient to support the development and implementation of the applicants proposal; and (c) Clearly provides a thoughtful rationale for investments and priorities, including-(i) A description of all of the funds (e.g., Race to the Top District grant; external foundation support; LEA, State, and other Federal funds) that the applicant will use to support the implementation of the proposal, including total revenue from these sources; and (ii) Identification of the funds that will be used for one-time investments versus those that will be used for ongoing operational costs that will be incurred during and after the grant period, as described in the proposed budget and budget narrative, with a focus on strategies that will ensure the long-term sustainability of the personalized learning environments; and (F)(2) Sustainability of project goals (10 points) The applicant has a high-quality plan for sustainability of the projects goals after the term of the grant. The plan should include support from State and local government leaders and financial support. Such a plan may include a budget for the three years after the term of the grant that includes budget assumptions, potential sources, and uses of funds. In the text box below, the applicant should describe its current status in meeting the criteria and/or provide its high-quality plan for meeting the criteria. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the criterion (if any), and how each piece of evidence demonstrates the applicants success in meeting the criterion. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. 164
To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Recommended maximum response length: Six pages (excluding tables)
165
Los Angeles Unified School District, Los Angeles, CA (F)(1) Budget for the project (10 points) LAUSD's RttT-D plan is grounded in seven projects: 1. Linked Learning pathways that integrate challenging academics, career experiences, technical skills and capabilities, and targeted student supports (note, PD for LL will be covered below) 2. College and career-ready content, instructional approaches and experiences in middle school 3. Key supports for personalization (Personalized Learning Plan, Advisory, and Summer Bridge) 4. Intensive wraparound supports and targeted interventions in grades 6-12 5. Expansion and continued development of promising parent and community programs in grades 6-12 6. Development of teacher and leader capacity to deliver personalized instruction and accelerate college and career-readiness for every student 7. Successful implementation and continuous improvement of LAUSDs plan For the overall budget and each project, LAUSD has adhered to a set of design principles: Aligning expenditures with the core elements of the "Contract for Success" Ensuring long-term sustainability by using grant funding for one-time costs and capacity building wherever possible Leveraging external funding sources whenever possible. This could potentially include continued funding support from existing philanthropic partners and from the strategic use of funds already secured from federal grant programs, including the 2012 TIF grant to LAUSD for $36 million. Ensuring continuous improvement by allocating resources to performance measurement and grant management
These guiding principles have resulted in an RttT-D budget that seeks $29,735,904 over four years and combines this with a 166
Los Angeles Unified School District, Los Angeles, CA minimum of $6,427,087 from foundation funding. We believe that our budget includes a thoughtful consideration of costs which are necessary, reasonable and allowable and that will ensure successful, timely implementation. For our budget, we define Years 1 through 4 as the following: Year 1: December 2013 through December 2014 Year 2: December 2014 through December 2015 Year 3: December 2015 through December 2016 Year 4: December 2016 through December 2017
167
Los Angeles Unified School District, Los Angeles, CA X. COMPETITIVE PREFERENCE PRIORITY
Competitive Preference Priority (10 total points) Competitive Preference Priority: Results, Resource Alignment, and Integrated Services. The Department will give priority to an applicant based on the extent to which the applicant proposes to integrate public or private resources in a partnership designed to augment the schools resources by providing additional student and family supports to schools that address the social, emotio nal, or behavioral needs of the participating students (as defined in this notice), giving highest priority to students in participating schools with high-need students (as defined in this notice). To meet this priority, an applicants proposal does not need to be comprehensive and may provide student and family supports that focus on a subset of these needs. To meet this priority, an applicant must (1) Provide a description of the coherent and sustainable partnership that it has formed with public or private organizations, such as public health, before-school, after-school, and social service providers; integrated student service providers; businesses, philanthropies, civic groups, and other community-based organizations; early learning programs; and postsecondary institutions to support the plan described in Absolute Priority 1; (2) Identify not more than 10 population-level desired results for students in the LEA or consortium of LEAs that align with and support the applicants broader Race to the Top District proposal. These results must include both educational results and other education outcomes (e.g., children enter kindergarten prepared to succeed in school, children exit third grade reading at grade level, and students graduate from high school college- and career-ready) and family and community supports (as defined in this notice) results; (3) Describe how the partnership would (a) Track the selected indicators that measure each result at the aggregate level for all children within the LEA or consortium and at the student level for the participating students (as defined in this notice); (b) Use the data to target its resources in order to improve results for participating students (as defined in this notice), with special emphasis on students facing significant challenges, such as students with disabilities, English learners, and students affected by poverty (including highly mobile students), family instability, or other child welfare issues; 168
Los Angeles Unified School District, Los Angeles, CA (c) Develop a strategy to scale the model beyond the participating students (as defined in this notice) to at least other high-need students (as defined in this notice) and communities in the LEA or consortium over time; and (d) Improve results over time; (4) Describe how the partnership would, within participating schools (as defined in this notice), integrate education and other services (e.g., services that address social-emotional, and behavioral needs, acculturation for immigrants and refugees) for participating students (as defined in this notice); (5) Describe how the partnership and LEA or consortium would build the capacity of staff in participating schools (as defined in this notice) by providing them with tools and supports to (a) Assess the needs and assets of participating students (as defined in this notice) that are aligned with the partnerships goals for improving the education and family and community supports (as defined in this notice) identified by the partnership; (b) Identify and inventory the needs and assets of the school and community that are aligned with those goals for improving the education and family and community supports (as defined in this notice) identified by the applicant; (c) Create a decision-making process and infrastructure to select, implement, and evaluate supports that address the individual needs of participating students (as defined in this notice) and support improved results; (d) Engage parents and families of participating students (as defined in this notice) in both decision-making about solutions to improve results over time and in addressing student, family, and school needs; and (e) Routinely assess the applicants progress in implementing its plan to maximize impact and resolve challenges and problems; and (6) Identify its annual ambitious yet achievable performance measures for the proposed population-level and describe desired results for students. In the text box below, the applicant should describe its current status in meeting the priority and/or provide its high-quality plan for meeting the priority. The narrative or attachments should also include any supporting evidence the applicant believes will be helpful to peer reviewers, including at a minimum the evidence listed in the priority (if any), and how each piece of evidence demonstrates the applicants 169
Los Angeles Unified School District, Los Angeles, CA success in meeting the priority. Evidence or attachments must be described in the narrative and, where relevant, included in the Appendix. For evidence or attachments included in the Appendix, note in the narrative the location where the information can be found and provide a table of contents for the Appendix. To provide a high-quality plan, the applicant should describe, at a minimum, the goals, activities, timelines, deliverables, and responsible parties (for further detail, see Scoring Instructions in Part XV or Appendix A in the NIA). The narrative and attachments may also include any additional information the applicant believes will be helpful to peer reviewers. Recommended maximum response length: Six pages (excluding tables)
170
Los Angeles Unified School District, Los Angeles, CA (1) Description of the coherent and sustainable partnership In order to effectively implement the plan as described in this application, LAUSD will leverage the expertise and critical capacity of proven, strategic nonprofit partners, and in particular seeks funding to expand its current partnership with City Year. History and background on LAUSDs partnership with City Year Since 2007, LAUSD students, teachers, and schools have benefited from a deep and sustained partnership with City Year. City Year is an education-focused nonprofit organization that partners with public schools to help keep students in school and on track to graduate. City Year AmeriCorps members commit to a year of full-time service in schools, where they work as tutors, mentors and role models. City Years school-based model is called Whole School, Whole Child. Corps members tutor students identified as atrisk of dropping out, serve as an additional resource for teachers in classrooms, and lead after school programs and school-wide initiatives to improve school culture. Currently, City Year is partnering with 22 LAUSD schools. LAUSD collaborates with City Years leadership to identify the elementary and middle schools that feed into the high schools that produce a disproportionate number of the districts high school dropouts. By deploying in this way, City Year is able to collaborate with LAUSD to provide a continuum of care to the students in grades 3 9 that LAUSD has identified as most in need of personalized attention. Teams of 8 20 City Year corps members and a full-time program manager are then deployed to these schools. At the school level, the full-time program manager partners with school leadership to identify the students to be placed on the City Year AmeriCorps members Focus Lists and to identify ways corps members can be leveraged to help the principal meet critical school goals. At the classroom level, City Year corps members currently partner with teachers to facilitate deeper learning through whole class, one-on-one, and small group support. At the individual student level, Corps Members work to establish strong connections with students as additional caring adults on campus and leverage those relationships to increase student engagement in their work and their future.
171
Los Angeles Unified School District, Los Angeles, CA LAUSDs partnership with City Year has continually grown due to the organizations diverse and sustainable funding. City Year combines the efficiencies of a national organization, resources from local and national partners, and the leveraged support of AmeriCorps, local school districts, and private partners to provide nationally-recognized, cost-effective, high value services in schools and surrounding communities. Funding partners in the Los Angeles area include both established foundations such as the United Way, and major corporate sponsors such as Warner Brothers Home Entertainment, JP Morgan Chase, and One West Bank. In addition, City Year, Inc. is part of the Diplomas Now Collaborative, which was awarded an i3 grant and CYLA is one of the implementation sites for that program. City Year has been recognized by Charity Navigator as a four star charity for the past eight consecutive years, which puts City Year in the top 1% of non-profits for fiscal responsibility, financial health, organizational efficiency and organizational capacity.
Building on this partnership for RttT-D and the Contract for Success City Year is committed to building on this seven year partnership with LAUSD to collaborate in successfully achieving the vision set forth in this proposal. City Year will focus on helping participating middle schools to achieve their RttT-D goals by serving as a full-time, committed, on-the-ground partner. City Year will begin by providing teams to 3-5 middle schools in Year 1, and by Year 4 will have 220 corps members working across a network of 10-15 middle schools. In addition, City Year will be working with the LAUSD and its private partners to secure additional funding to build its programming around the middle school network into the feeder pattern high school and elementary schools to build a continuum of services for students in grades 3 9 in the feeder pattern. City Year also collaborates closely with other community based organizations, such as Families in Schools, the Boyle Heights Learning Collaborative, and the Alliance for a Better Community. Through these collaborations, City Year can support specific initiatives that these organizations bring to schools. Participating schools, as defined by the criteria laid out in section (A)(1), will have the option to apply for City Year support. Applying schools will be asked to include plans for sustainability after the grant ends.
172
Los Angeles Unified School District, Los Angeles, CA While City Years current work in LAUSD is very much aligned with the general LAUSD instructional priorities, RttT -D will allow City Year to tailor its proven program to support the grant goals by ensuring specific alignment with the Districts transformational initiatives at the selected middle schools, which will then serve as operational models as the City Year network grows within LAUSD. These specific initiatives include corps member support of increased personalized student learning settings during the day through the creation of digital personal learning plans, and deliberate integration into small group advisories. City Year will also have the opportunity to expand support of Project Based Learning by providing additional classroom and extended learning time to support students and educators in the successful implementation of college- and career-ready learning pathways. Finally, with the increased focus on data-informed practice City Year will be able to target intensive supports and interventions even more effectively to ensure the right students are getting the right assistance and the right time. (See Section (4) below for a complete discussion of what the RttTD work will entail.) (2) Population-level desired results
Population Group
Failing students in City Year middle schools Students in City Year middle schools Teachers in City Year middle schools Parents of students in City Year middle schools Families of 8th grade students in City Year middle schools
Type of Result (e.g., educational or family and community)

Educational Educational Educational
Desired Results
50% of students in grades who are failing math or English/language arts in the first semester are passing by year end By 2014-2015, 100% of high-needs students have a written, data-informed and goal-based personal learning plan 90% of teachers working with City Year corps members report that the corps helped them feel supported in their work and improve the overall academic performance of their students By 2014-2015 (the first full year of the grant), have 75% of parents talk with the teacher about their childs school work, as measured by LAUSDs School Experience Survey. Hold at least one event in each school each year of the grant to build a collegegoing culture by providing a window into college and help middle school students and their families understand the connection between middle school
Family
Family and community
173

success and college acceptance Mobilize members of the community to participate in efforts such as Report Card Conferencing or specific Linked Learning projects.
Students in City Year middle schools
Community
(3)(a) Tracking the selected indicators LAUSD and City Year have an established system by which they collect and share data. As detailed in this application, LAUSD tracks longitudinal student data in its MyData system, as well as data from our annual School Experience survey. Going forward, participating schools will also have robust personal learning plans for each middle school student informed by multiple data sources. City Year has recently developed its own data system to complement these sources, Cyschoolhouse, through which corps members can quickly track each intervention delivered to a student, monitor its effectiveness, and produce reports for relevant school staff. City Years tracking system includes data on the effectiveness of their interventions with failing students, their established mentor relationships, and the events and programming held for families. Additionally, City Year administers perception surveys to teachers in all of its schools to collect important feedback on the program and its impact on students and the school community. During RttT-D implementation, participating schools will be able to use both LAUSD and City Year data to create a more comprehensive picture of student progress and to better personalize and focus service delivery accordingly.
(3)(b) Using the data to target resources Throughout the school year, City Year program managers collaborate with school leadership to support regular data review meetings with teachers, school counselors, and other relevant school staff to monitor the performance of students shown to be at risk, who are on corps members Focus Lists, according to the early warning indicators of attendance, behavior, and course performance. During these meetings, previously identified students are discussed, the effectiveness of the personalized sequence of instructional content, skill development, and social, emotional and behavioral supports is evaluated, and changes to the interventions students are receiving are made as needed. Additional at-risk students are identified during these meetings as well based on an analysis of the early warning
174
Los Angeles Unified School District, Los Angeles, CA indicators of attendance, behavior, and course performance. This information will all feed into the personal learning plans, along with social-emotional development assessments, that will be developed to help these newly identified students get back on track to graduation and prepared for college and career. These data-informed personal learning plans are particularly important for the English language learner students that City Year serves. Corps members are trained on access strategies such as Specially Designed Academic Instruction in English (SDAIE) and to review student data to identify where English language learners are struggling, then provide the requisite supports to help those students achieve the deeper learning needed to meet college and career ready standards.
(3)(c) A strategy to scale the model beyond the participating students City Year is already in 22 schools in LAUSD, and has a growth plan in the District independent of RttT-D. Over the course of the next 5 years, City Years strategic growth plan calls for an expansion of approximately 250 corps members in order to saturate feeder patterns in grades 3 9. The RttT-D grant will expand City Years reach beyond these growth plans and create a larger, more durable network of corps members across a significant number of LAUSDs highest need schools. City Year plans to capture what it learns though the RttT-D partnership, with a focus on strategies for effective personalization and English Language Learners, and actively share these with across the City Year network in Los Angeles as well as nationally (where City Year is working in more than 25 districts and reaching many of the highest-need schools around the country). Additionally, City Years strong track record has shown that stellar results can lead to increased funding from both public and private sources, many of which are already supporters of the organization. Successful implementation of the RttT-D grant and achieving the ambitious goals that we have set together will be the driver of expanded work both in LAUSD and with other high-needs populations nationally.
(3)(d) Improving results over time LAUSDs partnership plans with City Year build on proven programs and interventions that have already demonstrated strong, positive results in Los Angeles and nationally. For example, during the 2012-2013 school year, the City Year secondary schools 175
Los Angeles Unified School District, Los Angeles, CA cohort (students in grades 6 - 10 receiving intensive tutoring from City Year) saw 52% of students move from failing (course grade of F or D) to passing in ELA. Additionally, 62% of middle school students in the City Year cohort improved a full performance band from the first to the third Core K12 ELA periodic assessment. Finally, 87% of teachers reported that City Year members improved the overall academic performance of their students. By continuing to strategically deploy City Year corps members, LAUSD is confident that this partnership will continue to improve student performance over time. (4) How the partnership will integrate education and other services As articulated in this grant, LAUSD has set the following goal for participating middle schools: All students are prepared for successful transition to and performance in high school. The focus of the partnership with City Year will be to collaborate in service of this goal and the key activities will align with the initiatives outlined in Section C(1) and C(2). Several examples of how the City Year partnership will directly support RttT-D priorities are outlined below: 1) Personalization of MS learning experience The City Year corps members will work with teachers in the development of personal learning plans for each student. The higher adult-to-student ratio in participating schools will ensure deep, thoughtful conversations with students and their families in developing and understanding these goals and plans. Each participating middle school will also have personalized support structures and settings each week, and City Year will be an active partner in designing and implementing a curriculum for these at the middle school level. Currently, City Year provides an in-house middle school program called 50 Acts of Leadership, which is well-suited for schools that choose an advisory setting and focuses on social-emotional and behavioral supports. As appropriate, City Year corps members can participate in the personalized structures and settings like advisories and increase the adult: student ratio, while bringing a distinct perspective to the work. As near-peer (close in age) mentors, corps members are old enough to offer guidance to these students, yet young enough to relate to the students perspective, enabling corps members to effectively address students social emotional challenges. Since corps members are with students 176
Los Angeles Unified School District, Los Angeles, CA throughout the school day, they can offer consistent emotional and behavioral support and refer any issues requiring case managed supports to the appropriate school personnel. Further, in their work with students (both academic and socialemotional) Corps Members focus on a gradual release of responsibility over the course of the school year, with the goal of supporting authentic student ownership of their actions and successes. In short, City Year will become a critical partner to the school-level teams at participating middle schools and will provide additional capacity, expertise, and energy to amplify the positive impact of personalization on individual students and the school community. 2) Support for rigorous, college- and career- ready content, instructional approaches and experiences At the classroom level, City Year corps members will partner with teachers to personalize the learning environment to facilitate deeper learning that enables students to meet college and career ready standards. Through whole class, one-on-one and small group support, corps members tutor students with a focus on English Language Arts / literacy and math. Direct Instruction: While the teacher is lecturing, delivering introductory information, explaining a new concept or reviewing/re-teaching material the corps member will support classroom rules and procedures and provide general behavior/attention support using techniques such as proximity. This increases specific instruction time and decreases distractions or unfocused time, therefore promoting student understanding while giving the corps member an awareness of the curriculum which they can leverage during afterschool or other extended-learning sessions focused on homework completion. Group Work/Cooperative Learning / Individual Support: While the teacher is circulating through groups, working with students in need of intensive support or tailoring instruction according to group dynamics or capabilities, the corps member will circulate among groups and/or supervise a particular station or center, or work with mixed-level groups that include Focus List students and support push in group work through tutoring or review of previously taught concepts. This creates optimal conditions for differentiated instruction as the work with focus groups of students leads 177
Los Angeles Unified School District, Los Angeles, CA to more time-on-task for students and focuses intervention on specific skill sets students have not developed. Corps Members can also support students on an individual level during group work time. Corps Members have a goal of providing 10 15 hours of time on task with Focus List students (in increments of at least 10 minutes) over the course of the year, in either small group or individual settings. Blended Learning: Corps Members undergo training each year on blended learning programs in use at schools. Corps members are well-suited to provide the facilitation that is required to make the blended learning approaches successful, whether they are supporting a teacher during an intervention period or running additional lab time before or after school. Because of their presence before and after school, corps members can help schools offer additional blended learning dosage time that increases the effectiveness of the program. 3) Intensified support and interventions for high-needs students City Years local instructional support team works with the school based full-time program managers to partner with school leadership to analyze students attendance, behavior and course performance data to determine which students are in need of personalized attention to achieve deeper learning and meet college and career ready standards. Once these students have been identified, they will be placed on the City Year AmeriCorps members Focus Lists and corps members will be strategically deployed within the school to provide these students with attendance coaching, behavior coaching, and academic interventions that help students get back on track to college- and career- readiness. In addition, City Year staff will work with Central Office instructional staff to align practices to support high need students across the network of schools they are supporting, particularly around major instructional initiatives such as Common Corps standards and Access to Core strategies associated with the English Learner Master Plan. Corps Members will provide intensive tutoring for each student on their Focus List, aligned with the students personal 178
Los Angeles Unified School District, Los Angeles, CA learning plan. During intensive tutoring sessions with Focus List students, corps members will provide students with researchbased literacy and math interventions centered on the key math and literacy domains of the Common Core State Standards. ELA interventions will support development in 3 main strands: Foundational Skills, Reading, and Language. Math interventions support grade-level Standards for Mathematical Content and Practice. Corps members also provide specific academic coaching around work habits, such as note taking and organization. The program manager will also work with the principal and other school leaders to identify ways corps members can be leveraged to help the principal meet critical school goals. For example, many schools within LAUSD are currently focused on helping English Language Learners pass the California English Language Development Test (CELDT). To help schools meet this need, City Year is currently collaborating with 12 schools to provide morning CEDLT Boot Camps, providing intensive tutoring for students preparing to take the test. (5)(a)-(5)(c) Building the capacity of staff in participating schools Supporting teachers and school leaders is foundational to City Years approach. Corps Members are selected from a national po ol of applicants through a rigorous process. Upon commencement of the program, in the first 4 weeks of the program, corps members receive approximately 140 hours of out of classroom training to prepare them for entry at schools. Professional Development continues for the duration of the year, approximately every other Friday. Training topics include student relationships, cognitive and behavioral modeling, data utilization, defining learning environments, goal setting, and specific literacy and math strategies. Through its participation as a member of the i3-funded Diplomas Now Collaborative, City Year has gained significant greater understanding as to how its staff and corps can become integrated components of a school transformation strategy. At Diplomas Now schools in LAUSD, corps members collaborate with teachers to frequently analyze student progress on classroom and corps member-delivered assessments, and through this grant, will begin working with them in even deeper ways to assess the needs and assets of students to 179
Los Angeles Unified School District, Los Angeles, CA guide creation of personal learning plans. Full-time program managers work closely with City Years local instructional support team and school leaders to pursue school goals based on the needs and assets of the school and community, and to implement the needed supports to increase student achievement and reach school goals. Program managers receive intensive professional development at an annual Summer Academy, and receive ongoing professional development throughout the year at least twice monthly. One tool that City Year program managers and school leaders use in these discussions is the School Performance Framework (SPF), discussed in greater detail in section (E)(1). The SPF provides schools with a variety of measures, both status and growth related, to help a school understand where its strengths lay relative to others in educating its students and where there is room for improvement. The status metrics within the SPF for each school level includes Lead Indicators of students future academic success. Lead Indicators provide data-points that allow school leaders, with the support of City Year, to take proactive steps to ensure all students are on target for meeting proficiency goals for all. In addition to building capacity through real-time support, City Year also provides multiple professional development sessions to teachers on best practices for partnering with an extra adult in the classroom. These include discussions on high-retention teaching strategies such as small-group learning and differentiating instruction that are made more possible with the addition of a corps member. Through this grant, City Year will export its teacher training and capacity building expertise to more schools in LAUSD. [See Appendix for additional information on the City Year teacher training]
(5)(d) Engaging parents and families City Years support and significant on-the-ground presence is an asset to LAUSD as it seeks to increase and deepen parent engagement in all participating schools. For example, City Year corps members can help schools by making calls home when a student is absent, calling the family to report a particularly significant student achievement, and organizing special events for family members and the community. In current sites, City Year corps members regularly create or support school-level events focused on helping students and their families understand the academic requirements for college. They also offer occasional college application 180
Los Angeles Unified School District, Los Angeles, CA clinics and help fill out financial aid forms. City Year also collaborates closely with other community based organizations, such as Families in Schools, the Boyle Heights Learning Collaborative, and the Alliance for a Better Community. Through these collaborations, City Year can support specific initiatives that these organizations bring to schools.
(5)(e) Routinely assessing progress and resolving challenges City Year works with LAUSD at multiple levels to ensure the partnership is a success. Deep relationships are built at the school site level, not only with the Principal and administrative leadership, but also with counselors, coordinators, and lead teachers to ensure that partnerships are successful. Program Managers and Program Directors (area supervisors) meet regularly with school site leadership to ensure the partnerships are functioning well and to resolve any challenges. In addition, formal progress meetings are scheduled between Program Directors and school leadership to assess progress at the midpoint and end of the year. End of year meetings include both feedback sessions and formal planning process to ensure that partnerships continually are building. In addition, City Year works with the Office of Curriculum, Instruction, and School Support to build instructional alignment and also with the Local Superintendents offices and Directors.
181
Los Angeles Unified School District, Los Angeles, CA (6) Performance Measures
Applicable Performance Measure Population
6th grade math students
Baseline(s) SY 2011-12 (Optional)

# %
Target SY 2013-14
# %
SY 2012-13 4092 4094 6080 6082 6265 6260

34%
SY 2014-15
# %
SY 2015-16
# %
SY 2016-17
# %
SY 2017-18 (Post-grant)
# %
The number and percentage of participating students scoring proficient or above on the California Standards Test (CST)
6th grade ELA students 7th grade math students 7th grade ELA students 8th grade math students 8th grade ELA students
36% 32% 33% 30% 32%

21% # % # % # % # % # %
The number and percentage of participating students who are on track to 8 grade culmination
th
6th grade students 7th grade students 8th grade students 6th grade students 7th grade students 8th grade students
1009 1295 1142
21% 18%
Average score of participating students on the Skills Report Card
To be provided by City Year
182
Los Angeles Unified School District, Los Angeles, CA Goals, activities, timelines, deliverables, and responsible parties for Competitive Preference Priority GOAL 1: Provide intensive, on-the-ground support through the deployment of City Year Corps members to participating middle schools as they pursue the RttT-D goals. Rationale: City Year has a strong, established relationship with LAUSD and has a proven track-record of increasing student achievement in the LAUSD schools where they work. They are highly committed to the RttT-D work. IMPLEMENTATION STEPS ACTIVITY (1): Recruit, train, and deploy groups of 20 Corps members to participating middle schools. TIMELINE 3 new schools in 201415, 6 schools in 201516, 10 schools in 201617, and 11 schools in 2017-18 Fall 2014 RESPONSIBILITY City Year
ACTIVITY (2): Integrate Corps members into the Advisory programs to assist with the development of Personal Learning Plans and social-emotional skills. ACTIVITY (3): Expand City Year support of project-based learning by providing additional classroom and extended learning time. GOAL 2: Intensify support and interventions for high-needs students
City Year program managers working with school leaders City Year corps members working with teachers
Fall 2014
Rationale: Many of LAUSDs highest needs students are not receiving the level of supports they need to stay in school and graduate ready for college or a career. A handful of interventions have been proven effective. IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY City Year program managers, school leadership, teachers
ACTIVITY (1): Analyze students attendance, behavior and course Ongoing performance data to determine which students are in need of personalized attention, and place these students on the Focus Lists for City Year corps members.
183
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (2): Provide focus list students with attendance coaching, behavior coaching, and academic interventions that help students get back on track to college- and career- readiness. Ongoing City Year corps members
ACTIVITY (3): Provide focus list students with intensive tutoring for Ongoing aligned with the students Personal Learning Plan, including research-based literacy and math interventions centered on the key math and literacy domains of the Common Core State Standards. GOAL 3: Increase data sharing between City Year and LAUSD schools.
City Year crops members
Rationale: City Year and LAUSD both collect important student progress data, and supports and interventions can be targets more effectively when a comprehensive data picture is available. IMPLEMENTATION STEPS ACTIVITY (1): Provide City Year with access to MyData (LAUSDs system). ACTIVITY (2): Share data from Cyschoolhouse (City Years system) with school leaders and teachers in schools where City Year works. ACTIVITY (3): Utilize data from both sources in conversations involving teachers, families, instructional coaches, and City Year Corps members. TIMELINE Completed Fall 2014 RESPONSIBILITY LAUSD Office of Data and Accountability City Year program managers Teachers and City Year corps members
Fall 2014
GOAL 4: Scale effective practices from City Year middle schools to other LAUSD middle schools and to other City Year schools around the nation. Rationale: City Year programming to date has demonstrated strong student achievement results, and integrating their services with RttT-D initiatives will enhance this. The LAUSD and the City Year networks of schools can both benefit from these learnings. IMPLEMENTATION STEPS 184 TIMELINE RESPONSIBILITY
Los Angeles Unified School District, Los Angeles, CA ACTIVITY (1): Capture learnings from the RttT-D and City Year partnership. ACTIVITY (2): Pilot promising practices surrounding personalized learning, project-based learning, and Advisory support in other cities where City Year works. ACTIVITY (3): Align practices to support high need students across the networks of schools they are supporting, particularly around major instructional initiatives such as Common Corps standards and Access to Core strategies associated with the English Learner Master Plan ACTIVITY (4): Provide non-participating middle schools with options to enlist support from City Year and other organizations that can provide additional on-the-ground support for personalized learning. Ongoing Fall 2015 City Year staff and RttT-D staff City Year national staff
Fall 2015
RttT-D staff and City Year
Fall 2015
RttT-D staff
185
Los Angeles Unified School District, Los Angeles, CA XI. BUDGET (Budget Requirements and Evidence for Selection Criteria (F)(1)) Budget Requirements (from Program Requirement 1) (1) An applicants budget request for all years of its project must fall within the applicable budget range as follows: Number of participating students 2,000-5,000 or Fewer than 2,000, provided those students are served by a consortium of at least 10 LEAs and at least 75 percent of the students served by each LEA are participating students (as defined in this notice) 5,001-10,000 10,001-25,000 25,001+ $10-20 million $20-25 million $25-30 million Award range $4-10 million
The Department will not consider an application that requests a budget outside the applicable range of awards. Budget Summary and Narrative Instructions (Evidence for Selection Criterion (F)(1)) In the following budget parts and subparts, the applicant is responding to Selection Criterion (F)(1). The applicant should use its budget narrative and tables to address the specific elements of Selection Criterion (F)(1), including the extent to which:
186
Los Angeles Unified School District, Los Angeles, CA The applicants budget, including the budget narrative and tables-(a) Identifies all funds that will support the project (e.g., Race to the Top District grant; external foundation support; LEA, State, and other Federal funds); and (b) Is reasonable and sufficient to support the development and implementation of the applicants proposal; and (c) Clearly provides a thoughtful rationale for investments and priorities, including-(i) A description of all of the funds (e.g., Race to the Top District grant; external foundation support; LEA, State, and other Federal funds) that the applicant will use to support the implementation of the proposal, including total revenue from these sources; and (ii) Identification of the funds that will be used for one-time investments versus those that will be used for ongoing operational costs that will be incurred during and after the grant period, as described in the proposed budget and budget narrative, with a focus on strategies that will ensure the long-term sustainability of the personalized learning environments. The budget narrative should be of sufficient scope and detail for the Department to determine whether the costs are necessary, reasonable, and allowable. For further guidance on Federal cost principles, an applicant may wish to consult OMB Circular A-87. (See www.whitehouse.gov/omb/circulars). The applicant will provide summary and itemized costs for projects that the applicant believes are necessary in order to implement its proposal. The applicants budgets should reflect the work associated with fully implementing the high-quality plans and other aspects of its proposal described under the selection criteria and competitive preference priority. Some projects might address one selection criterion or the competitive preference priority, while others might address several selection criteria. To support the budgeting process and in addition to instructions and forms included in this application package, we strongly suggest that applicants use the Race to the Top District electronic budget spreadsheets prepared by the Department to build the applicants budget. These electronic budget spreadsheets have formulas built into them that are intended to help applicants produce the budget tables that they submit as part of their response to selection criterion (F)(1). Applicants should include the relevant tables in the appropriate place in their proposal (e.g., by copying and pasting from the electronic budget spreadsheets into the appropriate place in the Applicants proposal). Please note that the Race to the Top District electronic budget spreadsheets will not be used by peer reviewers to judge or score the applicants proposal. Only the budget summaries and narratives in the applicants proposal will be reviewed and scored by peer reviewers. However, the electronic budget spreadsheets will be used by the Department to conduct its budget review for grantees. 187
Los Angeles Unified School District, Los Angeles, CA 1. Overall Budget Summary a. Subpart 1: Overall Budget Summary Table. This is the cover sheet for the budget summary (see Budget Table 1-1). In the Overall Budget Summary Table, the applicant should include the budget totals for each budget category and each year of the grant. These line items are derived by adding together the line items from each of the Project-Level Budget Summary Tables. (Note: the electronic budget spreadsheet should generate these sums automatically, which the applicant should copy and paste into the application proposal.) b. Subpart 2: Overall Budget Summary Narrative. The budget narrative that accompanies the Budget Summary Table should respond to Selection Criterion (F)(1) and be of sufficient scope and detail for the Department to determine whether the costs are necessary, reasonable, and allowable. This subpart should also include a summary of the projects that the applicant has included in its budget, including the project name, associated criteria, total grant funds requested, and total budget (see Budget Table 2-1). (Note: the electronic budget spreadsheet should generate this summary automatically, which the applicant should copy and paste into the application proposal.) 2. Project-Level Detail a. Subpart 3: Project-Level Budget Summary Tables. This is the cover sheet for each project-level budget (see Budget Table 3-1). (Note: the applicant should complete the electronic budget spreadsheets and copy and paste the information into the application proposal.) This should include the sums of project-level itemized costs described in the Project-Level Budget Narrative. b. Subpart 4: Project-Level Budget Narratives. The Project-Level Budget Narrative accompanies the Project-Level Budget Summary Table for each project and provides the rationale for the budget. The narrative should address Selection Criterion (F)(1), including an overview of each project for which the applicant requests grant funds and include itemized project costs for each project, by budget category and for each project year (See Budget Table 4-1). Identify here, per Selection Criterion (F)(1), whether the costs will be one-time investments or ongoing operational costs.
188
Los Angeles Unified School District, Los Angeles, CA BUDGET SUBPART 1: OVERALL BUDGET SUMMARY
Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs*
$ $ $ $ $ $ $ $ $ $
Budget Table 1-1: Overall Budget Summary Table Evidence for: (F)(1) Project Project Project Project Year 1 (a) Year 2 (b) Year 3 (c) Year 4 (d)
5,572,640.8 $ 1,287,323.1 $ 49,663.2 $ $ 29,462.7 $ 1,294,037.0 $ $ 1,392,338.4 $ 9,625,465.0 $ 321,490.5 $ 9,946,955.6 $ 5,237,113.8 $ 1,324,810.1 $ 110,896.1 $ $ 38,462.7 $ 1,161,637.0 $ 45,000.0 $ 927,138.4 $ 8,845,058.0 $ 295,424.9 $ 9,140,482.9 $ 3,281,028.8 $ 834,565.1 $ 110,896.1 $ $ 33,462.7 $ 759,237.0 $ 45,000.0 $ 589,638.4 $ 5,653,828.0 $ 188,837.9 $ 5,842,665.8 $ 2,800,478.8 $ 762,077.6 $ 106,822.4 $ $ 22,808.4 $ 545,387.0 $ 45,000.0 $ 367,900.6 $ 4,650,474.7 $ 155,325.9 $ 4,805,800.6 $
Total (e)
16,891,262.0 4,208,775.7 378,277.8 124,196.4 3,760,298.0 135,000.0 3,277,015.7 28,774,825.7 961,079.2 29,735,904.9
11. Total Grant Funds $ Requested (lines 9-10) 12. Funds from other sources used to support $ the project 13. Total Budget $ (line 11-12)
894,440.9 $
1,601,506.9 $
1,810,881.9 $
2,120,256.9 $
6,427,086.8
10,841,396.5 $
10,034,923.8 $
6,737,106.7 $
5,700,241.5 $
36,162,991.6
189
BUDGET SUBPART 2: OVERALL BUDGET SUMMARY NARRATIVE
190
Los Angeles Unified School District, Los Angeles, CA BUDGET SUBPART 3: PROJECT-LEVEL BUDGET SUMMARIES & BUDGET SUBPART 4: PROJECT-LEVEL BUDGET NARRATIVE Project #1: Linked Learning pathways that integrate challenging academics, career experiences, technical skills and capabilities, and targeted student supports
LAUSD Project Name: Linked Learning pathways that integrate challenging academics, career experiences, technical skills and capabilities, and targeted student supports Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs* 11. Total Grant Funds Requested (lines 9-10) 12. Funds from other sources used to support the project 13. Total Budget (lines 11-12) $ $ $ $ $ $ $ $ $ $ $ $ $ Project Year 1 (a) 115,834 50,737 60,000 100,000 $ $ $ $ $ $ $ $ Project Year 2 (b) 421,691 156,914 60,000 100,000 Project Year 3 (c) 421,691 156,914 60,000 50,000 Project Year 4 (d) 421,691 156,914 60,000 12,500 Project Total (e) 1,380,907 521,479 240,000 262,500 2,404,886 80,323 2,485,209 2,481,505 4,966,714
$ $ $ $ $ $ $ $
$ $ $ $ $ $ $ $
$ $ $ $ $ $ $ $
326,571 $ 10,907 $
738,605 $ 24,669 $ 763,274 $ 719,799 $ 1,483,073 $
688,605 $ 22,999 $ 711,604 $ 719,799 $ 1,431,403 $
651,105 $ 21,747 $ 672,852 $ 719,799 $ 1,392,651 $
337,478 $ 322,108 $ 659,586 $
191
Los Angeles Unified School District, Los Angeles, CA Project #2: College- and career- ready content, instructional approaches and experiences in middle school
LAUSD Project Name: College and career-ready content, instructional approaches and experiences in middle school Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs*
$ $ $ $ $ $ $ $ $ $
Project Year 1 (a)

1,207,134 $ 218,205 $ 2,073,439 $ $ $ $ $ $
Project Year 2 (b)

507,522 $ 113,463 $ 1,136,685 $ $ $ $ $ $
Project Year 3 (c)

376,542 $ 95,703 $ $ $ $ $ $
Project Year 4 (d)

244,842 $ 77,703 $ $ $ $ $ $
Project Total (e)

2,336,040 505,074 2,020,300 4,861,414 162,371 5,023,785
648,100 $
515,700 $
450,800 $
405,700 $
923,045 $ 30,830 $ 953,875 $
728,245 $ 24,323 $ 752,568 $
69,253 $ 2,142,692 $
37,965 $ 1,174,650 $
11. Total Grant Funds $ Requested (lines 9-10) 12. Funds from other sources used to support $ the project 13. Total Budget (lines $ 11-12)
2,142,692
1,174,650
953,875 $
752,568 $
5,023,785
192
Project #3: Key supports for personalization (Personalized Learning Plans, Advisory, and Summer Bridge)
LAUSD Project Name: Key support for personalization (Personalized Learning Plan, Advisory, and Summer Bridge) Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs*
$ $ $ $ $ $ $ $ $ $
Project Year 1 (a)

1,214,205 $ 394,860 $ $ $ $ $
Project Year 2 (b)

1,214,205 $ 394,860 $ $ $ $ $
Project Year 3 (c)

101,700 $ 19,575 $ $ $ $ $
Project Year 4 (d)

50,850 $ 9,788 $ $ $ $ $
Project Total (e)

2,580,960 819,083 62,500 2,343,750 5,806,293 193,930 6,000,223
20,000 $
20,000 $
15,000 $
7,500 $
1,150,000 $ 2,779,065 $ 92,821 $ 2,871,886 $
650,000 $ 2,279,065 $
362,500 $ 498,775 $ 16,659 $ 515,434 $
181,250 $ 249,388 $ 8,330 $ 257,717 $
76,121 $ 2,355,186 $
2,871,886 $
2,355,186
515,434 $
257,717 $
6,000,223
193
Los Angeles Unified School District, Los Angeles, CA Project #4: Intensive wraparound supports and targeted interventions
LAUSD Project Name: Intensive wraparound supports and targeted interventions in grades 6-12 Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs* 11. Total Grant Funds Requested (lines 9-10) 12. Funds from other sources used to support the project 13. Total Budget (lines 11-12)
$ $ $ $ $ $ $ $ $ $ $ $ $
Project Year 1 (a)

1,019,000 $ 152,850 $ 11,723 $ $ $ $ 9,463 $
Project Year 2 (b)

914,000 $ 137,100 $ 12,221 $ 1,215,122 1,255,707 1,255,707 $ $ $ $ $ $ $ 9,463 $
Project Year 3 (c)

874,000 $ 131,100 $ 12,221 $ 1,169,122 1,208,171 1,208,171 $ $ $ $ $ $ $ 9,463 $
Project Year 4 (d)

576,000 $ 86,400 $ 8,147 $ $ $ $ 6,308 $
Project Total (e)

3,383,000 507,450 44,313 34,696 566,366 4,535,825 151,497 4,687,321 4,687,321
142,338 $ 1,335,374 $ 44,601 $ 1,379,976 $ $
142,338 $ 40,585 $
142,338 $ 39,049 $
139,351 $ 816,206 $ 27,261 $ 843,468 $ $
1,379,976 $
843,468 $
194
Los Angeles Unified School District, Los Angeles, CA Project #5: Expansion and continued development of promising parent and community programs
LAUSD Project Name: Expansion and continued development of promising parent and community programs in grades 6-12 Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs*
$ $ $ $ $ $ $ $ $ $
Project Year 1 (a)

$ $ $ $ $ $ $
Project Year 2 (b)

$ $ $ $ $ $ $
Project Year 3 (c)

$ $ $ $ $ $ $
Project Year 4 (d)

79,687.00 $ $ $ $ $ $ $ $
Project Total (e)

1,499,998.00 1,499,998.00 50,099.93 1,550,097.93
585,937.00 $
585,937.00 $
248,437.00 $
79,687.00 $
585,937.00 $ 19,570.30 $ 605,507.30 $
585,937.00 $ 19,570.30 $ 605,507.30 $
248,437.00 $ 8,297.80 $ 256,734.80 $
2,661.55 $ 82,348.55 $
$309,375
$618,750
$928,125 $
1,856,250.00
605,507.30 $
914,882.30 $
875,484.80 $
1,010,473.55 $
3,406,347.93
195
Los Angeles Unified School District, Los Angeles, CA Project #6: Develop and sustain teacher and leader capacity to deliver personalized instruction and accelerate college and career-readiness for every student
LAUSD Project Name: Development of teacher and leader capacity to deliver personalized instruction and accelerate college and careerreadiness for every student Project Project Project Project Project Budget Categories Year 1 (a) Year 2 (b) Year 3 (c) Year 4 (d) Total (e) $ 1,561,553 $ 1,724,781 $ 1,052,181 $ 1,052,181 $ 5,390,695 1. Personnel $ 288,644 $ 340,446 $ 249,246 $ 249,246 $ 1,127,582 2. Fringe Benefits $ - $ 60,735 $ 60,735 $ 60,735 $ 182,205 3. Travel $ - $ - $ - $ - $ 4. Equipment $ - $ 9,000 $ 9,000 $ 9,000 $ 27,000 5. Supplies $ - $ - $ - $ - $ 6. Contractual $ - $ 45,000 $ 45,000 $ 45,000 $ 135,000 7. Training Stipends $ - $ 34,800 $ 34,800 $ 34,800 $ 104,400 8. Other 9. Total Direct Costs $ 1,850,197 $ 2,214,762 $ 1,450,962 $ 1,450,962 $ 6,966,882 (lines 1-8) $ 61,797 $ 73,973 $ 48,462 $ 48,462 $ 232,694 10. Indirect Costs* 11. Total Grant Funds $ Requested (lines 9-10) 12. Funds from other sources used to support $ the project 13. Total Budget (lines $ 11-12)
1,911,993 $ 2,288,735 $ 1,499,424 $ 1,499,424 $ 7,199,576
572,333 $
572,333 $
472,333 $
472,333 $
2,089,332
2,484,326
2,861,068
1,971,757
1,971,757
9,288,908
196
Los Angeles Unified School District, Los Angeles, CA Project #7: Successful implementation and continuous improvement of LAUSDs plan
LAUSD Project Name: Successful implementation and continuous improvement of LAUSD's plan Budget Categories 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. Other 9. Total Direct Costs (lines 1-8) 10. Indirect Costs*
$ $ $ $ $ $ $ $ $ $
Project Year 1 (a)

454,915 $ 182,027 $ 37,940 $ 674,882 $ $ $ $ $ $
Project Year 2 (b)

454,915 $ 182,027 $ 37,940 $ $ $ $ $ $
Project Year 3 (c)

454,915 $ 182,027 $ 37,940 $ $ $ $ $ $
Project Year 4 (d)

454,915 $ 182,027 $ 37,940 $ $ $ $ $ $
Project Total (e)

1,819,660 728,108 151,760 2,699,528 90,164 2,789,692
674,882 $ 22,541 $ 697,423 $
674,882 $ 22,541 $ 697,423 $
674,882 $ 22,541 $ 697,423 $
22,541 $ 697,423 $
697,423
697,423 $
697,423 $
697,423 $
2,789,692
197
Los Angeles Unified School District, Los Angeles, CA BUDGET: INDIRECT COST INFORMATION To request reimbursement for indirect costs, please answer the following questions: 1. Does the applicant have an Indirect Cost Rate approved by its State Educational Agency? YES X NO
If yes to question 1, please provide the following information: Period Covered by the approved Indirect Cost Rate (mm/dd/yyyy): From: 07/01/2013 To: 06/30/2014
Current approved Indirect Cost Rate: 3.34% Approving State agency: California Department of Education School Fiscal Services Division (Please specify agency) Directions for this form: 1. Indicate whether or not the applicant has an Indirect Cost Rate that was approved by its State Educational Agency. 2. If No is checked, the applicant should contact the business office of its State Educational Agency. 3. If Yes is checked, indicate the beginning and ending dates covered by the approved Indirect Cost Rate. In addition, indicate the name of the State agency that approved the approved rate. 4. If Yes is checked, the applicant should include a copy of the Indirect Cost Rate agreement in the Appendix
198

LASUD - Race To The Top Application 09-13-2013

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

LASUD - Race To The Top Application 09-13-2013

Hochgeladen von

Copyright:

Verfügbare Formate

II.

PROGRAM-SPECIFIC ASSURANCES FOR INDIVIDUAL LEA APPLICANTS

Los Angeles Unified School District, Los Angeles, CA

Los Angeles Unified School District, Los Angeles, CA

RttT-D Contract for Success in action:

Teachers and Leaders

Families and Community

Los Angeles Unified School District, Los Angeles, CA

Los Angeles Unified School District, Los Angeles, CA

Los Angeles Unified School District, Los Angeles, CA

Grades/Subjects included in Race to the Top - District Plan

# of Participating high-need students

% of Participating Students in the School (B/F)*100

% of Participating students from low-income families (D/B)*100

Total # of Students in the School

% of Total LEA or consortium low-income population (D/E)*100

# of Participating lowincome students

Total # of low-income students in LEA or Consortium

Eligible Participating School

Sotomayor Learning Academy

Los Angeles Unified School District, Los Angeles, CA

% of Total LEA or consortium low-income population (D/E)*100

# of Participating lowincome students

Total # of low-income students in LEA or Consortium

Eligible Participating School

Race to the Top Implementation Team

Feb-March 2014 March 2014

Contract for Success Task Force Superintendent

Starting Spring 2015

Coordinated by RttT-D Implementation Team

Starting Spring 2015

Senior staff in ISIC

Contract for Success Task Force

(A) (4) (a)

Los Angeles Unified School District, Los Angeles, CA

Mathematics: Number and Percent Proficient & Advanced on CST

Los Angeles Unified School District, Los Angeles, CA

Mathematics: Number and Percent Proficient & Advanced on CST

Mathematics: Number and Percent Proficient & Advanced on CST

Los Angeles Unified School District, Los Angeles, CA

Mathematics: Number and Percent Proficient & Advanced on CST

Mathematics: Number and Percent Proficient & Advanced on CST

Los Angeles Unified School District, Los Angeles, CA

Mathematics: Number and Percent Proficient & Advanced on CST

Algebra I: Number and Percent Proficient & Advanced on CST

Los Angeles Unified School District, Los Angeles, CA

Science: Number and Percent Proficient & Advanced on CST

Geometry: Number and Percent Proficient & Advanced on CST

Los Angeles Unified School District, Los Angeles, CA

Life Science: Number and Percent Proficient & Advanced on CST

Algebra II: Number and Percent Proficient & Advanced on CST

Summative Math: Number and Percent Proficient & Advanced on CST

(A) (4) (b) 29

Los Angeles Unified School District, Los Angeles, CA

African American ASIAN

African American ASIAN

Los Angeles Unified School District, Los Angeles, CA

African American ASIAN

African American ASIAN

African American ASIAN

Los Angeles Unified School District, Los Angeles, CA

African American ASIAN

African American ASIAN