LASUD - Race to the Top Application 09-13-2013

http://nces.ed.gov/ccd/districtsearch

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 preschool-through-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 LEA’s application and has submitted as part of its application package--

The State’s comments OR evidence that the State declined to comment The LEA’s response (optional) to the State’s comments

(The submitted comments, evidence, and responses are located in Part , from

pages to of the proposal.) 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 LEA’s application and has submitted as part of its application package—

The mayor or city or town administrator’s comments OR, if that individual declines to comment, evidence that the LEA offered such official 10 business days to comment

The LEA’s response (optional) to the mayor or city or town administrator comments

(The submitted comments, evidence, and responses are located in Part , from

pages to of the proposal.)

Rationale why signature of President of the Local Teacher Union or Association is not applicable

LEA Name Where not applicable, provide a rationale for why the signature is not applicable

1.

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

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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) Applicant’s approach to implementation (10 points) The extent to which the applicant’s 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 competition’s 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 applicant’s 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 applicant’s vision is likely to result in improved student learning and performance and increased equity as


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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 applicant’s 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 applicant’s 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


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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


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the national research that 9th grade is a critical tipping point where we lose many of our students from the nation’s 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


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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 student’s personalized learning plan and career interests

o Partnerships with business leaders and higher education institutions to provide job-shadowing, work-based learning,


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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 California’s

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 district-

wide.


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LAUSD Strategic Plan

Students

Teachers and Leaders

Families and Community

• 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 student’s individual needs

• Confidence, tenacity, and flexibility to strive for and achieve personal college and career goals

RttT-D “Contract for Success” in action:

• 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

• 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 student’s 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

• Confidence that each child will successfully progress from grades 6-12, and leave LAUSD prepared to achieve at high levels


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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 District’s 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


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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) Applicant’s 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 competition’s eligibility requirements;


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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 District’s 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 school’s 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


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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 school’s 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. All of this information will

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


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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 active 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


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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:


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A B C D E F G H I

LEA(Column relevant for

consortium applicants)Eligible Participating School

Grad

es/Su

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istrict

Plan

# o

f Particip

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# o

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# o

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# o

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ts

Total #

of lo

w-in

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stud

en

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Total #

of Stu

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the

Scho

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% o

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de

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in th

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oo

l (B/F)*

10

0

% o

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from

low

-inco

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familie

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(D/B

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00

% o

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po

pu

lation

(D/E)*

10

0

LAUSD (HS)Belmont (Multimedia Academy, Science, Arts & Green Engineering Academy (SAGE), Los Angeles Academy of Medical & Public Service (LAAMPS))

9-12 # 1,039 1,039 1,039 408,510 1,039 100% 100% 0.25%

LAUSD (HS) Bernstein (STEM Academy of Hollywood) 9-12 441 441 297 408,510 441 100% 67% 0.07%

LAUSD (HS)Contreras Learning Complex (Business and Tourism Academy, Los Angeles School of Global Studies) 9-12 477 477 337 408,510 477 100% 71% 0.08%

LAUSD (HS)Dorsey (School of Legal Studies & Engineering Sciences, Business & Entrepreneurial Studies, Arts & Humanities) 9-12 125 125 85 408,510 125 100% 68% 0.02%

LAUSD (HS) Fremont HS 9-12 2,329 2,329 2,329 408,510 2,329 100% 100% 0.57%LAUSD (HS) Hawkins (Community Health Advocates School) 9-12 359 359 275 408,510 359 100% 77% 0.07%LAUSD (HS) Hawkins (Critical Design & Gaming School) 9-12 361 361 312 408,510 361 100% 86% 0.08%LAUSD (HS) Hawkins (RISE) 9-12 345 345 245 408,510 345 100% 71% 0.06%LAUSD (HS) Hilda Solis (Media Support & Services) 9-10 128 128 109 408,510 128 100% 85% 0.03%LAUSD (HS) Hollywood (New Media Academy, Teaching Career Academy) 9-12 879 879 566 408,510 879 100% 64% 0.14%LAUSD (HS) Jack London (Manufacturing & Product Dev. Services, Sales, Marketing) 9-12 88 88 61 408,510 88 100% 69% 0.01%LAUSD (HS) Manual Arts High School 9-12 732 732 478 408,510 732 100% 65% 0.12%LAUSD (HS) Robert F Kennedy (Los Angeles High School of the Arts) 9-12 413 413 413 408,510 413 100% 100% 0.10%LAUSD (HS) Robert F Kennedy (School of Visual Arts and Humanities) 9-12 442 442 442 408,510 442 100% 100% 0.11%LAUSD (HS) Sotomayor Learning Academy (School of History & Dramatic Arts) 9-12 306 306 206 408,510 306 100% 67% 0.05%LAUSD (HS) Sylmar HS (Sylmar Bio Tech Health Academy) 9-12 979 979 624 408,510 979 100% 64% 0.15%LAUSD (HS) Westchester (Environmental Science) 9-12 353 353 161 408,510 353 100% 46% 0.04%LAUSD (HS) Westchester (Health & Sport Medicine) 9-12 677 677 294 408,510 677 100% 43% 0.07%LAUSD (MS) Berendo 6- 8 1,048 1,048 641 408,510 1,048 100% 61% 0.16%LAUSD (MS) Ambassador-Global Leadership 6-12 693 693 693 408,510 693 100% 100% 0.17%

School DemographicsRaw Data

Actual numbers or estimates(Please note where estimates are used)

Percentages


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Goals, activities, timelines, deliverables, and responsible parties for Section (A)(2)

LEA(Column relevant for

consortium applicants)Eligible Participating School

Grad

es/Su

bje

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Race

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p - D

istrict

Plan

# o

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# o

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de

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# o

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# o

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ts

Total #

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stud

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ts in LEA

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Total #

of Stu

de

nts in

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Scho

ol

% o

f Particip

ating Stu

de

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e Sch

oo

l (B/F)*

10

0

% o

f Particip

ating stu

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low

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familie

s

(D/B

)*1

00

% o

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po

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lation

(D/E)*

10

0

LAUSD (MS) Audubon 6- 8 677 677 677 408,510 677 100% 100% 0.17%LAUSD (MS) Bancroft 6- 8 468 468 197 408,510 468 100% 42% 0.05%LAUSD (MS) Belvedere (2 Magnet) 6- 8 1,080 1,080 1,080 408,510 1,080 100% 100% 0.26%LAUSD (MS) Castro 6- 8 521 521 274 408,510 521 100% 53% 0.07%LAUSD (MS) Cochran 6- 8 1,045 1,045 1,045 408,510 1,045 100% 100% 0.26%LAUSD (MS) Griffith (1 Magnet) 6- 8 1,123 1,123 1,123 408,510 1,123 100% 100% 0.27%LAUSD (MS) Irving Mme Mag 6- 8 636 636 337 408,510 636 100% 53% 0.08%LAUSD (MS) Kim Academy 6- 8 890 890 890 408,510 890 100% 100% 0.22%LAUSD (MS) King (3 Magnets) 6- 8 651 651 651 408,510 651 100% 100% 0.16%LAUSD (MS) Le Conte (1 Magnet) 6- 8 675 675 344 408,510 675 100% 51% 0.08%LAUSD (MS) Liechty 6- 8 1,257 1,257 1,257 408,510 1,257 100% 100% 0.31%LAUSD (MS) Mann 6- 8 498 498 498 408,510 498 100% 100% 0.12%LAUSD (MS) Muir (1 Magnet) 6- 8 1,055 1,055 754 408,510 1,055 100% 71% 0.18%LAUSD (MS) New Open Wld Acad K-12 1,084 1,084 1,084 408,510 1,084 100% 100% 0.27%LAUSD (MS) Nightingale 6- 8 963 963 963 408,510 963 100% 100% 0.24%LAUSD (MS) Stevenson (1 Magnet) 6- 8 1,776 1,776 792 408,510 1,776 100% 45% 0.19%LAUSD (MS) UCLA Community Sch K-12 986 986 428 408,510 986 100% 43% 0.10%LAUSD (MS) Virgil 6- 8 1,130 1,130 1,130 408,510 1,130 100% 100% 0.28%LAUSD (MS) Webster 6- 8 639 639 464 408,510 639 100% 73% 0.11%LAUSD (MS) Wright 6- 8 180 180 70 408,510 180 100% 39% 0.02%TOTAL - 29,548 29,548 23,665 408,510 29,548 100% 80% 5.79%


16

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 RttT-D, where the school leadership, teachers, families, and communities all believe in and align with the goals of the grant.

IMPLEMENTATION STEPS TIMELINE RESPONSIBILITY

ACTIVITY (1): Finalize participation criteria and application, and disseminate it to all eligible schools.

December 2013 Race to the Top Implementation Team,

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.

By January 25, 2014 School leadership

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.

January 2014 Race to the Top Implementation Team

ACTIVITY (4): Review, assess and select participating schools Feb-March 2014 “Contract for Success” Task Force

ACTIVITY (5): Announce schools selected to participate in the grant.

March 2014 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 applicant’s 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 outcomes-


17

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


18

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

Superintendent’s 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


19

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.


20

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 doesn’t. 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


ACTIVITY (1): Convene groups of school staff from participating schools and use “performance dialogues” and other protocols to share

Starting Summer 2014 RttT-D Implementation Coordinators


21

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

Starting Spring 2015 School leadership of most successful RttT-D schools

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.

Fall 2014 RttT-D Implementation Team Webmaster

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.

2014-2015 RttT-D Implementation Team Webmaster

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.


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.

Ongoing RttT-D Implementation Coordinators

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.

Starting Spring 2015 Coordinated by RttT-D Implementation Team

ACTIVITY (3): Share promising and proven practices with other Starting Spring 2015 Senior staff in ISIC


22

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 nation’s 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


ACTIVITY (1): 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. (Described further in Section E).

Annually starting 2015-16

Budget Services & Financial Planning

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 channels for dissemination as well as ensuring that we have the right data systems in place to identify and capture what works.

2014-15 RttT-D Implementation Team Director and data support staff

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

(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).


23

(d) College enrollment (as defined in this notice) rates.

(A) (4) (a)


24

OVERALL 26,421 56% 25,231 54% # % # % # % # % # %Hispanic 17,723 51% 16,681 48%Asian 1,684 84% 1,767 84%African American 2,125 51% 1,911 47%White 3,982 80% 4,018 80%FRPL Eligible 19,752 51% 18,840 48%ELL 8,591 41% 10,063 43%Disabilities 852 21% 758 19%OVERALL 26,838 57% 27,121 58%Hispanic 18,324 52% 18,419 53%Asian 1,717 86% 1,831 86%African American 1,953 47% 1,907 47%White 3,972 80% 4,092 82%FRPL Eligible 20,212 52% 20,628 53%ELL 9,423 45% 11,606 50%Disabilities 992 25% 1,020 25%

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): Proficient or Advanced score on CST

Methodology for determining growth (e.g., value-added, mean growth percentile, change in achievement levels):

SY 2012-13 SY 2013-14Grade Level SY 2011-12

(optional)

N/A

Goal area Subgroup

2nd grade

English Language Arts (ELA): Number and

Percent Proficient & Advanced on

CST

Goals

LEA-wide - Across all schools and all grades

Baseline(s)

SY 2015-16 SY 2016-17SY 2017-18

(Post-Grant)SY 2014-15

Mathematics: Number and


CST

2nd grade


25

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


(optional)Goal area Subgroup

GoalsBaseline(s)

SY 2015-16 SY 2016-17SY 2017-18




CST

3rd grade



CST

4th grade



CST

4th grade



CST

3rd grade


26

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





CST

5th grade

GoalsBaseline(s)

SY 2015-16 SY 2016-17SY 2017-18




CST

5th grade



CST

6th grade



CST

6th grade


27

OVERALL 19,160 49% 17,833 47%Hispanic 12,441 43% 11,536 41%Asian 1,262 82% 1,237 79%African American 1,494 45% 1,245 42%White 2,892 79% 2,816 77%FRPL Eligible 13,914 45% 12,979 42%ELL 291 5% 207 4%Disabilities 361 14% 373 18%OVERALL 13,897 40% 13,032 39%Hispanic 9,490 36% 8,986 35%Asian 731 78% 660 74%African American 944 30% 753 27%White 2,009 69% 1,955 68%FRPL Eligible 10,351 36% 9,774 36%ELL 628 11% 477 9%Disabilities 350 14% 395 19%OVERALL 18,918 47% 16,779 44%Hispanic 12,221 41% 10,687 38%Asian 1,317 82% 1,203 79%African American 1,428 42% 1,212 38%White 2,842 77% 2,658 75%FRPL Eligible 13,505 43% 12,135 39%ELL 210 4% 150 3%Disabilities 369 15% 300 14%OVERALL 13,647 23% 14,435 26%Hispanic 9,458 20% 10,136 24%Asian 770 62% 777 62%African American 844 16% 896 19%White 1,772 46% 1,822 49%FRPL Eligible 10,061 21% 11,072 25%ELL 670 6% 608 7%Disabilities 309 7% 333 9%



GoalsBaseline(s)

SY 2015-16 SY 2016-17SY 2017-18


Algebra I: Number and


CST

8-11th grade



CST

7th grade



CST

7th grade



CST

8th grade


28

OVERALL 22,446 56% 21,920 57%Hispanic 15,291 51% 14,991 53%Asian 1,412 88% 1,344 88%

8th grade African American 1,545 45% 1,487 46%White 2,989 81% 2,940 82%FRPL Eligible 16,602 52% 16,635 53%ELL 837 15% 646 13%Disabilities 681 24% 599 25%OVERALL 18,259 40% 19,221 45%Hispanic 12,597 36% 13,472 41%Asian 1,101 73% 1,009 74%African American 1,390 35% 1,537 41%White 2,159 70% 2,208 73%FRPL Eligible 13,279 37% 14,729 43%ELL 352 4% 348 5%Disabilities 331 10% 398 14%OVERALL 4,747 15% 4,177 13%Hispanic 2,896 12% 2,531 10%Asian 505 48% 382 44%African American 227 8% 243 9%White 741 34% 742 33%FRPL Eligible 3,365 13% 2,974 12%ELL 136 2% 92 2%Disabilities 57 3% 49 2%OVERALL 14,794 39% 15,491 43%Hispanic 9,805 34% 10,482 38%Asian 1,095 72% 1,078 75%African American 1,117 34% 1,142 37%White 1,874 69% 1,884 70%FRPL Eligible 9,257 38% 11,619 41%ELL 218 3% 179 3%Disabilities 208 8% 245 11%



GoalsBaseline(s)

SY 2015-16 SY 2016-17SY 2017-18


Geometry: Number and


CST

9-11th grade



CST

9th grade

Science: Number and Percent Proficient & Advanced on

CST



CST

10th grade


29

(A) (4) (b)

OVERALL 14,635 39% 14,925 42%Hispanic 9,805 35% 10,064 37%Asian 1,113 73% 1,082 75%

10th grade African American 995 31% 1,020 34%White 1,863 69% 1,872 70%FRPL Eligible 10,534 37% 11,239 40%ELL 367 6% 316 6%Disabilities 326 12% 351 15%OVERALL 4,753 17% 5,090 18%Hispanic 2,657 13% 2,885 14%Asian 714 52% 763 54%African American 219 9% 196 9%White 825 38% 833 38%FRPL Eligible 3,278 15% 3,741 17%ELL 125 4% 130 5%Disabilities 48 3% 47 3%OVERALL 12,753 41% 12,235 40%Hispanic 8,340 36% 8,018 35%Asian 1,053 71% 997 68%African American 997 36% 803 32%White 1,594 66% 1,663 68%FRPL Eligible 9,257 38% 9,175 38%ELL 149 3% 107 3%Disabilities 177 9% 151 9%OVERALL 4,045 36% 4,447 38%Hispanic 1,711 24% 2,010 28%Asian 1,024 69% 1,009 72%African American 113 18% 134 24%White 904 62% 950 61%FRPL Eligible 2,608 31% 3,042 34%ELL 42 13% 40 14%Disabilities 25 20% 34 23%



GoalsBaseline(s)

SY 2015-16 SY 2016-17SY 2017-18


Life Science: Number and


CST



CST

11th grade

Summative Math: Number

and Percent Proficient &

Advanced on CST

9-11th grade

Algebra II: Number and


CST

9-11th grade


30

SY 2011-12 SY 2017-18

(optional) (Post-Grant)

OVERALL ASIAN 25% 26% % % % % %Hispanic ASIAN 30% 32%Asian ASIAN -3% -4%African American ASIAN 30% 33%White ASIAN 1% 0%FRPL Eligible ASIAN 30% 32%ELL ASIAN 40% 37%Disabilities ASIAN 60% 61%OVERALL ASIAN 28% 28%Hispanic ASIAN 33% 33%Asian ASIAN -1% 0%African American ASIAN 38% 39%White ASIAN 5% 4%FRPL Eligible ASIAN 33% 33%ELL ASIAN 40% 36%Disabilities ASIAN 60% 61%

According to the application, achievement gap is defined as:

Across the State of California, the highest-achieving subgroups in ELA and Mathematics are: Asian

Goal area Grade Level

Baseline(s) Goals

SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17Subgroup

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 LEA’s or State’s 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.

LEA-wide - Across all schools and all grades

Comparison Group

Identify subgroup and

2nd grade

2nd grade

English Language Arts (ELA):

Difference between average of highest-

achieveing sub-group and

LAUSD average of each sub-group

Mathematics: Difference between average of highest-




31

SY 2011-12 SY 2017-18


OVERALL ASIAN 28% 31%Hispanic ASIAN 35% 37%Asian ASIAN -4% -2%African American ASIAN 32% 34%White ASIAN -2% 2%FRPL Eligible ASIAN 34% 37%ELL ASIAN 58% 59%Disabilities ASIAN 52% 54%OVERALL ASIAN 21% 23%Hispanic ASIAN 24% 27%Asian ASIAN -3% -3%African American ASIAN 32% 34%White ASIAN 2% 3%FRPL Eligible ASIAN 24% 27%ELL ASIAN 40% 43%Disabilities ASIAN 44% 48%OVERALL ASIAN 23% 25%Hispanic ASIAN 28% 30%Asian ASIAN -4% -3%African American ASIAN 31% 32%White ASIAN -1% -2%FRPL Eligible ASIAN 28% 30%ELL ASIAN 58% 62%Disabilities ASIAN 51% 48%


Baseline(s) Goals

SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17Subgroup Comparison Group


3rd grade

3rd grade

4th grade













32

SY 2011-12 SY 2017-18


OVERALL ASIAN 16% 21%Hispanic ASIAN 20% 24%Asian ASIAN -9% -3%African American ASIAN 29% 34%White ASIAN -2% 3%FRPL Eligible ASIAN 20% 25%ELL ASIAN 39% 44%Disabilities ASIAN 41% 41%OVERALL ASIAN 28% 28%Hispanic ASIAN 33% 34%Asian ASIAN 0% -1%African American ASIAN 33% 37%White ASIAN 0% -1%FRPL Eligible ASIAN 33% 33%ELL ASIAN 70% 71%Disabilities ASIAN 55% 54%OVERALL ASIAN 26% 27%Hispanic ASIAN 30% 30%Asian ASIAN -2% -2%African American ASIAN 40% 42%White ASIAN 7% 5%FRPL Eligible ASIAN 30% 31%ELL ASIAN 55% 57%Disabilities ASIAN 52% 50%


Baseline(s) Goals



5th grade

4th grade

5th grade












33

SY 2011-12 SY 2017-18


OVERALL ASIAN 34% 32%Hispanic ASIAN 40% 38%Asian ASIAN 3% 3%African American ASIAN 38% 37%White ASIAN 4% 5%FRPL Eligible ASIAN 39% 36%ELL ASIAN 75% 76%Disabilities ASIAN 65% 60%OVERALL ASIAN 39% 36%Hispanic ASIAN 44% 41%Asian ASIAN 2% 2%African American ASIAN 50% 46%White ASIAN 11% 9%FRPL Eligible ASIAN 43% 40%ELL ASIAN 72% 71%Disabilities ASIAN 66% 62%OVERALL ASIAN 33% 35%Hispanic ASIAN 39% 41%Asian ASIAN 0% 3%African American ASIAN 37% 40%White ASIAN 3% 5%FRPL Eligible ASIAN 38% 40%ELL ASIAN 77% 78%Disabilities ASIAN 68% 64%


Baseline(s) Goals



6th grade

6th grade












7th grade


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SY 2011-12 SY 2017-18


OVERALL ASIAN 39% 40%Hispanic ASIAN 44% 44%Asian ASIAN 1% 5%African American ASIAN 50% 52%White ASIAN 10% 11%FRPL Eligible ASIAN 43% 43%ELL ASIAN 69% 70%Disabilities ASIAN 65% 60%OVERALL ASIAN 34% 35%Hispanic ASIAN 40% 41%Asian ASIAN -1% 0%African American ASIAN 39% 41%White ASIAN 4% 4%FRPL Eligible ASIAN 38% 40%ELL ASIAN 77% 76%Disabilities ASIAN 67% 65%OVERALL ASIAN 47% 46%Hispanic ASIAN 50% 48%Asian ASIAN 8% 10%African American ASIAN 54% 53%White ASIAN 24% 23%FRPL Eligible ASIAN 49% 47%ELL ASIAN 64% 65%Disabilities ASIAN 63% 63%


Baseline(s) Goals










8-11th grade

7th grade

8th grade

Algebra I: Difference between average of highest-




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SY 2011-12 SY 2017-18


OVERALL ASIAN 31% 29%Hispanic ASIAN 36% 33%Asian ASIAN -1% -2%

8th grade African American ASIAN 42% 40%White ASIAN 6% 4%FRPL Eligible ASIAN 35% 33%ELL ASIAN 72% 73%Disabilities ASIAN 63% 61%OVERALL ASIAN 39% 37%Hispanic ASIAN 43% 41%Asian ASIAN 6% 8%African American ASIAN 44% 41%White ASIAN 9% 9%FRPL Eligible ASIAN 42% 39%ELL ASIAN 75% 77%Disabilities ASIAN 69% 68%OVERALL ASIAN 47% 48%Hispanic ASIAN 50% 51%Asian ASIAN 14% 17%African American ASIAN 54% 52%White ASIAN 28% 28%FRPL Eligible ASIAN 49% 49%ELL ASIAN 60% 59%Disabilities ASIAN 59% 59%


Baseline(s) Goals



9-11th grade

9th grade

Science: Difference between average of highest-achieveing

sub-group and LAUSD average of each sub-group





Geometry: Difference between average of highest-




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SY 2011-12 SY 2017-18


OVERALL ASIAN 35% 32%Hispanic ASIAN 40% 37%Asian ASIAN 2% 0%African American ASIAN 40% 38%White ASIAN 5% 5%FRPL Eligible ASIAN 36% 34%ELL ASIAN 71% 72%Disabilities ASIAN 66% 64%OVERALL ASIAN 48% 35%Hispanic ASIAN 52% 40%Asian ASIAN 14% 2%

10th grade African American ASIAN 56% 43%White ASIAN 18% 7%FRPL Eligible ASIAN 50% 37%ELL ASIAN 81% 71%Disabilities ASIAN 75% 62%OVERALL ASIAN 44% 42%Hispanic ASIAN 48% 46%Asian ASIAN 9% 6%African American ASIAN 52% 51%White ASIAN 23% 22%FRPL Eligible ASIAN 46% 43%ELL ASIAN 57% 55%Disabilities ASIAN 58% 57%


Baseline(s) Goals



10th grade

9-11th grade





Life Science: Difference between average of highest-



Algebra II: Difference between average of highest-




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(A)(4)(c)

SY 2011-12 SY 2017-18


OVERALL ASIAN 28% 30%Hispanic ASIAN 33% 35%Asian ASIAN -2% 2%African American ASIAN 33% 38%White ASIAN 3% 2%FRPL Eligible ASIAN 31% 32%ELL ASIAN 66% 67%Disabilities ASIAN 60% 61%OVERALL ASIAN 39% 38%Hispanic ASIAN 51% 48%Asian ASIAN 6% 4%African American ASIAN 57% 52%White ASIAN 13% 15%FRPL Eligible ASIAN 44% 42%ELL ASIAN 62% 62%Disabilities ASIAN 55% 53%


Baseline(s) Goals



9-11th grade

11th grade

Summative Math Difference between average of highest-








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(A)(4)(d)

LAUSD doesn’t 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.

OVERALL 28,892 64% 26,586 65% # % # % # % # % # %Hispanic 20,741 64% 19,940 64%Asian 1,490 78% 1,346 75%African American

2,707 53% 2,249 54%

White 2,743 71% 1,921 71%FRPL Eligible 21,070 66% 19,982 67%ELL 2,343 29% 2,297 29%Disabilities 1,379 47% 2,000 41%

SY 2017-18Goals

High school graduation rate (# and percent)

Baseline(s)

(optional)

SY 2011-12SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17

Goal area Subgroup(Post-Grant)


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(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 applicant’s 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 applicant’s 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)


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(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,

LAUSD’s 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 District’s seven year growth pattern.

Standardized Test Performance 2006-2012

2006 2007 2008 2009 2010 2011 2012 2013 Chg. 2012 to

2013 Chg. 2006 to

2013

English Language Arts 30 31 34 38 41 44 48 48 0 18

Elementary ELA 34 36 39 44 46 50 54 51 -3 17

Secondary ELA 26 27 31 34 37 39 44 45 1 19

Mathematics 31 31 35 37 39 43 45 45 0 14

Elementary Math 48 50 54 57 57 63 63 63 0 15

Secondary Math 17 17 20 22 25 27 30 31 1 14

Increased passing rates on California High School Exit Exam


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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 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Change 2012 to 2013 Change 2004 to 2013

44% 50% 53% 52% 57% 60% 62% 66% 67% 69% 2% 25%

Gender

Male 42% 48% 51% 50% 55% 59% 60% 64% 65% 66% 1% 24%

Female 46% 51% 55% 53% 59% 62% 64% 68% 70% 71% 1% 25%

Ethnicity

African American 36% 40% 45% 43% 45% 51% 54% 55% 58% 59% 1% 23%

Asian 77% 80% 80% 81% 83% 86% 88% 89% 90% 87% -3% 10%

Latino 38% 45% 48% 47% 54% 57% 59% 63% 65% 67% 2% 29%

White 75% 80% 81% 80% 82% 83% 84% 84% 86% 85% -1% 10%

English Learners 29% 34% 18% 15% 19% 20% 21% 23% 22% 20% -1% -9%

Reclassified ELs 57% 65% 69% 69% 76% 78% 79% 82% 83% 82% -1% 25%

Students w/Disabilities 7% 9% 11% 9% 14% 16% 17% 18% 18% 19% 1% 12%

Commitment to closing achievement gaps

LAUSD’s student population is 73.4% Latinos, 10% African American, 8.8% White and 2.2% Asian students of which 64.5% of students


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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 District’s 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.


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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. LAUSD’s

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 year’s 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, LAUSD’s 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


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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 low-performing 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.


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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.

California’s 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) LAUSD’s 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.


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Each student has the ability to view personalized progress and parents have access to their student’s performance data

LAUSD made student performance data available to students, educators, and parents as a core tenet of LAUSD’s 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.


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(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 Bureau’s 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 applicant’s 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


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LAUSD is committed to the highest level of transparency regarding all LEA processes, practices, and investments. The District

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 District’s Budget Realities website provides public access to the District’s Final Budget (current and prior years), Fiscal

Stabilization Plan, and various budget presentations. The District Financing video provides information on the District’s 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


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(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 applicant’s 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 applicant’s 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

California’s students are English Learners who are not yet proficient in English, and an additional 12 % are former English learners

Summary is the Expenditure Dashboard that provides our most current school-level expenditure compared to the current budget, in

several expense categories.


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(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 LAUSD’s 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


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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


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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 Campaign’s 10 Essential Elements including student-level test data and a state-

wide 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 LAUSD’s legal obligation to consider student growth as a component of an educator’s 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


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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.


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(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 applicant’s 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


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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

LAUSD’s 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 Community-

Based Organizations have engaged parents about the mission, vision and learning experiences that students will have if LAUSD’s

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


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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 District’s 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 LAUSD’s 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 LAUSD’s 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


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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 LAUSD’s 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


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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 Top-

District 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 UTLA’s 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 LAUSD’s 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.


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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].


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(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 college- and career-ready standards (as defined in this notice) or college- and career-ready graduation requirements (as defined in


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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 college- and career-ready standards (as defined in this notice), or college- and career-ready graduation requirements; and

(B) Personalized learning recommendations based on the student’s 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 applicant’s 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


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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. 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,

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


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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


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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


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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:


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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 non-

cognitive 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 rubric-

based 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


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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


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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 district’s 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


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meet each student’s 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 student’s PLP in order to assess academic 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 student’s 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


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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. Alma’s 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


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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 career-

readiness 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 Tech’s Learning

Management System, designed to support project-based learning, facilitate communication and collaboration, and improve


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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 Tech’s 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


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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 RttT-

D Coordinators in the field. In Advisory, students will periodically revisit and update 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 LAUSD’s Competitive Priority which includes additional detail on this partnership and its intended impact for high need

students.

Role of Families and Communities in our RttT-D Learning Plan


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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 low-

income 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 children’s education 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 child’s choice 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


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parents have opportunities to be part of the school application process, both in selecting participating schools and in having input into

each school’s design plans. By the end of the grant, LAUSD will have significantly 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 post-

secondary 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


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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.


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

Spring 2014 Division of Intensive Support and Intervention; Office of Curriculum and Instruction; RttT-D Implementation Team

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



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ACTIVITY (3): Identify and train four counselors for the middle schools to help students utilize PLPs.

Spring-Summer 2014 RttT-D Implementation Team

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

2014-15 school year Office of Curriculum and Instruction; RttT-D Implementation Team

ACTIVITY (5): Launch PLPs via tablets in grades 9-10. 2015-16 school year 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.

Annually starting at end of 2014-15 school year

Office of Curriculum and Instruction; RttT-D Implementation Team

GOAL 2: Provide small group Advisories in middle schools.

Rationale: Advisories will offer students opportunities to explore age-appropriate topics and experiences related to college- and career-readiness and develop important individual and interpersonal skills and traits required for productive engagement in our modern society.


ACTIVITY (1): Investigate existing district practice and best national 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.



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ACTIVITY (3): Work with each middle school leader to decide how to alter the school schedule to include time for Advisories.

Summer 2014 RttT-D Implementation Team; ISIC

ACTIVITY (4): Train teachers and counselors in the selected Advisory curriculum.

August 2014 RttT-D Implementation Team; ISIC

ACTIVITY (5): Launch small group Advisories in all participating middle schools.

Start of 2014-15 school year

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.


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.

Summer 2014 RttT-D Implementation Team; ISIC

ACTIVITY (2): Train teachers, counselors and support staff in the selected Advisory curriculum.

August 2014 RttT-D Implementation Team; ISIC

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


RttT-D Implementation Team; School site faculties

ACTIVITY (4): Establish project-based learning (PBL) opportunities in high schools by delivering professional development for project-based work, creating the first major project for each grade level, and working with LA Broad Based Coalition to identify

Summer 2014 RttT-D Implementation Team; School site faculties; Linked Learning Department; Office of


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business/organizations within that career sector to partner with each school

Curriculum and Instruction

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 RttT-D Implementation Team; School site faculties; Linked Learning Department; LABBC, Office of Curriculum and Instruction

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


RttT-D Implementation Team; School site faculties; Linked Learning Department; Office of Curriculum and Instruction

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

Starting Spring 2014 RttT-D Implementation Team; School site faculties; Linked Learning Department;

ACTIVITY (8): Work with community partners to establish work-based learning (WBL) opportunities in the high school’s career sectors

Starting 2014-2015 RttT-D Implementation Team; School site faculties; Linked Learning Department;

ACTIVITY (9): Begin to apply for certification as a Linked Learning school through the Pathway Quality Review process

Starting Spring 2016 Linked Learning Department; School site faculties

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.

Ongoing RttT-D Implementation staff; Office of C&I; school site faculty


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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.


ACTIVITY (1): Work with New Tech for middle schools and ConnectEd for high school to organize support training and curriculum.

Summer 2014 Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC

ACTIVITY (2): Train teachers in implementation and co-creation of project-based learning opportunities.

August 2014 Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC

ACTIVITY (3): Incorporate project-based learning into the curriculum in all participating middle schools.


Office of Curriculum and Instruction; RttT-D Implementation Team; ISIC

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.


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ACTIVITY (1): Identify a coordinator to lead the expansion of Summer Bridge to all participating high schools and an academic counselor.

Spring 2014 Office of Curriculum and Instruction; RttT-D Implementation Team; Division of Intensive Support and Intervention

ACTIVITY (2): Hire and train teachers to lead the Summer Bridge program.

Spring 2014 Office of Curriculum and Instruction; RttT-D Implementation Team; Division of Intensive Support and Intervention

ACTIVITY (3): Identify and enroll the students Summer 2014 RttT-D Implementation Team; School site faculties;

ACTIVITY (4): Launch Summer Bridge at all participating high schools.

August 2014 RttT-D Implementation Team; School site faculties; ISIC

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.


ACTIVITY (1): Analyze students’ attendance, behavior and course performance data to determine which students are in need of personalized attention.

Ongoing School leadership, teachers, and counselors


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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)

Ongoing Counselors, Graduation Program Advisors, and school site faculty, Expanded Learning and Articulation Coordinator in the Linked Learning Department

ACTIVITY (3): Provide identified students with intensive tutoring aligned with the student’s 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 Office of Curriculum and Instruction, Graduation Program Advisors, and City Year corps members (when present in participating middle schools)

ACTIVITY (4): Deliver personalized counseling and wrap around service support for students and families; establish programs for dropout prevention and recovery.

Starting August 2014 RttT-D Implementation staff, Counselors, school site faculty, ISIC

ACTIVITY (5): Incorporate corps of City Year members into select participating middle schools to intensify the level of support offered.

Starting 2014-15 School leaders, City Year program managers, teachers, City Year corps members


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(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 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: 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 student’s 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 LEA’s 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;


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(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 district’s 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 applicant’s 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


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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 one-

size 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 re-

envision 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


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the needs of each student. This will include face-to-face traditional techniques balanced and supported with technology-

based 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’ knowledge 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


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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 Professional Development to Fulfill Goals

Digital learning tablets to diversify instruction 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 of multiple sources of student performance data

Training during initial rollout and ongoing PD for application of 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 New Tech – Project-Based Learning

PD for implementation of Linked Learning including the design of 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

Parent and Community Engagement Development of authentic relationships between the school and


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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

succeed—without remediation—in 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

educator’s 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.


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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


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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).

LAUSD’s 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


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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


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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 student’s learning program

All educators will receive extensive ongoing training in the use of the District’s 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 student’s 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 student’s journey towards successful graduation, college and careers. Likewise, teachers and

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)]


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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 district’s 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


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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


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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 District’s 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 high-

need 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


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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.


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.

Spring 2014 Office of Curriculum and Instruction; RttT-D Implementation Team

ACTIVITY (2): Research and connect with potential PD providers to provide the training for modules that will not be conducted in-house.

Spring 2014 Professional Development Design Team; Office of Curriculum and Instruction; RttT-D Implementation Team

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 self-monitoring 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

Starting Summer 2015 Office of Curriculum and Instruction; RttT-D Implementation Team; Selected professional development providers


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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.

2014-15 Digital learning software producers (will be required in the RFP)

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.


ACTIVITY (1): Support each school in deciding on the configuration of the PLCs, models that might include grade level teams, vertical

Spring 2014 RttT-D Implementation


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teams, interdisciplinary groupings, academy/Linked Learning teams, or subject area departments.

Team; School leaders; ISIC

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

Summer 2014 RttT-D Implementation Team; School site faculties; ISIC

ACTIVITY (3): Enlist and train teacher leaders for each PLC. 2014-15 RttT-D Implementation Team; School leaders; ISIC

ACTIVITY (4): Launch PLCs at each participating school. 2014-15 RttT-D Implementation Team; School leaders; ISIC

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.


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.

Begun December 2011 RttT-D Implementation Team; Talent Management Division

ACTIVITY (2): Use candidate quality indicators, resulting from research with IHEs and other teacher preparation programs, to make decisions about future recruitment efforts.

Starting Spring 2014 RttT-D Implementation Team; Talent Management Division; Human Resources

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.

By the 2015-16 school year

RttT-D Implementation Team; Talent Management Division


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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.


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.

Begun 2013-14 Linked Learning schools’ Professional Advisory Boards, school leadership

ACTIVITY (2): Equip each student with a digital tablet. Described in (C) (1).

2014-15 RttT-D Implementation staff; Office of Data and Accountability;

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 Curriculum and Instruction; Office of Data and Accountability; Performance Management; School site faculty

ACTIVITY (4): Give students and parents access to a dashboard showing their students’ assignments, work product, and performance

Starting 2014-15 New Tech and ConnectEd Studios


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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.

Completed Talent Management Division

ACTIVITY (2): Refine and finalize the frameworks, taking into account feedback from RttT-D teachers and school leaders.

On or before the start of the 2014-15 year

Talent Management Division

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).

According to detailed timeline in TIF grant

Talent Management Division

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.

2014-15 Instructional Directors; Talent Management Division


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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 applicant’s 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.


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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 LAUSD’s administrative offices, the District restructured all aspects of support to our schools in the fall of 2012-

2013. 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 district-

wide 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 system’s 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 fundamentally


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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 system’s 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 system’s 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 Top—District 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


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the Top-District team to form a streamlined, responsive and accountable support system for RttT-D schools.

Existing structures (such as LAUSD’s 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 à 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


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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


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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. LAUSD’s 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. LAUSD’s 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

LAUSD’s 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 core-

content 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


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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 California’s 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


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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


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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 Learning’s “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


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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.


ACTIVITY (1): Write job descriptions for RttT-D Implementation. Team director, coordinators, data analyst and web master in collaboration with the ISIC.

January 2014 ISIC; Division of Intensive Support and Intervention

ACTIVITY (2): Source pool of high quality candidates from both internal and external sources.

Spring 2014 ISIC; Division of Intensive Support and Intervention

ACTIVITY (3): Hire and train implementation team members in collaboration with ISIC instructional directors.

Spring 2014 ISIC; Division of Intensive Support and Intervention

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.


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.

Ongoing Local Options Oversight Committee; ISIC


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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.

Ongoing Local Options Oversight Committee; ISIC

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.

Starting July 2014 Local Options Oversight Committee; ISIC; RttT-D Implementation Team

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.


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.

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team; Talent Management

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

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team; Talent Management

ACTIVITY (3): The Linked Learning Leadership Team and the Middle School Principals Organization drive continuous improvement by providing professional development, tracking and

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team;


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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.


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.

Starting August 2014 RttT-D Implementation Team; School Site Faculties; Linked Learning Department;

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.

Ongoing Office of Curriculum and Instruction; School Sites; Educational Partner Organizations

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

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team; School Site Faculties; Linked Learning


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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.


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.

Ongoing Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team

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 project-

Starting August 2014 Office of Curriculum and Instruction; School Site Faculties; ISIC; RttT-D Implementation Team; Linked Learning


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based curricula. Department

(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 school’s 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


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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


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public. Teachers’ practice benefits from the ability to monitor student progress and mastery both online and in class. Teachers 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 LAUSD’S

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 student’s 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


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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 California’s graduation requirements, as well as CSU and UC college entrance requirements. The IGP will be


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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.


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E. Continuous Improvement (30 total points) Because the applicant’s 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 applicant’s 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 applicant’s applicable population.

(Note: A table is provided below to support responses to performance measures in the applicant’s narrative.)


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Applicable Population Performance Measure

All 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).

PreK-3 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).

4-8 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 applicant’s 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.

9-12 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 applicant’s 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.


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(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 applicant’s 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.


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(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 employee’s

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 LAUSD’s 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 nation’s 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 District’s 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


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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 District’s 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


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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 General Definition of Classification

Excelling

Schools that fall within this category are generally defined by high status performance and high

levels of growth.

Achieving

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.

Service & Support

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.

Watch

Schools that fall within this category are generally defined by low status performance and low to

moderate levels of growth.

Focus

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 LAUSD’s 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.


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LAUSD’s 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:

District Vision, Goals, and Core Beliefs – LAUSD’s 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

The Performance Management Cycle

7

Goals and Targets

Planning

Performance Tracking

Performance Dialogues and Plan Adjustments

Results and Implications

District Vision, Goals, and Core Beliefs

Cycles of reviewing “fresh” performance data, holding robust performance dialogues, and making appropriate adjustments occur at regular intervals throughout the year.


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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

Description

Goals and Targets

LAUSD’s 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

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 application’s 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;


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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 school’s existing plan, including how each school will

deploy existing staff and leverage technology and other resources in service of goals.

Performance tracking

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),

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


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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 and

plan adjustments

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]

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 what’s working and what’s not, and course

correct together. The School Performance Framework rating of each school will also inform this


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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.

Results and implications

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

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

Superintendent’s evaluation which includes metrics from the Performance Meter as well as other agreed upon other annual


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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 LAUSD’s established performance management system

Rationale: An integrated system, which the district and schools are already using, is the most effective and efficient approach.


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.

Spring 2014 Talent Management; RttT-D Implementation Team; ISIC

ACTIVITY (2): 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.

Spring 2014 Talent Management; RttT-D Implementation Team; ISIC; Performance Management

ACTIVITY (2): Set up tracking for RttT activities, projects, and commitments in ClearPoint project management software.

Spring 2014 RttT-D Implementation Team; Performance Management

ACTIVITY (3): Use status reports to track performance against targets to gauge performance.

Ongoing RttT-D Implementation Team; ISIC; Performance Management

ACTIVITY (4): Conduct an annual review of our progress against 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.

Annually RttT-D Implementation Team; Performance Management


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ACTIVITY (5): Incorporate RttT-D initiatives into Linked Learning surveys, the annual survey of principals, and the annual survey of teachers.

2014-2015 school year RttT-D Implementation Team; Linked Learning Department

ACTIVITY (6): Share best practices across participating schools and classrooms.

Ongoing RttT-D Implementation Team; Office of Curriculum and Instruction

(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

https://twitter.com/laschools

http://www.facebook.com/LosAngelesSchools

http://home.lausd.net/apps/pages/index.jsp?uREC_ID=178811&type=d

http://www.klcs.org/shows/families_matter/

http://www.klcs.org/shows/families_matter/


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each metric in our State of the District Report.

We produce School Report Cards particularly geared towards parents looking to find out how their student’s 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


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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.


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 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.”

Starting Spring 2014

ACTIVITY (2): Publish a monthly RttT-D specific newsletter with updates on strategic initiatives.

Monthly starting in 2014-15 school year

ACTIVITY (3): Create customized school report cards with a dropdown option that shares an update on RttT-D activities that parents can easily access on LAUSD’s website.

Fall 2014

ACTIVITY (4): Establish informal advisory group and an open line Spring 2014


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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 engage in dialogue about what they feel is working well and what needs adjustment consideration.

Start, semester break, and end of each school year starting 2014-15

ACTIVITY (2): Meet with parents at participating schools to engage in dialogue about what they feel is working well and what needs adjustment consideration.

Semi-annually starting in 2014-15

School leaders

ACTIVITY (3): Include the Contract for Success and RttT-D progress on the agenda of formal meetings between the Central Office and the UTLA to ensure continual and real-time communication.

Starting Jan 2014

(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 Calculation

1 All Yes

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

(See required calculation on left.)


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2014-2015; please see below for a detailed description of our approach to measure our performance.

2 All Yes

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.)

3 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.

4 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 “Ready for College” on the Early Assessment Program (EAP). Measured for both English and for Mathematics.

5 6-8 Yes

The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on the applicant’s on-track indicator (as defined in this notice).

(See required calculation on left. LAUSD’s on track indicator is proficiency on 7th grade math and ELA CST exams.)

6 6-8 No

[Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan]

Percentage of participating students, by subgroup (as defined in this notice), who score proficient or above on interim assessments administered in middle school.

7 6-8 No [Applicant must propose at least one grade-appropriate Percentage of participating students (as


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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.

8 6-8 No

[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).

9 9-12 Yes

The number and percentage of participating students who complete and submit the Free Application for Federal Student Aid (FAFSA) form.

(See required calculation on left.) Note: Many of our students and families are undocumented so this will not be an option

10 9-12 Yes

The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on the applicant’s on-track indicator (as defined in this notice).

(See required calculation on left. LAUSD’s on-track indicator is meeting A-G requirements.)

11 9-12 No

[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.]

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.

12 9-12 No [Applicant must propose at least one grade-appropriate academic leading indicator of successful implementation of its plan]

Percentage of participating students, by subgroup (as defined in this notice) who are on a certified Linked Learning Pathway.

13 9-12 No


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.


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14 9-12 No


Instructional days lost to suspension. Calculated as the number of suspension days for participating students, by subgroup (as defined in this notice).

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


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3 All

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 English–language 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.

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.

4 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.

The goal of the EAP program is to have California high school graduates enter the CSU fully prepared to begin college-level study. The program was established to provide opportunities for students to measure their readiness for college-level English and mathematics in their junior year of high school, and to facilitate opportunities for them to improve their skills

Data from the EAP will complement data from the CST by illuminating whether the content gains achieved are amounting to an overall increase in college-readiness. Data from past administrations of these tests will be helpful context in analyzing gains from the implementation of this plan. The fact that EAP is administered district-wide will provide ample data for a control group.

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.


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during their senior year. It is thus closely and directly tied to student outcomes.

6 6-8

Percentage of participating students, (as defined in this notice), who score proficient or above on interim assessments administered in middle school.

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.

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.

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.

7 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.

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.

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 are currently evaluating our options for administering a more comprehensive social-emotional 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.)

8 6-8 Instructional days lost Suspension days are an This data will help inform our LAUSD is currently


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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 social-emotional indicator), and results in a loss of instructional days that are vital for academic achievement.

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.

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.

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.

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.

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.

12 9-12

Percentage of participating students, (as defined in this notice) who are on a certified Linked

Linked Learning shows promising results for helping students achieve their college and career goals. We thus believe

This metric will reflect two efforts. First, it will reflect LAUSD’s 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


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Learning Pathway. that being on a certified Linked Learning pathway is a strong leading academic indicator of implementation success.

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.

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.

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 are currently evaluating our options for administering a more comprehensive social-emotional 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.)

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 social-emotional indicator), and

This data will help inform our allocation of social-emotional resources such as social workers and counselors.

LAUSD is currently implementing an online discipline module tracker that will provide more granular behavioral data. We will explore


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(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


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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


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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): Proficient or Advanced score on CSTMethodology for determining growth (e.g., value-added, mean growth percentile, change in achievement levels): N/AFor eligible participating schools only


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Goal area Grade Level Subgroup

Baseline(s) Goals SY 2011-12

SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18


English Language Arts (ELA): Number

and Percent Proficient & Advanced on

CST

6th grade

OVERALL 36%

Hispanic 35%

Asian 49%

African American 31%

White 47%

FRPL Eligible 36%

ELL 7%

Disabilities 11%



CST

6th grade

OVERALL 34%

Hispanic 33%

Asian 66%


White 32%

FRPL Eligible 34%

ELL 13%

Disabilities 14%



SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18




7th grade

OVERALL 33%

Hispanic 32%

Asian 56%


White 62%


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CST FRPL Eligible 33%

ELL

Disabilities 16%



CST

7th grade

OVERALL 27%

Hispanic 27%

Asian 47%


White 47%

FRPL Eligible 27%

ELL 12%

Disabilities 10%



CST

8th grade

OVERALL 32%

Hispanic 31%

Asian 59%


White 51%

FRPL Eligible 32%

ELL 8%

Disabilities 19%



SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18


Algebra I: Number and


CST

8-11th grade

OVERALL 26%

Hispanic 27%

Asian 53%


White 35%


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FRPL Eligible 28%

ELL 9%

Disabilities 10%

Science: Number and


CST

8th grade

OVERALL 52%

Hispanic 51%

Asian 80%


White 72%

FRPL Eligible 52%

ELL 19%

Disabilities 28%



CST

9th grade

OVERALL 32%

Hispanic 31%

Asian 63%


White 47%

FRPL Eligible 32%

ELL 6%

Disabilities 8%



SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18


Geometry: Number and


CST

9-11th grade

OVERALL 5%

Hispanic 5%

Asian 19%

African American 4%

White 19%


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FRPL Eligible 5%

ELL 1%

Disabilities 1%



CST

10th grade

OVERALL 31%

Hispanic 31%

Asian 47%


White 48%

FRPL Eligible 31%

ELL 4%

Disabilities 5%

Life Science: Number and


CST

10th grade

OVERALL 10%

Hispanic 7%

Asian 0%


White 50%

FRPL Eligible 9%

ELL 7%

Disabilities 8%



SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18


Algebra II: Number and


CST

9-11th grade

OVERALL 6%

Hispanic 7%

Asian 33%

African American 5%

White 25%


150

FRPL Eligible 9%

ELL 2%

Disabilities 0%



CST

11th grade

OVERALL 27%

Hispanic 25%

Asian 48%


White 38%

FRPL Eligible 27%

ELL 1%

Disabilities 2%

Summative Math: Number


CST

9-11th grade

OVERALL 21%

Hispanic 19%

Asian 36%


White 14%

FRPL Eligible 22%

ELL 5%

Disabilities 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


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SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17

SY 2017-18 (Post-Grant)

“Ready for College” on the

Early Assessment Program (EAP)

11th grade ELA

All participating

students 13% 16% 20% 24% 28% 33%

Hispanic 9% 12% 16% 20% 24% 29%

Asian 1% 4% 8% 12% 16% 21%

African American 1% 4% 8% 12% 16% 21%

White 0% 3% 7% 11% 15% 20%

ELL 0% 3% 7% 11% 15% 20%

Disabilities 0% 3% 7% 11% 15% 20%

(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

Applicable

Population

Subgroup

Baseline Target

SY 2012-2013

SY 2013-14

SY 2014-15

SY 2015-16

SY 2016-17


“Ready for College” on

the Early Assessment

Program (EAP)

11th grade MATH

All participating students

14% 17% 21% 25% 29% 34%

Hispanic 10% 13% 17% 21% 25% 30%

Asian 2% 5% 9% 13% 17% 22%


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African American 1% 4% 8% 12% 16% 21%

White 0% 3% 7% 11% 15% 20%

ELL 1% 4% 8% 12% 16% 21%

Disabilities 0% 3% 7% 11% 15% 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.


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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 B C D E F G H I J K L M N O P Q R

Subgroup # Participating Students who are on

track to college- & career-readiness

Total # of Participating Students

% w

ho are on track to college- &

career-readiness (A/B)*100

# Participating Students who are on



% w


career-readiness (D/E)*100




% w


career-readiness (G/H

)*100




% w


career-readiness (J/K)*100




% w


career-readiness (M/N

)*100




% w


career-readiness (P/Q)*100

English Language

Arts (ELA): Number and


CST

7th grade

All participating students 2036 6082 33% 2218 36% 2462 40% 2705 44% 2948 48% 3252 53% Free or reduced lunch 1892 5702 33% 2063 36% 2291 40% 2519 44% 2747 48% 3032 53% Hispanic 1628 5053 32% 1780 35% 1982 39% 2184 43% 2386 47% 2639 52% Asian 124 221 56% 131 59% 139 63% 148 67% 157 71% 168 76% Black 129 535 24% 145 27% 166 31% 188 35% 209 39% 236 44% White 69 111 62% 72 65% 77 69% 81 73% 86 77% 91 82% Students with disabilities 67 426 16% 80 19% 97 23% 114 27% 131 31% 152 36% English language learners 111 1510 7% 156 10% 217 14% 277 18% 338 22% 413 27%



CST

7th grade

All participating students 1924 6080 32% 2106 35% 2350 39% 2593 43% 2836 47% 3140 52% Free or reduced lunch 1804 5699 32% 1975 35% 2203 39% 2431 43% 2659 47% 2944 52% Hispanic 1566 5051 31% 1718 34% 1920 38% 2122 42% 2324 46% 2576 51% Asian 145 221 66% 152 69% 160 73% 169 77% 178 81% 189 86% Black 65 536 12% 81 15% 103 19% 124 23% 145 27% 172 32% White 56 110 51% 59 54% 64 58% 68 62% 73 66% 78 71% Students with disabilities 45 426 11% 58 14% 75 18% 92 22% 109 26% 130 31% English language learners 198 1507 13% 243 16% 303 20% 364 24% 424 28% 499 33%


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(E)(3) Performance Measure #6 Proficient or advanced on interim assessments in middle school

Performance Measure

Applicable Population Subgroup

Baseline Target

SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17


Proficient or above on interim

assessments in middle school

6th grade ELA

All participating students 24% 27% 31% 35% 39% 44% Hispanic 24% 27% 31% 35% 39% 44%

Asian 36% 39% 43% 47% 51% 56% African American 16% 19% 23% 27% 31% 36% White 26% 29% 33% 37% 41% 46%

ELL 4% 7% 11% 15% 19% 24%

Disabilities 1% 4% 8% 12% 16% 21%



7th grade ELA



ELL 2% 5% 9% 13% 17% 22%

Disabilities 5% 8% 12% 16% 20% 25%



8th grade ELA

All participating students 27% 30% 34% 38% 42% 47%

Hispanic 26% 29% 33% 37% 41% 46%


ELL 2% 5% 9% 13% 17% 22%


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Disabilities 5% 8% 12% 16% 20% 25% Performance

Measure Applicable Population Subgroup

Baseline Target

SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17




6th grade MATH

All participating students 32% 35% 39% 43% 47% 52% Hispanic 32% 35% 39% 43% 47% 52% Asian 55% 58% 62% 66% 70% 75% African American 18% 21% 25% 29% 33% 38% White 21% 24% 28% 32% 36% 41% ELL 8% 11% 15% 19% 23% 28% Disabilities 5% 8% 12% 16% 20% 25%



7th grade MATH




8th grade ALGEBRA




8th grade GEOMETR

Y


Asian 64% 67% 71% 75% 79% 84% African American 5% 8% 12% 16% 20% 25% White 13% 16% 20% 24% 28% 33% ELL 7% 10% 14% 18% 22% 27% Disabilities 10% 13% 17% 21% 25% 30%


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(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 Performance Measure

Applicable Population Subgroup

Baseline Target

SY 2012-2013 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 69% 72% 76% 80% 84% 89% Hispanic N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A African American N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A ELL N/A N/A N/A N/A N/A N/A Disabilities N/A N/A N/A N/A N/A N/A


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(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


Baseline Target

SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18

(Post-Grant)

Number of instructional days lost to suspension

6th grade

All participating students 151 147 141 135 128 121 Hispanic 82 80 76 73 70 66 Asian 3 3 3 3 3 2 African American 64 62 60 57 54 51 White 2 2 2 2 2 2 ELL 34 33 32 30 29 27 Disabilities 33 32 31 29 28 26


7th grade



8th grade



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(E)(3) Performance Measure #9 FAFSA completion and submission Data not available

(E)(3) Performance Measure #10 On-track for A-G completion Performance Measure (Grades 9-12 – b) Applicable Population: Participating students in

grades 9-12. b) The number and percentage of participating students, by subgroup, who are on track to college- and career-readiness based on the applicant’s on-track indicator (as defined in this notice). Baseline Target

SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17


A B C D E F G H I J K L M N O P Q R Subgroup

# Participating Students w


career-readiness


% w


career-readiness (A

/B)*100



career-readiness


% w


career-readiness (D

/E)*100



career-readiness


% w


career-readiness (G

/H)*100



career-readiness


% w


career-readiness (J/K

)*100



career-readiness


% w


career-readiness (M

/N)*100



career-readiness


% w


career-readiness (P/Q

)*100

All participating students 2865 8285 35% 3114 38% 3445 42% 3776 46% 4108 50% 4522 55%

Free or reduced lunch 1899 6972 27% 2108 30% 2387 34% 2666 38% 2945 42% 3293 47%

Hispanic 2139 6303 34% 2328 37% 2580 41% 2832 45% 3084 49% 3400 54%

Asian 161 344 47% 171 50% 185 54% 199 58% 213 62% 230 67%

Black 329 1166 28% 364 31% 411 35% 457 39% 504 43% 562 48%

White 97 220 44% 104 47% 112 51% 121 55% 130 59% 141 64%

Students with disabilities 544 855 64% 570 67% 604 71% 638 75% 672 79% 715 84% English language learners 262 1878 14% 318 17% 393 21% 469 25% 544 29% 638 34%


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(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


Baseline Target

SY 2012-2013 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

Participating High Schools

All participating students 64% 67% 71% 75% 79% 84%

Hispanic N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A African American N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A ELL N/A N/A N/A N/A N/A N/A Disabilities N/A N/A N/A N/A N/A N/A


160

(E)(3) Performance Measure #14 Instructional days lost to suspension

Performance Measure Applicable

Population Subgroup Baseline Target

SY 2012-2013 SY 2013-14 SY 2014-15 SY 2015-16 SY 2016-17 SY 2017-18 (Post-Grant)


9th grade



10th grade



11th grade



12th grade



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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.


ACTIVITY (1): Set allowable ranges for targets using the similar school comparison methodology.

Starting August 2014 (pending data availability)

Performance Management; RttT-D Implementation Team

ACTIVITY (2): Work with each school leader to identify the specific goals his/her school will embrace.

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team

ACTIVITY (3): Work with each school leader to integrate the RttT-D plans into the school’s existing plan, including how each school will deploy existing staff and leverage technology and other resources in service of goals.

Starting August 2014 Performance Management; ISIC; RttT-D Implementation Team

(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


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work with the Finance Office division called “Budget Services & Financial Planning” and a specific branch accountable for Budget

Development/Maintenance. This branch will evaluate the effectiveness of personalized learning implementation activities that use

RttT-D funds. Specifically,

The District’s 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 career-

readiness. 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.


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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.


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.


ACTIVITY (1): Using benchmarking, conduct a thorough an analysis comparing participating schools using each specific program and practice to demographically similar schools not using these programs and practices.

Annually starting in 2014-2015 school year

Budget Services & Financial Planning

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


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F. Budget and Sustainability (20 total points) The extent to which— (F)(1) Budget for the project (10 points) The applicant’s 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 applicant’s 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 project’s 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 applicant’s 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.


165

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)


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(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 LAUSD’s 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


167

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





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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, emotional, 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 applicant’s 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 applicant’s 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;


169

(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 partnership’s 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 applicant’s 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 applicant’s


170

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)


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(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 LAUSD’s 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 Year’s school-based model is called “Whole School, Whole Child”. Corps members tutor students identified as at-

risk 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 Year’s leadership to identify the elementary and middle schools that feed into the high schools that

produce a disproportionate number of the district’s 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.


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LAUSD’s partnership with City Year has continually grown due to the organization’s 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.


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While City Year’s 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 District’s 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 RttT-

D work will entail.)

(2) Population-level desired results

Population Group Type of Result (e.g., educational or family and community) Desired Results

Failing students in City Year middle schools

Educational 50% of students in grades who are failing math or English/language arts in the first semester are passing by year end

Students in City Year middle schools

Educational By 2014-2015, 100% of high-needs students have a written, data-informed and goal-based personal learning plan

Teachers in City Year middle schools

Educational 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

Parents of students in City Year middle schools

Family By 2014-2015 (the first full year of the grant), have 75% of parents talk with the teacher about their child’s school work, as measured by LAUSD’s School Experience Survey.

Families of 8th grade students in City Year middle schools

Family and community Hold at least one event in each school each year of the grant to build a college-going culture by providing a window into college and help middle school students and their families understand the connection between middle school


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success and college acceptance Students in City Year middle schools

Community Mobilize members of the community to participate in efforts such as Report Card Conferencing or specific Linked Learning projects.

(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

Year’s 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


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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 Year’s 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 Year’s reach beyond these growth plans and create a larger, more durable

network of corps members across a significant number of LAUSD’s 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 Year’s 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 LAUSD’s 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


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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 student’s perspective,

enabling corps members to effectively address students’ social emotional challenges. Since corps members are with students


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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 social-

emotional) 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


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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 Year’s 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 student’s personal


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learning plan. During intensive tutoring sessions with Focus List students, corps members will provide students with research-

based 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 Year’s approach. Corps Members are selected from a national pool 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


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guide creation of personal learning plans. Full-time program managers work closely with City Year’s 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 Year’s 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


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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

Superintendent’s offices and Directors.


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(6) Performance Measures

Applicable

Population

6th grade math students # % 4092 34% # % # % # % # % # %

6th grade ELA students 4094 36%

7th grade math students 6080 32%


8th grade math students 6265 30%


6th grade students # % 1009 21% # % # % # % # % # %

7th grade students 1295 21%

8th grade students 1142 18%

6th grade students

7th grade students

8th grade students

The number and percentage of participating students scoring proficient or above on the California Standards Test (CST)

The number and percentage of participating students who are on track to 8 th

grade culmination

Average score of participating students on the Skills Report Card

SY 2011-12(Optional) SY 2012-13 SY 2013-14 SY 2014-15

Performance Measure

# #

To be provided by City Year

# #

SY 2017-18(Post-grant)

Baseline(s) Target

#

SY 2015-16 SY 2016-17

# #


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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.


ACTIVITY (1): Recruit, train, and deploy groups of 20 Corps members to participating middle schools.

3 new schools in 2014-15, 6 schools in 2015-16, 10 schools in 2016-17, and 11 schools in 2017-18

City Year

ACTIVITY (2): Integrate Corps members into the Advisory programs to assist with the development of Personal Learning Plans and social-emotional skills.

Fall 2014 City Year program managers working with school leaders

ACTIVITY (3): Expand City Year support of project-based learning by providing additional classroom and extended learning time.

Fall 2014 City Year corps members working with teachers

GOAL 2: Intensify support and interventions for high-needs students

Rationale: Many of LAUSD’s 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.


ACTIVITY (1): Analyze students’ attendance, behavior and course 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.

Ongoing City Year program managers, school leadership, teachers


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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 aligned with the student’s 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 City Year crops members

GOAL 3: Increase data sharing between City Year and LAUSD schools.

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.


ACTIVITY (1): Provide City Year with access to MyData (LAUSD’s system).

Completed LAUSD Office of Data and Accountability

ACTIVITY (2): Share data from Cyschoolhouse (City Year’s system) with school leaders and teachers in schools where City Year works.

Fall 2014 City Year program managers

ACTIVITY (3): Utilize data from both sources in conversations involving teachers, families, instructional coaches, and City Year Corps members.

Fall 2014 Teachers and City Year corps members

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.



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ACTIVITY (1): Capture learnings from the RttT-D and City Year partnership.

Ongoing City Year staff and RttT-D staff

ACTIVITY (2): Pilot promising practices surrounding personalized learning, project-based learning, and Advisory support in other cities where City Year works.

Fall 2015 City Year national staff

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

Fall 2015 RttT-D staff and City Year

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.

Fall 2015 RttT-D staff


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XI. BUDGET (Budget Requirements and Evidence for

Selection Criteria (F)(1)) Budget Requirements (from Program Requirement 1)

(1) An applicant’s budget request for all years of its project must fall within the applicable budget range as follows:

Number of participating students Award range

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)

$4-10 million

5,001-10,000 $10-20 million

10,001-25,000 $20-25 million

25,001+ $25-30 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:


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The applicant’s 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 applicant’s 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 applicant’s 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 applicant’s 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 Applicant’s 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 applicant’s proposal. Only the budget summaries and narratives in the applicant’s 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.

http://www.whitehouse.gov/omb/circulars


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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.


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BUDGET SUBPART 1: OVERALL BUDGET SUMMARY

Project Project Project Project Total Year 1 (a) Year 2 (b) Year 3 (c) Year 4 (d) (e)

1. Personnel $ 5,572,640.8 $ 5,237,113.8 $ 3,281,028.8 $ 2,800,478.8 $ 16,891,262.0

2. Fringe Benefits $ 1,287,323.1 $ 1,324,810.1 $ 834,565.1 $ 762,077.6 $ 4,208,775.7

3. Travel $ 49,663.2 $ 110,896.1 $ 110,896.1 $ 106,822.4 $ 378,277.8

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ 29,462.7 $ 38,462.7 $ 33,462.7 $ 22,808.4 $ 124,196.4

6. Contractual $ 1,294,037.0 $ 1,161,637.0 $ 759,237.0 $ 545,387.0 $ 3,760,298.0

7. Training Stipends $ - $ 45,000.0 $ 45,000.0 $ 45,000.0 $ 135,000.0

8. Other $ 1,392,338.4 $ 927,138.4 $ 589,638.4 $ 367,900.6 $ 3,277,015.7

9. Total Direct Costs (lines 1-8) $ 9,625,465.0 $ 8,845,058.0 $ 5,653,828.0 $ 4,650,474.7 $ 28,774,825.7

10. Indirect Costs* $ 321,490.5 $ 295,424.9 $ 188,837.9 $ 155,325.9 $ 961,079.2

11. Total Grant Funds Requested (lines 9-10) $ 9,946,955.6 $ 9,140,482.9 $ 5,842,665.8 $ 4,805,800.6 $ 29,735,904.9

12. Funds from other sources used to support the project

$ 894,440.9 $ 1,601,506.9 $ 1,810,881.9 $ 2,120,256.9 $ 6,427,086.8

13. Total Budget (line 11-12)

$ 10,841,396.5 $ 10,034,923.8 $ 6,737,106.7 $ 5,700,241.5 $ 36,162,991.6

Budget Table 1-1: Overall Budget Summary TableEvidence for: (F)(1)

Budget Categories


190

BUDGET SUBPART 2: OVERALL BUDGET SUMMARY NARRATIVE


191

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

Project Project Project Project ProjectYear 1 (a) Year 2 (b) Year 3 (c) Year 4 (d) Total (e)

1. Personnel $ 115,834 $ 421,691 $ 421,691 $ 421,691 $ 1,380,907 2. Fringe Benefits $ 50,737 $ 156,914 $ 156,914 $ 156,914 $ 521,479 3. Travel $ - $ - $ - $ - $ - 4. Equipment $ - $ - $ - $ - $ - 5. Supplies $ - $ - $ - $ - $ - 6. Contractual $ 60,000 $ 60,000 $ 60,000 $ 60,000 $ 240,000 7. Training Stipends $ - $ - $ - $ - $ - 8. Other $ 100,000 $ 100,000 $ 50,000 $ 12,500 $ 262,500 9. Total Direct Costs (lines 1-8) $ 326,571 $ 738,605 $ 688,605 $ 651,105 $ 2,404,886

10. Indirect Costs* $ 10,907 $ 24,669 $ 22,999 $ 21,747 $ 80,323 11. Total Grant Funds Requested (lines 9-10) $ 337,478 $ 763,274 $ 711,604 $ 672,852 $ 2,485,209


$ 322,108 $ 719,799 $ 719,799 $ 719,799 $ 2,481,505

13. Total Budget (lines 11-12) $ 659,586 $ 1,483,073 $ 1,431,403 $ 1,392,651 $ 4,966,714

LAUSDProject Name: Linked Learning pathways that integrate challenging academics, career experiences, technical skills and capabilities,

and targeted student supports

Budget Categories


192

Project #2: College- and career- ready content, instructional approaches and experiences in middle school


1. Personnel $ 1,207,134 $ 507,522 $ 376,542 $ 244,842 $ 2,336,040

2. Fringe Benefits $ 218,205 $ 113,463 $ 95,703 $ 77,703 $ 505,074

3. Travel $ - $ - $ - $ - $ -

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ - $ - $ - $ - $ -

6. Contractual $ 648,100 $ 515,700 $ 450,800 $ 405,700 $ 2,020,300

7. Training Stipends $ - $ - $ - $ - $ -

8. Other $ - $ - $ - $ - $ -

9. Total Direct Costs (lines 1-8)

$ 2,073,439 $ 1,136,685 $ 923,045 $ 728,245 $ 4,861,414

10. Indirect Costs* $ 69,253 $ 37,965 $ 30,830 $ 24,323 $ 162,371

11. Total Grant Funds Requested (lines 9-10) $ 2,142,692 $ 1,174,650 $ 953,875 $ 752,568 $ 5,023,785


$ - $ - $ - $ - $ -

13. Total Budget (lines 11-12)

$ 2,142,692 $ 1,174,650 $ 953,875 $ 752,568 $ 5,023,785

LAUSDProject Name: College and career-ready content, instructional approaches and experiences in middle school

Budget Categories


193

Project #3: Key supports for personalization (Personalized Learning Plans, Advisory, and Summer Bridge)


1. Personnel $ 1,214,205 $ 1,214,205 $ 101,700 $ 50,850 $ 2,580,960

2. Fringe Benefits $ 394,860 $ 394,860 $ 19,575 $ 9,788 $ 819,083

3. Travel $ - $ - $ - $ - $ -

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ 20,000 $ 20,000 $ 15,000 $ 7,500 $ 62,500

6. Contractual $ - $ - $ - $ - $ -


8. Other $ 1,150,000 $ 650,000 $ 362,500 $ 181,250 $ 2,343,750


$ 2,779,065 $ 2,279,065 $ 498,775 $ 249,388 $ 5,806,293

10. Indirect Costs* $ 92,821 $ 76,121 $ 16,659 $ 8,330 $ 193,930

11. Total Grant Funds Requested (lines 9-10) $ 2,871,886 $ 2,355,186 $ 515,434 $ 257,717 $ 6,000,223


$ - $ - $ - $ - $ -


$ 2,871,886 $ 2,355,186 $ 515,434 $ 257,717 $ 6,000,223

LAUSD

Project Name: Key support for personalization (Personalized Learning Plan, Advisory, and Summer Bridge)

Budget Categories


194

Project #4: Intensive wraparound supports and targeted interventions


1. Personnel $ 1,019,000 $ 914,000 $ 874,000 $ 576,000 $ 3,383,000

2. Fringe Benefits $ 152,850 $ 137,100 $ 131,100 $ 86,400 $ 507,450

3. Travel $ 11,723 $ 12,221 $ 12,221 $ 8,147 $ 44,313

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ 9,463 $ 9,463 $ 9,463 $ 6,308 $ 34,696

6. Contractual $ - $ - $ - $ - $ -


8. Other $ 142,338 $ 142,338 $ 142,338 $ 139,351 $ 566,366

9. Total Direct Costs (lines 1-8) $ 1,335,374 $ 1,215,122 $ 1,169,122 $ 816,206 $ 4,535,825 10. Indirect Costs* $ 44,601 $ 40,585 $ 39,049 $ 27,261 $ 151,497

11. Total Grant Funds Requested (lines 9-10) $ 1,379,976 $ 1,255,707 $ 1,208,171 $ 843,468 $ 4,687,321 12. Funds from other sources used to support the project

$ - $ - $ - $ - $ -

13. Total Budget (lines 11-12) $ 1,379,976 $ 1,255,707 $ 1,208,171 $ 843,468 $ 4,687,321

LAUSD

Project Name: Intensive wraparound supports and targeted interventions in grades 6-12

Budget Categories


195

Project #5: Expansion and continued development of promising parent and community programs


1. Personnel $ - $ - $ - $ - $ -

2. Fringe Benefits $ - $ - $ - $ - $ -

3. Travel $ - $ - $ - $ - $ -

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ - $ - $ - $ - $ -

6. Contractual $ 585,937.00 $ 585,937.00 $ 248,437.00 $ 79,687.00 $ 1,499,998.00


8. Other $ - $ - $ - $ - $ -


$ 585,937.00 $ 585,937.00 $ 248,437.00 $ 79,687.00 $ 1,499,998.00

10. Indirect Costs* $ 19,570.30 $ 19,570.30 $ 8,297.80 $ 2,661.55 $ 50,099.93

11. Total Grant Funds Requested (lines 9-10) $ 605,507.30 $ 605,507.30 $ 256,734.80 $ 82,348.55 $ 1,550,097.93


$ - $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

LAUSDProject Name: Expansion and continued development of promising parent and community programs in grades 6-12

Budget Categories


196

Project #6: Develop and sustain teacher and leader capacity to deliver personalized instruction and accelerate college and career-readiness for every student


1. Personnel $ 1,561,553 $ 1,724,781 $ 1,052,181 $ 1,052,181 $ 5,390,695

2. Fringe Benefits $ 288,644 $ 340,446 $ 249,246 $ 249,246 $ 1,127,582

3. Travel $ - $ 60,735 $ 60,735 $ 60,735 $ 182,205

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ - $ 9,000 $ 9,000 $ 9,000 $ 27,000

6. Contractual $ - $ - $ - $ - $ -

7. Training Stipends $ - $ 45,000 $ 45,000 $ 45,000 $ 135,000

8. Other $ - $ 34,800 $ 34,800 $ 34,800 $ 104,400


$ 1,850,197 $ 2,214,762 $ 1,450,962 $ 1,450,962 $ 6,966,882

10. Indirect Costs* $ 61,797 $ 73,973 $ 48,462 $ 48,462 $ 232,694

11. Total Grant Funds Requested (lines 9-10) $ 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

LAUSDProject Name: Development of teacher and leader capacity to deliver personalized instruction and accelerate college and career-

readiness for every student

Budget Categories


197

Project #7: Successful implementation and continuous improvement of LAUSD’s plan


1. Personnel $ 454,915 $ 454,915 $ 454,915 $ 454,915 $ 1,819,660

2. Fringe Benefits $ 182,027 $ 182,027 $ 182,027 $ 182,027 $ 728,108

3. Travel $ 37,940 $ 37,940 $ 37,940 $ 37,940 $ 151,760

4. Equipment $ - $ - $ - $ - $ -

5. Supplies $ - $ - $ - $ - $ -

6. Contractual $ - $ - $ - $ - $ -


8. Other $ - $ - $ - $ - $ -


$ 674,882 $ 674,882 $ 674,882 $ 674,882 $ 2,699,528

10. Indirect Costs* $ 22,541 $ 22,541 $ 22,541 $ 22,541 $ 90,164

11. Total Grant Funds Requested (lines 9-10) $ 697,423 $ 697,423 $ 697,423 $ 697,423 $ 2,789,692


$ - $ - $ - $ - $ -


$ 697,423 $ 697,423 $ 697,423 $ 697,423 $ 2,789,692

LAUSDProject Name: Successful implementation and continuous improvement of LAUSD's plan

Budget Categories


198

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

LASUD - Race to the Top Application 09-13-2013

Documents

Transcript of LASUD - Race to the Top Application 09-13-2013