PUBLIC SCHOOL CHOICE 4.0 Request for Proposals … · Request for Proposals May 2012 ... Banning HS...

PUBLIC SCHOOL CHOICE 4.0

Request for Proposals

May 2012

LOS ANGELES UNIFIED SCHOOL DISTRICT Office of Intensive Support & Intervention

333 S. Beaudry Ave. | Los Angeles, CA 90017 Phone: (213) 241-2547 | Fax: (213) 241-4710 | [email protected]

mailto:[email protected]

Public School Choice 4.0 Request for Proposals

Table of Contents

SECTION PAGE Introduction 1 Participating Schools 1 Public School Choice Process 2 Directions for Submitting Applications 7 Appendix – Application Materials

A. Letter of Intent 8 B. Application Questions 9 C. Waiver Checklist 13 D. Waiver Side Letter Request Form 15 E. Evaluation Rubric 16

Los Angeles Unified School District 1

PUBLIC SCHOOL CHOICE 4.0 2012-2013

INTRODUCTION

In keeping with its commitment to provide high-quality education to all students, the Los

Angeles Unified School District (LAUSD) is pleased to present the Request for Proposal

(RFP) for schools participating in the fourth round of the Public School Choice (PSC) process.

The PSC process, which is a major tenet of the district’s Creating and Supporting Quality

School’s strategy, was designed to ensure students and families have access to excellent

school options in their neighborhoods. Each year, teams of educators are encouraged to

submit proposals for schools participating in the PSC process, which historically has included

both newly constructed campuses built to relieve overcrowded schools and existing,

underperforming schools. These teams submit their best plans for developing a highly

effective program and accelerating student performance at each school.

PARTICIPATING SCHOOLS

Thirteen focus schools will participate in PSC 4.0 (listed below). These schools were

identified using a variety of measures, both status and growth related. Status performance

is defined by a student’s absolute performance on a specific assessment (i.e., a snapshot of

performance on one exam such as the California Standards Tests), while growth related

performance is defined by examining a student’s performance over a defined period of time.

The following metrics were used to evaluate the performance of all LAUSD elementary,

middle and high schools:

# Metric School Level for Which Metric is Applicable

1 Percentage of students scoring Proficient or Advanced on the English language arts (ELA) California Standards Tests (CST)*

Elementary, Middle, High

2 Percentage of students scoring Far Below Basic or Below Basic on the ELA CST*


3 Percentage of students scoring Proficient or Advanced on the Math CST*


4 Percentage of students performing Far Below Basic or Below Basic on the Math CST*


5 Percentage of students with 96% or higher attendance* Elementary, Middle, High

6 Percentage of students suspended* Elementary, Middle, High



# Metric School Level for Which Metric is Applicable

7 Percentage of third-grade students Proficient or Advanced on the ELA CST*

Elementary School

8 Percentage of students Proficient or Advanced in Algebra* Middle and High School

9 Percentage of students Far Below Basic or Below Basic in Algebra

Middle and High School

10 Four Year Cohort Graduation Rate* High School

11 First Time California High School Exit Examination (CAHSEE) Pass Rate

High School

12 Three-Year ELA Academic Growth over Time (AGT) Value Elementary and Middle School

13 Three-Year Math AGT Value Elementary and Middle School

14 Three-Year Algebra AGT Value Middle School

‘* Denotes metric is directly aligned with the LAUSD Performance Meter

The following list shows the schools participating in PSC 4.0:

PSC 4.0 School BD School Address

24th Street ES 1 2055 W. 24th St., Los Angeles 90018

153rd St. ES 7 1605 W. 153rd St., Gardena 90247

Coliseum ES 1 4400 Coliseum St., Los Angeles 90016

Flournoy ES 7 1630 E. 111th St., Los Angeles 90059

Weigand ES 7 10401 Weigand Ave., Los Angeles 90002

Woodcrest ES 1 1151 W. 109th St., Los Angeles 90044

Harte Prep MS 1 9301 S. Hoover St., Los Angeles 90044

Nimitz MS 5 6021 Carmelita Ave., Huntington Park 90255

Banning HS 7 1527 Lakme Ave., Wilmington 90744

Franklin HS 5 820 N. Avenue 54, Los Angeles 90042

Monroe HS 3 9229 Haskell Ave., North Hills 91343

Panorama HS 6 8015 Van Nuys Blvd., Panorama City 91402

San Fernando HS 6 11133 O'Melveny Ave., San Fernando 91340

PUBLIC SCHOOL CHOICE PROCESS

The fourth round of the PSC process, which officially launches on May 21, 2012, includes two

distinct phases: Plan Design & Development and Plan Implementation. During the summer



and fall, teams will participate in the first phase of the process by developing their School

Plan Outline. Furthermore, as part of a new District initiative to provide more hands-on

guidance to school communities, all PSC 4.0 schools are included in the new Public School

Choice School Turnaround Incubator program. The Incubator will support the development

of School Plan Outlines through group workshops and individualized coaching to foster

collaborative team building, relevant instructional programming, and strong community

engagement. Teams will also continue to receive support from both LAUSD and non-LAUSD

instructional leaders as well as coaches from the Los Angeles School Development Institute

(LASDI).

Beginning in January 2013, teams with approved School Plan Outlines will advance to the

second phase of PSC 4.0 to begin the work of planning for implementation beginning the

school year 2013-2014. As noted above, all PSC 4.0 schools are focus schools and, as such,

much work must be done to turn around each school’s climate, culture, and academic

performance so that each school transforms into a truly engaging, inspiring, and supportive

educational environment for its students and surrounding community.

PSC 4.0 Important Dates and Deadlines

Timeframe Activity

Week of May 21 PSC 4.0 Launch: Release of Application (School Plan Outline), Rubric, Timeline

May – June PSC 4.0 Information Sessions

Friday, June 29 DUE DATE: LETTERS OF INTENT due by 12 PM NOON

June - Oct Incubator Workshops: Plan Design & Development

Aug – Oct Parent, Student and Community Engagement Workshops

Wednesday, Oct 31 DUE DATE: PSC 4.0 SCHOOL PLAN OUTLINES due by 5:00 PM

Nov 5 – 30 Proposal Review Process: Review Committees and Parent, Student, Community

Nov 30 – Dec 17 Final Deliberations and Decisions by the Superintendent



Timeframe Activity

Dec 17 – Jan 2013 Rewrites: Opportunity for teams not approved to revise/resubmit sections of their proposal. Superintendent will announce these decisions by end of January/early February 2013.

Jan – July 2013 Incubator Workshops: Plan Implementation for Approved Teams

Public School Choice School Turnaround Incubator: Plan Design & Development Workshops

All planning teams are invited to participate in the Public School Choice School Turnaround

Incubator, which will bring school communities together from across the district and guide

them through a comprehensive, rigorous and research-based school turnaround program

intended to transform their schools into high-functioning, high-quality schools. All planning

teams participating in the Incubator will work with a coach who will partner with them

throughout the entire process.

During the first phase of the Incubator, Plan Design & Development, planning teams will be

challenged and encouraged to think differently about the education of the students in their

community in order to develop high-leverage instructional models that will disrupt the

patterns of low performance and accelerate student learning and outcomes. A series of

workshops held between July and October will help teams accomplish the following:

Build a team to perform this work

Set the shared vision of the successful learner who will matriculate from the school

Clearly articulate what they expect to hear and see as evidence that youth are

successful learners at their schools

Review and analyze data to understand the current state of their school community

Identify a researched-based instructional design that addresses the needs of their

students and bridges the gap between where their students are now and where they

see them when they matriculate from the school

Set goals and targets

Identify waivers to support the instructional program



Bring together the products and information from above to craft a high-quality

proposal

Parent, Student and Community Engagement

An integral component of the PSC Resolution is the inclusion of parents, students and

surrounding school and their involvement throughout the transformation process. All

applicant teams are expected to meaningfully engage their school community members by

both regularly informing the community-at-large, as well as incorporating community

feedback into the development of the School Plan Outlines. The goal is to ensure that

parents and families are supported to make informed decisions about the schools in their

community.

With the support of the federal Investing in Innovation grant and ongoing partnerships with

organizations such as United Way of Greater Los Angeles (UWLA) and LAUSD’s Parent

Community Services Branch, LAUSD will support teams to effectively and authentically

engage parents throughout the entire cycle of the PSC process. Parent engagement

facilitators will be available to support schools in hosting regular meetings for parents,

students, and community members where participants will have an opportunity to review

the school proposals and offer their feedback. Additional workshops will be organized to

provide parent professional development on reviewing relevant school data and

understanding the elements of a high-quality school, among other critical topics.

Review and Evaluation Process for the School Plan Outline

The review process for PSC 4.0 will involve a Superintendent’s Review Panel, comprised of

individuals selected to represent LAUSD, Associated Administrators of Los Angeles (AALA),

United Teachers Los Angeles (UTLA). This larger group will be divided into reading teams

that will be charged with reading, reviewing, discussing and providing feedback to the

Superintendent on their assigned set of School Plan Outlines. Before submitting final

recommendations to the Superintendent, reading teams may elect to conduct school visits



and/or capacity interviews as they deem necessary in order to provide a thorough and well-

informed recommendation to the Superintendent.

The second critical component of the review process involves the school communities,

including parents and students, and particularly those that participate in the community

engagement meetings/workshops. These participants will be invited to review the plans

submitted by the planning teams, ask questions about what is included in the plans, and

provide feedback to the Superintendent.

Public School Choice School Turnaround Incubator: Plan Implementation Workshops

January marks the beginning of the second phase of PSC 4.0 and the School Turnaround

Incubator program with a focus on plan implementation. During this phase, approved

planning teams transfer their ideas from paper to practice by outlining a strategic roadmap

that details how their instructional plans will unfold over the course of the next three to five

years and how progress will be measured accordingly. Planning teams will develop specific

tools, structures, policies, and procedures to support the implementation of their proposal.

Similar to the first round of the PSCSTI, planning teams will continue to receive coaching to

guide them through this phase of the process.

***



DIRECTIONS FOR SUBMITTING APPLICATIONS

1. Submit your Letter of Intent via email to [email protected] no later than noon on Friday,

June 29th. You will receive an email from a representative of the PSC Team confirming

receipt of your application. You must submit the Letter of Intent in order to be eligible

to submit an application by October 31.

2. Attend the Incubator Workshops. The PSC School Turnaround Incubator workshops are

required for all applicant teams. Workshop topics will focus on each stage of the school

plan development process, from team building to community engagement to

instructional programming.

3. Completed School Plan Outlines are due no later than 5:00 PM on Wednesday, October

31, 2012.

The full School Plan Outline and any attachments should be submitted via email to

[email protected]. You will receive an email from a representative of the PSC Team

confirming receipt of your application. Please do not submit paper copies.

The School Plan Outline must be single-spaced, at least 11-point Times New

Roman font with 1 inch margins on all sides. These rules do not necessarily apply

to the appendix/attachments.

The School Plan Outline must be no longer than 15-25 pages. Each section of the

outline has a suggested page limit, which you may use as a guide to stay within

the limit. This limit does not include the appendix/attachments.

Include a table of contents and clearly label all pages with page numbers and

appendix labels where applicable.

All pages, including Outline and attachments, should be in one PDF document.

Do not submit multiple PDF or Word files. The proposal should be submitted

using the following naming convention: SchoolName_TeamName, Example:

BeaudryHighSchool_PSCTeam.

mailto:[email protected]

APPENDIX

Application Materials

Public School Choice 4.0

Letter of Intent Form

8

If you are interested in applying for a school in PSC 4.0, you must submit an initial Letter of Intent Form no later than 12 PM noon on Friday, June 29th. Only those teams that submit a Letter of Intent Form will be eligible to participate in PSC 4.0 and submit a proposal on October 31st. Please respond to each question as best you can at this point in time. You may indicate if you have not decided on a specific area by noting TBD. This document is not binding and changes may be made to the final application.

TEAM/ORGANIZATION INFORMATION

PSC 4.0 School Site:

Proposed School Name:

Team/Organization Name (if applicable):

Org. Address:

Org. Website:

Main Contact(s): Do not list all Design Team members—all communications related to PSC 4.0 will be directed to the names and contact information listed below:

Name Phone Email

1.

2.

Basic Information: Possible grade level configuration for 2013-14: ______________________________________________________________ Possible thematic units or areas of focus (e.g., STEM, arts): ___________________________________________________ Plan to coordinate with another applicant team to share site: Yes / No

If YES, which team(s)? ___________________________________________________________________

Proposed Governance Model:

☐Traditional

☐Pilot

☐Expanded School Based Management (ESBMM)

☐Local Initiative School (LIS)

☐Affiliated Charter

☐ Network Partner

☐ Limited Partner

☐Technical Assistance Partner (TAP)

Proposed Budgeting Model:

☐Norm-Based Funding Model

☐Per Pupil Funding Model

Plan to Apply for Waivers/Autonomies?

☐Yes; will likely request one or more.

☐No; likely will not request

Appendix A

May 2012



SCHOOL PLAN OUTLINE

A. VISION AND INSTRUCTIONAL PHILOSOPHY (1-3 pages) 1. What is your school’s vision for the child or youth who will matriculate from your school?

This section of the proposal should clearly outline the most important outcomes you want for your

students as a result of having attended your school; those things you want your students to have

learned in their years while at your school; and what you want them to take with them as they move

throughout their lives. In other words, what are the school’s highest priorities for each of the

students who attend?

Additionally, this section of the proposal should expound on the vision communicated above by

articulating what students will know and be able to do upon matriculation from your school.

2. What is the vision of the school that will help achieve the vision of the successful future graduate

described above?

This section of the proposal should convey where the school is headed over the next three to five years

and what the staff and adults must do and the commitments they must make to ensure that children

and youth are achieving the vision set forth above.

3. Describe the instructional philosophy that is connected to achieving the vision of the child/youth who

will matriculate from your school and the overall vision of the school. Why do you believe this is the

best approach?

An instructional philosophy encompasses your collective beliefs and values about teaching and

learning and an explanation of how those beliefs translate into a successful academic experience for

all students. Your instructional philosophy, much like the vision for your students, should underpin all

instructional strategies and the actions the school will take to motivate students and impact their

achievement. In this section, you should identify the key strategies that will drive instruction as well

as what teaching and learning will look like, including instructional techniques and student activities

that will be consistent across all classrooms.

B. SCHOOL DATA PROFILE/ANALYSIS (3-5 pages) 1. Where is the school now? What does the data/information collected and analyzed tell you about the

school?

This section of the proposal should illustrate your knowledge and understanding of your school

community. You should use relevant qualitative and quantitative data as well as empirical and

anecdotal data to tell the story of your school community. You should consider using demographic,

performance, outcome and school culture data; data from classroom observations, focus groups and

school surveys as part of your overall analysis. It is highly recommended that internal planning teams

utilize the School Review Process Walkthrough Protocol to conduct a self-assessment. This section of



the proposal should be more than a mere statement of the facts; instead, it should convey a clear

understanding of the data analyzed. At a minimum, your analysis should discuss:

Areas of strength and areas of concern

Areas where you have seen improvement in recent years

Trends observed over a period of years (positive and negative)

Underlying root cause(s) of persistent trends

2. Based on your analysis, please identify the most central and urgent issues/challenges that are hindering

the school from improving student learning and achieving the vision of the successful future graduate

and the school articulated above? What is the supporting evidence that leads you to identify the items

listed above as high priorities?

Building on the analysis of data above, this section should identify three to five issues that must be

addressed for the school’s turnaround efforts to be successful, including instructional as well as

behavioral and operational needs. The issues identified should be key to helping the school achieve

its vision of the successful future graduate and the overall vision of the school. It is also important to

provide a sound rationale, supported by evidence that leads you to identify these as the school’s

highest priorities to address.

C. SCHOOL TURNAROUND (8-10 pages) 1. Building on the priority areas identified above as central to turning around your school, what specific

strategies, practices, programs, policies, etc. must be employed to address each priority area? What do

you expect will change as a result of implementing these strategies, practices, programs, policies, etc.?

What is the underlying theory/research that supports why you believe the strategies, practices,

programs, policies, etc. identified above will dramatically improve student learning at your school?

Describe the actions the school will follow to bridge the gap between the current level of student

achievement and the ultimate vision for all students as they matriculate from your school. Cite

research, best practices and data to help support your rationale for choosing the identified actions.

2. Describe the culture and climate (academic and non-academic) that is central to turning around your

school and aligns with the instructional philosophy above. Why do you believe the culture described is

one that will turn around your school? What research supports the actions you plan to take and the

changes you expect to see?

This section of the plan should outline the plan for turning around the existing school culture to one

that embodies the vision of the school and is supportive of achieving the vision of the successful

future graduate of the school.

3. How will you support and prepare your faculty and staff teachers to create learning environments and

experiences that reflect the school’s vision for successful future graduates, the overall vision of the

school and the instructional philosophy?



This section should discuss how your school community, faculty, staff, students and parents will be

supported and prepared to understand and effectively implement elements of the instructional

philosophy and the turnaround plan. This section should also address the following:

a. How will the vision be shared with all faculty, staff, students and parents?

b. How will consistency across classrooms and the campus be ensured as it pertains to the

instructional vision?

c. How will Professional Development opportunities be differentiated to meet the unique

and individual needs of faculty and staff with varying levels of expertise and those who

are at different points in their career?

d. How will faculty and staff be held accountable for implementing the instructional vision?

e. What supports will faculty and staff receive when they are not effectively integrating

core aspects of the instructional model?

f. How will the effectiveness of the administration’s support of faculty and staff be

measured?

D. IMPLEMENTATION (2-3 pages) 1. How will you monitor the implementation of your proposed turnaround efforts?

This section of the proposal should outline the early evidence of change benchmarks that your team

will use to assess progress in implementing the strategies identified above and overall progress in

addressing the priority areas for turning around your school.

2. What are the most significant barriers you foresee to successfully implementing the strategies,

practices, program, policies, etc. identified for turning around your school?

Briefly share your thoughts about what you believe might prove most challenging as you implement

your plan for turning around your school. In addition to identifying the challenges, you should also

share your best thinking about how you will address these challenges, including what additional

support and resources (please do not limit this to financial) you anticipate you might need.

E. ALTERNATIVE GOVERNANCE MODELS AND AUTONOMIES (2-3 pages) 1. If applicable, what alternative governance model have you chosen? What is your rationale for

selecting this governance model? Why do you believe this model will best support the successful

implementation of your proposed plan?

You must complete this section if you are applying for any of the following models: Pilot, Expanded

School-Based Management, or Local Initiative School. Explain why the model you have chosen is the

best model for the school and how is it essential to creating the conditions necessary for high

academic achievement among your students.

Shared decision making among school faculty, staff, and community stakeholders is a critical

component of each governance structure. In your response, be sure to include how the habit and

culture of consensus-building and shared decision-making will be fostered at the school.



Schools proposing an alternative governance model (i.e., pilot, ESBMM, LIS) must conduct a vote of

all UTLA-represented faculty, as noted in each respective Memorandum of Understanding (MOU).

Please read the MOU carefully for all requirements. A vote must be conducted prior to submitting

the PSC plan; results should be documented and attached to the plan.

Pilot Schools Only: Describe the composition of the Governing School Council and the process for

membership selection. Please attach a draft of the school’s Elect to Work Agreement (EWA).

2. What autonomies do you anticipate you will need to effectively implement the elements of the plan?

What is your rationale for requesting this autonomy?

Clearly identify the autonomies you believe necessary to successfully implement your plan. Please

make sure that the information in this section closely aligns with and supports the information above.

Please remember to complete the attached Waiver Checklist, selecting all waivers that apply.

F. SCHOOL PLANNING TEAM (1 page) 1. Who are the members of your planning team?

This section of the proposal should provide insight into the composition of the school planning team,

how the team was formed and the process employed to develop the turnaround plan for the school.

You may use the questions below to guide your response:

a. Who is the leader of the planning team? How was this person identified?

b. Who are the members on the planning team? What are the credentials of each

member? What process was in place to identify or select members of the planning

team?

c. If a selection process was in place, why were the persons identified above chosen to

participate?

2. In what ways did you engage parents in the development of your plan?

Parents should be an integral part of the plan writing, both as members on the school planning team

and as informed and engaged members of the school community. In this section, explain how you

engaged parents, specifically in the writing and development of the school plan outline. Describe

how parents took part as leaders and representatives throughout the process.

Appendix C

13

Public School Choice 4.0

Waiver/Autonomy Checklist

School Site: ________________________________________________________________________

Proposed School/Design Team Name: __________________________________________________

Proposed Governance Model (mark all that apply):

☐ Traditional ☐ Pilot ☐ Expanded School Based Management

☐ Local Initiative School ☐ Affiliated Charter ☐ Technical Assistance Partner

☐ Limited Network Partner ☐ Full Network Partner

Waiver/Autonomy Requests

Mark all the autonomies requested in your plan and provide a page reference to where the rationale for

the request can be found in the narrative of the application.

☐ Methods of improving pedagogy. Rationale on page(s): __________________ School-determined methods to improve pedagogy and student achievement, such as articulation between

grade levels and departments, intervention strategies and intervention/special support programs (such as

parent contacts, homework clinics, directed focus of services to assist struggling students and after-school

reading rooms or math coaching on a rotating basis).

☐ Curriculum. Rationale on page(s): __________________ Locally determined curriculum (subject to State and District minimum curriculum standards); local

instructional standards, objectives, and special emphases (supplementing District standards).

☐ Assessments. Rationale on page(s): __________________ Local interim benchmark assessments, tests and pacing plans, aligned with and equivalent to District

requirements (e.g., GATE, Algebra Placement), and complying with any State and Federal requirements.

☐ Scheduling. Rationale on page(s): __________________ Local instructional schedules and strategies, including modified daily instructional days/minutes, the

school’s schedule of activities and events, and special schedules such as those designed to accommodate

additional prep time for elementary teachers ( all of the above being subject to District-mandated annual

number of school days and minimum annual minutes of instruction and calendar requirements, and

contractual pay in the case of additional required hours of regular daily instruction).

☐ Internal organization. Rationale on page(s): __________________ School’s internal organization plan, such as division into academies, small learning communities, houses

etc. within the assigned student population.

☐ Professional development. Rationale on page(s): __________________ Local professional development plans aligned with the School’s Instructional Plan/Single Plan for Student

Achievement, except as to training relating to legal/compliance mandates.

Appendix C

14

☐ Budgeting control. Rationale on page(s): __________________ General fund budget control, pursuant to the District’s evolving site-based funding system, which currently

provides local discretion but neutralizes the impact of differences such as those among certificated staff

salaries, and subject to the other applicable related district requirements such as those governing “guided

purchases.”

☐ Mutual consent requirement for employees. Rationale on page(s): __________________ A requirement for “mutual consent” by school and applying employee with respect to the filling of UTLA-

represented, site-based openings at the school, meaning no District-mandated priority placements, but

school must still comply with return rights or other placement rights to the school that are created by legal

mandates or by the District-UTLA Agreement.

☐ Teacher assignments. Rationale on page(s): __________________ Local process/methods for determining assignment of teachers to grade levels, departments, subjects and

classes (e.g., looping, team-teaching, ungraded instruction, multi-age classrooms).

☐ Staff appointments (e.g., department chairs). Rationale on page(s): __________________ Local process/methods for selecting teachers as grade level or department chairs, coordinators, deans,

instructional coaches, etc.

☐ Discipline & codes of conduct. Rationale on page(s): __________________ School’s student discipline guidelines and code of student conduct, aligned with the District-wide standards

and rules governing student conduct, suspensions, expulsions and transfers.

☐ Health and safety. Rationale on page(s): __________________ School’s health/safety matters, aligned with District-wide health/safety mandates.

☐ Additional Waivers: (list waivers requested) ___________________________________________

________________________________________________________________________________ Applicants selecting “Additional Waivers” must provide a rational the request(s) by completing the Waiver-

Side Letter Request Form (Appendix D). These additional waivers are subject to separate consideration

and approval from the District and UTLA before becoming effective.

Appendix D

15

LOS ANGELES UNIFIED SCHOOL DISTRICT Office of Staff Relations

LAUSD/UTLA WAIVER-SIDE LETTER REQUEST FORM

Please complete the information below. A separate form must be completed for each specific waiver request.

School: __________________________________________________________________________________

Local Education Service Center: _____________________________________ Date: __________________

Waiver requested from the following Collective Bargaining Agreement (CBA): (circle one)

AALA UTLA A B C D E F G H M S

Article/Section of the CBA to be waived: ____________________________________________________

Waiver Description: (Describe the actions that require a waiver. Please be as specific as possible.)

Rationale: (Describe how this waiver will address the needs or functionality of the school and create conditions

for improvement)

____________________________________________________________ ______________________

Principal/Administrator Signature Date

____________________________________________________________ ______________________

Union Representative Signature Date

____________________________________________________________ ______________________

Local Instructional Area Superintendent Signature Date

Send or fax completed/signed form to:

Office of Staff Relations

333 S. Beaudry Avenue, 14th Floor

Los Angeles, CA 90017

Fax: 213-241-8405

Phone: 213-241-6056

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School Plan Outline Public School Choice 4.0 Evaluation Rubric Los Angeles Unified School District

Instructions for Reviewers: Please use the rubric below as a guide for your review. The rubric outlines what you should see in an “Exemplary” proposal. Also list any follow-up questions for the applicant team that come to mind as you read. These questions may either be addressed during an interview with the team, or they may be used as feedback for approved teams to utilize during the implementation phase.

Section of Proposal Characteristics of an Exemplary Response Follow Up Questions

A. Vision and Instructional Philosophy

The vision statement communicates the school’s fundamental beliefs about student learning and high expectations/rigorous standards for both students and adults. The vision statement and explanation of the vision provides a clear statement of values that will lead to the success of the school’s future graduates. The key priorities of the school are meaningful, measurable, ambitious yet attainable, and appropriate for the target student population, as are the instructional strategies.

B. School Data Profile/Analysis

A wide range of data is used to conduct a thorough, in-depth analysis—at a minimum the review must discuss (a) areas of strengths and concerns; (b) areas of improvement over recent years; (c) both positive and negative trends over the past few years; and (d) underlying root causes of persistent trends. The data analysis conveys a highly complex and profound understanding of the school community and whole student, including physical, emotional, social, and academic needs. The application focuses in on three to five critical issues that are highly relevant to the school and will have far-reaching impacts when improved upon. The issues identified cover instructional, behavioral, and operational needs, rather than focusing solely on one area.

C. School Turnaround Overall, the strategies, practices, programs, and policies identified in this section are linked to the vision statement of the school and the results of the team’s data analysis—it is clear that when the strategies are fully, effectively implemented, the priority area will be addressed. The plan is clear, concise, and provides evidence that the school will accelerate student achievement fairly quickly, over the next few years. Evidence is provided to show that the strategies for turning around the school culture, into one that promotes the intellectual and social development of all students, are effective as well as realistic given the context of the school. Systems and structures will be established to support the transition to a culture/climate that supports the vision of the school and success of each future graduate. The plan also addresses how the professional culture at the school will be transformed to align with

Appendix E

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the school vision and instructional philosophy. The entire school community (including faculty, staff, students, and parents) will receive meaningful, consistent support to be actively engaged in developing the students at the school. There is a clear organizational structure of well-defined roles, responsibilities, and lines of accountability designed to support the effective implementation of the academic program. Parents, students, and the community are actively engaged in decision-making and not only the development of the school, but the implementation of the plan.

D. Implementation The benchmarks for determining progress are clearly articulated and will provide an accurate measure of whether or not the strategies, practices, programs, policies are having the intended impact. The timeline and process for measuring progress will be frequent and regular, enough to ensure that the team can spot trouble areas immediately and make mid-course corrections as necessary. There is a clear understanding of the realistic challenges that the school may face in turning around the school. The ideas for for counteracting these challenges are thoughtful, applicable, creative, and within reason.

E. Alternative Governance Models and Autonomies

The plan presents a clear rationale for the chosen alternative governance model as well as any requested autonomies and how these elements fully support the school’s vision and instructional philosophy. A thorough explanation is provided for how the selected model will allow for high levels of academic achievement among the target population of students. Plan provides a thoughtful, comprehensive rationale for why each requested autonomy is necessary to support student achievement at the school. The plan explains what steps the school will take to ensure that a culture of shared leadership and decision-making focused on high student performance is in place to effectively implement the governance model and requested autonomies. Where applicable, evidence of staff input from UTLA members (e.g., petition, vote tally) is attached to the plan. Governing School Council (pilot schools only): Composition of the Governing School Council is in compliance with state regulations. Membership selection process is fair, equitable and also in compliance with state regulations. Roles and responsibilities of governing council is clearly articulated and broader than School Leadership Council. A draft of the Elect to Work agreement is attached. NOTE: All pilot school applications will also be reviewed by the Pilot School Steering Committee.

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F. School Planning Team

Members of the school planning team were identified by a fair, equitable, transparent process; the team is diverse and representative of the entire school community, including faculty, staff, students, parents, and community members. All members, including the leader, fully participated and actively contributed to the plan development/writing process. Member contribution is noticeable and extended beyond those typically attributed to them (e.g., parents contributed in more ways than in discussions solely related to parent engagement). Parents and students were specifically engaged as plan writing/developing members and as leaders in the process. The process of developing the plan included equitable delegation of work and responsibilities, a comprehensive communication strategy to ensure all members are fully informed of decisions, and a conscious effort to regularly update the school’s community-at-large (beyond the members of the school planning team).

PUBLIC SCHOOL CHOICE 4.0 Request for Proposals … · Request for Proposals May 2012 ... Banning HS...

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