"Turnarounds" at Two Los Angeles Unified Schools Prompt Deeper Questions Over Practitioner Center Schools

K-12 News Netwoik
Special Repoit: LA0SB Piactitionei Centei Schools

0ctobei 29, 2u1S

Turnarounds At Two Los Angeles Unified Schools
Prompt Deeper Questions Over
Practitioner Center Schools

A special investigative report by K-12 News Network
Reporting by Brian Hayes
(cawriter@yahoo.com, 818-831-6515)

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October 29, 2013

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K-12 News Netwoik Special Investigative Repoit
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Table of Contents

Executive Summary..3

Report on Practitioner Center Schools..5

Appendix 1: Past 2013 News Reports on 24th St and Weigand Elementary9

Appendix 2: School Transformation Models: The Pilot Schools Process,
The Magnet Schools Process, Parent Trigger........................................................12

Appendix 3: 55-page 24th Street Pilot Schools Restart Plan....................................16

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Executive Summary

On January 17, 2013 the Los Angeles Unified 24
th
Street Elementary Parents Union invoked the Parent
Empowerment Act, or Parent Trigger Law, in hopes of turning around its low-performing school.
However, irregularities (departures from regulations on parent trigger implementation as outlined by the
CDE) may have occurred in five distinct areas of 24
th
Streets conversion process:

I. The Proposal Submission Process
In May, 2012, 24
th
Street Elementary was placed on LAUSDs Public School Choice (PSC) 4.0 list of low-
performing schools. A team made up of teachers, parents, staff -- and two Parent Revolution organizers
who may or may not be part of the permanent school community -- developed a plan to improve the school.
The resulting 26-page document was approved by a District review committee but later rejected by LA
Unified Superintendent John Deasy on January 16, 2013.

II. The Parent Trigger Petition Review Process
On January 17, 2013, 24
th
Street Elementary turned in a petition signed by 358 parents to restructure their
school under the Parent Empowerment Act. The petition was accepted by Superintendent Deasy just one
day after he had rejected the 24
th
Street plan to improve the school. The parents petition specifically called
for the restart model, which is the only way a neighborhood public school can become a charter school
under the parent trigger and bring in an outside operator. (Previous use of the parent trigger at Desert
Trails Elementary School in Adelanto, CA had highlighted problems regarding the validity of signatures.)

III. Transparency Regarding the Proposals Review by LAUSD Board of Education Members,
District Staff, and Supt. Deasy Prior to April 16, 2013
At the invitation of the lead petitioner-parents, the District, on January 25, 2013, submitted a Letter of
Interest for the parents RFP process. Beginning on February 4, the Districts Intensive Support and
Innovation Center conducted an intensive three-day needs assessment of 24 St. Elementary. Results of that
study are included in and form the foundation of the Districts Restart Plan, an undated 55-page document.
The plan was not included in materials for the April 16, 2013 Board meeting in which it adopted the
proposal which called for the school to be administered in partnership between LAUSD and Crown
Preparatory Academy.

IV. Practitioner Center Schools Status as an EMO
In his January 25, 2013 Letter of Intent, Superintendent Deasy did not mention the Districts decision to
call in Practitioner Center Schools as its Education Management Organization to oversee grades
kindergarten through 4. Under the Parent Empowerment Act, a restart model requires that parents select
either a charter school operator, a charter management organization (CMO), or education management
organization (EMO) to administer the school after a rigorous review process.

EMOs are considered private organizations. According to LAUSD, Practitioner Center Schools (PCS) is a
network of District schools which have demonstrated a proven track record of success in the use of
specific autonomies as well improvement in statewide exams. It is overseen by another LAUSD entity, the
Local Options Oversight Committee (LOOC), which is jointly administered by representatives of the
Associated Administrators of Los Angeles, United Teachers of Los Angeles, and the District. Is it one and
the same as the District? Is it a stand-alone entity?

V. LAUSD School Board Members Approval of Practitioner Center Schools to Run 24
th
Street
Elementary
On April 16, 2013, the Board ratified a proposed partnership between the District and Crown Prep
Academy to take control of 24th Street Elementary. Neither Crown Preps nor LAUSDs restart plans for
24
th
Street was among the meeting materials. Nor is it known whether any of the board members were able
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to view the plans prior to voting on the proposed restart. They did, however, pass a resolution directing
the Superintendent to more fully document the school transformations that undergo the parent trigger law
in a June 18, 2013 school board meeting (See Appendix 1 for the full text of the resolution.)

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Report on Practitioner Center Schools

Turnarounds At Two Los Angeles Unified Schools Prompt Deeper Questions Over
Practitioner Center Schools

by Brian Hayes, special to K12NN

In the spring of 2013, two Los Angeles Unified elementary schools, 24
th
Street and Weigand,
invoked the Parent Empowerment Act, or Parent Trigger Law, in hopes of turning around their
low-performing schools. However, events leading up to the Board of Educations adoption of the
schools conversion proposals raise questions about the laws effectiveness and whether LA
Unified and its stakeholders consistently followed its regulations.

24th Street Elementary

While parents expectations at 24
th
Street Elementary are high after its official restart in July, 2013,
the legitimacy of LAUSDs union with Crown Preparatory Academy to co-administer the school
is still open to debate.

On April 9, 2013, using the Parent Empowerment Act, 152 parents at 24
th
Street elected to turn
over its management to a partnership between Crown Prep and LAUSD. One hundred ninety of
359 eligible parents cast ballots in a day-long election held under tents at a nearby park.
1

Under the option selected by parents, LAUSD will administer the schools kindergarten through
4
th
grade classes while Crown Prep will run grades five through eight.

In its 55-page Restart plan, the District said that it would bring in Practitioner Center Schools, an
Educational Management Organization (EMO), to run the lower grades of 24
th
Street.
2

According to the District, PCS is a network of schools with a proven track record of success on
both statewide exams and in the use of autonomy and local decision-making as a part of a
comprehensive reform strategy.
3
It is overseen by another district entity, the Local Options
Oversight Committee, a joint effort of the Associated Administrators of Los Angeles, United
Teachers of Los Angeles, and the District.

EMOs are considered private organizations. The California Department of Educations
description of the Parent Empowerment Act states that in a Restart model an LEA [Local
Education Agency] converts a school, or closes and reopens a school, under a charter school
operator, a charter management organization (CMO), or an education management organization

1
Blume, Howard. Parents Choose LAUSD, Charter School to Run Jefferson Park Campus. Los Angeles Times
2
LAUSD 24
th
Street Elementary Restart Plan, May 23, 2013. See Appendix 3.
3
Ibid.

3
Ibid.
3

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(EMO). In addition, an EMO is a for-profit or non-profit organization that provides whole-
school operation services to an LEA.
4

PCS location inside District offices and its management by yet another LAUSD entity calls into
question not only its operational independence but its identity as an EMO.

K-12 News Network spoke with two administrators within Los Angeles Unified about PCS.

There is no legal definition for an EMO, says Jodie Newbery, who is the Districts Program and
Policy Advisor for Portfolio Management. She indicates that PCS began formal operations at the
start of the current school year in the fall of 2012.
5

Angel Barrett, lead instructional director of LAUSDs Intensive Support and Innovation Center,
says that only four of 24th Streets staff of 24 teachers remained at the school after the conversion.
A majority of the new instructors this fall are young teachers with less than two years experience.
Barrett says that less than five of the new hires are veteran teachers.
6

According to Brian Grass, principal of Frank del Olmo Elementary School, PCS contacted him in
June to establish a working relationship with 24
th
Street Elementarys new staff.
7
Frank del Olmo
has been identified by the District as a model school included in the PCS network. However,
according to Grass, as of October 15, 2013, no one from PCS or LA Unified has communicated
with him regarding the start of collaboration between del Olmo staff and the 24
th
Street faculty.
8

Weigand Elementary

Unlike the 24
th
Street parents, those at Weigand Elementary chose to activate the transformation
option of the Parent Empowerment Act (the parent trigger), voting to oust Principal Irma
Cobian. Her dismissal, however, followed Deasys approval of the schools plan for improvement
under the Public School Choice 4.0 initiative. And in an unexpected show of support for Cobian,
19 of Weigands 21 teachers refused to commit to the schools transformation plan and were
transferred to other district locations.

LAUSD instructional director Katie McGrath, who led the hiring of replacement teachers at
Weigand this summer, says that among the hires are one veteran LAUSD teacher, a charter school
teacher, and two long term substitutes.

The remainder of the staff are new teachers from various California State University Education
Programs, as well as graduates of the UCLA Urban Residency Program. The average experience
of the Weigand faculty is now just two years.
9

4
California Code of Regulations, Title 5 Education, Chapter 5.2.5mpowerment, Article 1 General Provisions, 4804,
Description of Intervention - Restart Model
5
Author interview with Jodie Newbury, May, 2013.
6
Author interview with Angel Barrett, July 3, 2013.
7
Author interview with Brian Grass, June 26, 2013.
8
Author interview with Brian Grass, October 15, 2013.
9
Author interview with Katie McGrath, August 9, 2013.
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Questions Any Reasonable Parent Would Want to Ask: Whos Running My Childs School?

What makes Practitioner Center Schools so enigmatic is that it currently has
! no official website,
! no designated supervisor or staff,
! no operating budget, and
! no telephone number.

Efforts by K12NewsNetwork to acquire any records, files, hard copy or email correspondence, or
other documentation pertaining to PCS to date have not produced any tangible evidence of its
function, let alone its existence, as an EMO.

A California Public Records Act request filed by K12NN on August 29, 2013 resulted in the
distribution of 256 pages of material by LAUSD, none of which made any mention of Practitioner
Center Schools.
10
This material was inspected on October 8, 2013.

Neither were there any pages which directly referenced 24
th
Street Elementary and its restart
under the Parent Empowerment Act, Weigand Elementary and its transformation under the Parent
Empowerment Act, or the signature verification processes of their petitions which generated their
conversions.

There was no information regarding the petitions themselves. There were no sample petitions, no
copies of petitions.

Correspondence between K-12 News Network and Los Angeles Unified School Districts Office
of the General Counsel has not yet resulted in the production of requested documents/emails nor
has an explanation been given as to why certain documents may fall under a discretionary
exemption. Currently we await response to re-submission of the original request since none of the
asked-for material was produced by Los Angeles Unified under the original request.

Practitioner Center Schools origin can be traced back to Michelle Shannon, now the districts
Director of Administrator Development and Evaluation. Her LinkedIn page states that she
designed and launched the PCS pilot.
11
However, she has never spoken with K-12 News
Network about her involvement with PCS and K12NN attempts to reach her were met with her
assistant advising K12NN to contact another administrator.

On June 3, K12 News Network contacted Jodie Newbury regarding a list of the schools in the
PCS network and was told that she would reveal their names once the requested information has
been released.
12
Those names have yet to be provided to K12NN.

Repeated phone calls to LOOC members also failed to elicit a response.

10
See complete text of CPR Act request in attachment.
11
Michelle Shannons Linked In page: http://www.linkedin.com/pub/michele-shannon/21/717/527
12
Email from Jodie Newbury, May 15, 2013.
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Multiple phone calls to Donna Muncey, Chief of Intensive Support and Intervention, have gone
unanswered. Muncey supervised the signature verification process for both the 24
th
Street and
Weigand petitions. Her assistant informed K-12 News Network that Muncey doesnt talk to the
media.
13

Along with Frank del Olmo Elementary, Ambassador School of Global Education is identified in
the districts 24
th
Street plan as a model PCS school and potential collaborator in the restart
process. Requests for an interview with ASGE Principal Dr. Jina Kim-Qvale were never granted.

Other LAUSD employees, including at least two school board members, said theyve never heard
of Practitioner Center Schools. When asked, McGrath said that she was not familiar with nor does
she have any connection with it. Weigand did hire a residence coach and another staff member to
help mentor new teachers, however.
14

---------------------------

Whether 24
th
Street and Weigand will improve as a result of their transformations under the Parent
Empowerment Act remains to be seen. What is clear, however, is that Superintendent Deasy and
the District now have direct control of the schools faculties. Traditionally, schools interview
candidates for teaching positions themselves, with the principal making the final decisions. But as
a result of parents decision to invoke the parent trigger, 39 of the 45 teachers at the two schools
were hired by committees overseen by Barrett and McGrath.

What also seems apparent is that Practitioner Center Schools lacks the credentials of a real
Educational Management Organization. The fact that so many LAUSD staff members have been
unwilling to talk about it is puzzling. Equally mysterious: LAUSD General Counsel David
Holmquist has been less than forthcoming with K-12 News Networks request for information
concerning Practitioner Center Schools activities. We will continue to pursue our request for
public records to trace Practitioner Center Schools collaboration with what was 24
th
Street
Elementary for accountability purposes. If we arent able to scrutinize additional documentation
and understand the origins of Practitioner Center Schools, the legitimacy of Superintendent
Deasys collaboration with Crown Prep Academy at 24
th
Street will remain in question.

Unless and until the Superintendent can demonstrate that Practitioner Center Schools meets the
standards for an EMO set by the California Department of Education, as well as those established
by most other states Departments of Education, LA Unifieds co-administration of 24
th
Street
Elementary lacks credibility and casts a shadow of doubt on the parent trigger process.

###

13
Phone interview, Donna Munceys office, August 8, 2013.
14
McGrath, August 9, 2013.
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Appendix 1
Spring/Fall 2013 stories of 24th Street Elementary and Weigands Parent Trigger turnarounds

Regarding 24th Street Elementary:

January 19, 2013: Parent trigger organizers find willing partner in Los Angeles Unified:
http://www.edsource.org/today/2013/parent-trigger-organizers-find-willing-partner-in-los-
angeles-unified/25786#.Um631STPHBp

February 12, 2013: L.A. School Board approves parent trigger at 24th St. Elementary:
http://articles.latimes.com/2013/feb/12/local/la-me-0213-lausd-20130213
March 11, 2013: LA parents get 4 offers to run failing school:
http://www.mercurynews.com/news/ci_22766785/la-parents-get-4-offers-run-failing-school
April 3, 2013: Parent trigger group recommends LAUSD takes over failing LAUSD school:
http://www.sbsun.com/general-news/20130404/parent-trigger-group-recommends-lausd-takes-
over-failing-lausd-school
April 9, 2013: 24th Street Eleentary Pulling Parent Trigger, Despite Eric Garcetti's
Condescending Attitude:
http://blogs.laweekly.com/informer/2013/04/parent_trigger_24th_street_elementary_eric_garcetti.
php

April 10, 2013: Parents choose L.A. Unified-charter partnership to run school:
http://articles.latimes.com/2013/apr/10/local/la-me-0411-parent-vote-20130411
April 10, 2013: Parents choose unique school takeover model in trigger vote:
http://hechingerreport.org/content/parents-choose-unique-school-takeover-model-in-trigger-
vote_11788/

May 22, 2013: LA Times op-ed: Refining Parent Trigger,
http://www.latimes.com/news/opinion/editorials/la-ed-parent-trigger-24th-street-elementary-
20130522,0,4013260.story#axzz2j2wui4xQ

June 18, 2013 Los Angeles Unified School Board Meeting Agenda, Item #45:
Mr. Zimmer, Ms. LaMotte - Comprehensive Information for Parent Initiated School
Transformation (http://laschoolboard.org/sites/default/files/06-18-13StampedOB_0.pdf)
(Noticed June 18, 2013, 9 a.m.) ADOPTED AS AMENDED
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Whereas, The Governing Board of the Los Angeles Unified School District recognizes the
essential role of parents and legal guardians in every aspect of their childs public education and in
the successful transformation of schools in the Los Angeles Unified School District;

Whereas, California State Education Code 53300-53303 (The Parent Empowerment Act) allows
for parents at the persistently lowest achieving schools to trigger transformation options for school
transformation if over 50% of parents or legal guardians at a campus sign a petition calling for the
implementation of one of four interventions;

Whereas, California State Education Code 53300-53303 only allows parents and legal guardians
who sign the petition to vote for the selected transformation model;

Whereas, California State Education Code 53300-53303 does not currently require public
meetings or other mechanisms to ensure accurate and balanced information about school
performance or transformation options be provided to all stakeholders during the petition process;

Whereas, Two District elementary schools have been transformed through this process in the
2013- 14 school year and the Board assumes there will be several attempts to transform District
schools in the 2014-15 school year;

Whereas, Very limited information about the school and monitoring of the signature gathering
process was presented to the Board for 24th Street and Weigand Avenue Elementary Schools;

Whereas, The Board has not adopted specific policies and guidelines for receiving petitions and
validating the transformation process; and

Whereas, The Superintendent has not issued clear guidelines for principals and school site
personnel regarding protocols and operational procedures for each stage of the parent trigger
process; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District directs the Office
of General Counsel and the Superintendent to submit the following information to the Board for
each future transformation petition that is presented to the Board:

1. Independent verification of the signatures, as mandated by State and Federal law, and
the signature gathering process
2. Evidence of public notice and a summary of information presented at a public meeting
held in the school community detailing accurate information about the school and the
available options for transformation
3. An analysis of five years of school data
4. A summary of interventions attempted at the school site and an analysis the success or
failure of these attempted interventions
5. An analysis of school report card data and/or school climate survey data;
6. Verification that the school is currently subject to intervention under the Parent
Empowerment Act;

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Resolved further, that the Board directs the Superintendent to report back with options for
impartial third party facilitators (universities, League of Women Voters) who could organize
public meetings, under the mandates of state law, regarding the Parent Empowerment Act
intervention process and possible outcomes in order ot [sic] provide all stakeholders with accurate
and objective information. These meetings should happen within the area covered by each
Educational Service Center and at specific school sites per Site Council request;

Resolved further, That the Superintendent bring guidelines and operational procedures for school
site personnel to use during parent trigger transformation processes for review by the Board at the
first scheduled business meeting of the 2013-14 school year; and, be it finally

Resolved, That the Board urges directs the Superintendent and Office of Government Relations
staff to seek legislative changes to California State Education Code 53300-53303 and or
administrative rules and regulations that will better serve all parents and legal guardians in the
transformation process. These changes should include, but not be limited to:

1. Provisions that ensure all parents and legal guardians (not solely those who sign the
petition) be allowed meaningful participation in all aspects of the transformation process
and vote on the transformation option;
2. Provisions that ensure accurate and independently verifiable information about school
performance and transformation intervention options that are available to all parents; and
3. Provisions that safeguard against manipulation of families in the process and validate
training of all Parent Empowerment Act signature gatherers.
-end-
August 5, 2013: Parent-Trigger Efforts Force Two Calif. Schools to Restructure:
http://blogs.edweek.org/edweek/charterschoice/2013/08/la_elementary_school_reformed_under_p
arent_trigger_to_reopen.html
August 13, 2013: LAUSDs first parent trigger school opens
http://blogs.kcrw.com/whichwayla/2013/08/lausds-first-parent-trigger-school-opens

Regarding Weigand:
May 14, 2013: LAUSD Parent Trigger Law Targets Weigand Elementary School's
Administrators:
http://www.huffingtonpost.com/2013/05/14/lausd-parent-trigger-_n_3270039.html
May 23, 2013: Popular principal's dismissal leaves a South L.A. school divided:
http://articles.latimes.com/2013/may/24/local/la-me-weigand-20130525

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June 2, 2013: LA Times editorial: The parent trigger trap:
http://www.latimes.com/news/opinion/editorials/la-ed-trigger-
20130602,0,1845434.story#axzz2j2wui4xQ

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Appendix 2:

According to Los Angeles Unified School Districts own website, the source of information for
parents and community members who may wish to instigate change in orientation or personnel or
both at their neighborhood schools, there are four kinds of in-district innovative schools that are
designed to address low-performing schools and incorporate input for a new school orientation
from teaching and other staff, principals, parents, community members, and students:

Local Initiative Schools: partnerships to create in-district schools with flexible learning plans,
hiring practices, and school-community partnerships.

From the website:

http://lis.lausd.net/apps/pages/index.jsp?uREC_ID=194188&type=d&pREC_ID=403957

Local Initiative Schools (LIS) were established in December of 2011, through the Local School
Stabilization and Empowerment Initiative (LSSEI) agreement signed between LAUSD and UTLA
that offers schools the ability to be thoughtful and specific about how and what they offer through
different school autonomy options. The main belief of the new agreement is that the staff,
students, and families at school sites are better prepared to determine the best practices and
policies to meet their students' needs to increase student learning. Schools can take greater
ownership of their site-based decision-making on many different matters ranging from curriculum
to staffing to governance. In May 2012, LAUSD and the Associated Administrators of Los
Angeles (AALA) signed an aligned agreement, indicating AALA's ongoing support of their
members should they choose to work with their schools on one of these autonomy models.

60% or more of all half-time or greater staff must vote to become a LIS
(http://lis.lausd.net/apps/pages/index.jsp?uREC_ID=194188&type=d&pREC_ID=403960)

Pilot Schools: smaller schools where assessments can include exhibitions and portfolios, again,
flexibility in curricular design and teaching approach, emphasis on innovation

(http://pilotschools.lausd.net/apps/pages/index.jsp?uREC_ID=190037&type=d&pREC_ID=39357
2)

approval will be evidenced if a minimum of 67% of all Unit (UTLA) members who work 50%
or more in the school vote to adopt Pilot status
an existing charter school can decide to give up its charter and apply through the RFP process.
(http://pilotschools.lausd.net/apps/pages/index.jsp?uREC_ID=190037&type=d&pREC_ID=39357
4)

The Pilot Schools Steering Committee (PSSC) is responsible for monitoring the proposal
application process, including reviewing and approving all Request for Proposals to establish Pilot
Schools. The PSSC makes recommendations to the Board of Education for final approval for a
school to become a Pilot School site. In addition, the PSSC ensures Pilot Schools meet the yearly
benchmarks they have set for increased student performance, and is involved in the accountability
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as part of the School Review process. PSSC membership is comprised of representatives from
LAUSD, UTLA, AALA, and community organizations appointed by other members of the
committee.

Expanded School Based Management Model (ESBMM): in-district schools that are charter-like
in flexibility, but they adhere to all bargaining agreements and in exchange for greater
accountability they have more local control.

Responsibility and decision-making over school operations is transferred to the administrator,
teachers, parents, and in some cases, the students and community members through the School
Leadership Council. These schools remain part of the District but have increased control over
decision-making and use of their resources.

(http://esbmm.lausd.net/apps/pages/index.jsp?uREC_ID=194011&type=d&pREC_ID=402564)

The process will be administered by the Office of Intensive Support and Intervention (OISI).
The RFP process includes the following steps:
1. Applicant schools should consider a planning year that will involve:
" Outreach and involvement of school stakeholders (parents, classified staff,
administrators, and UTLA-represented employees)
" Training for school staff regarding the ESBM model

approval will be evidenced by a vote of support from 67% of UTLA bargaining
unit members who work 50% or more time at the school site, as well as demonstrated engagement
from classified staff and parents in support of the proposal.

(http://esbmm.lausd.net/apps/pages/index.jsp?uREC_ID=194011&type=d&pREC_ID=402566)

School-Based Management (SBM):
LEARN/SBM seems to be in transition and possibly folded into one of the other types of
innovation schools.
(http://notebook.lausd.net/portal/page?_pageid=33%2C1067651&_dad=ptl&_schema=PTL_EP)

Additional resources: Memorandas of Understanding (LAUSD, UTLA, AALA)
http://4lakidsnews.blogspot.com/2011/12/executive-summary-of-lausdutla-local.html

LAUSD School Board Member Bennett Kayser proposed in the May, 2013, 9 school board
meeting that they adopt new rules regarding conversion of public schools to magnet schools. (The
resolution failed. See: http://laschoolboard.org/sites/default/files/05-14-13OBSTAMPED.pdf)

The new rules wouldve clarified the process by which a community initiates that change. The
following table shows the difference between the magnet initiation process and the parent trigger
process had School Board Member Kaysers resolution passed:

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Requirement Magnet School Conversion Public School to Charter Flip
Under Parent Trigger
Public notice of meeting
for parents to discuss
conversion

YES

NO
Parent survey of desired
programs

YES

NO
Majority vote of
stakeholders (permanent
certificated staff,
community stakeholders)
secured prior to magnet
plan

YES

NO
Theme decided by majority
vote, then proposal writing
committee formed

YES

NO
Proposal writing committee
must include: principal,
teachers, parents,
community members,
students (if for high school)

YES

NO
Upon approval, district will
provide full support
(professional development
of teachers, curriculum
development, meeting to
advise stakeholders of
changes)

YES

NO
Upon approval, certificated
staff can opt-in or not

YES

NO
Exception: Focus schools
may interview all
permanent certificated staff
and retain 51%

YES

NO

Finally, as if its not confusing enough, the parent trigger law provides for four kinds of options
for parents to choose:
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! Turnaround Model
! Restart Model (parent petition signers can vote for a charter operator)
! School Closure Model
! Transformation Model
! Alternative Governance Arrangement (federally mandated)

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Appendix 3: 24th Street Elementary School Restart Plan

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VISION

The staff anu community of 24
th
Stieet Elementaiy School envision euucation as a way to
achieve a moie just, uemociatic, anu equitable society. The 24
th
Stieet staff engages theii
stuuents in iigoious anu meaningful leaining expeiiences. Beginning with Pie-
Kinueigaiten anu continuing thiough S
th
giaue anu beyonu, oui aim is to piepaie stuuents
to become thoughtful anu ieflective inuiviuuals who constiuct anu apply knowleuge insiue
anu outsiue of the school leaining enviionment. We believe that a piimaiy puipose of
euucation is to empowei all stuuents to succeeu in highei euucation anu to contiibute to
theii communities. 0ui mascot, the soaiing eagle, iepiesents the vision we have foi oui
stuuents as they take flight.

Partners for Excellence

LA0SB is ueteimineu to tiansfoim 24
th
St. ES into a mouel community school by cieating a
fiist of its kinu paitneiship foi excellence. As pait of the vision, stuuents, school staff anu
community paitneis will pioviue all 24
th
St. stuuents unique oppoitunities anu suppoits
that pioviue stuuents anu paients the necessaiy tools to leain anu giow into goou citizens
anu life-long leaineis.

LA0SB will implement a Community School Nouel with a vibiant leaining enviionment
suppoiteu by a set of paitneiships between the school anu othei community iesouices.
The integiation of acauemics, healthcaie, social seivices, youth anu community
uevelopment anu community engagement will cieate a peisonalizeu leaining enviionment
foi stuuents in which theii acauemic, physical anu social-emotional neeus aie met. Wheie
implementeu, the Community School Nouel has leu to impioveu stuuent leaining
outcomes, stiongei families anu healthiei communities.

Community schools welcome all stakeholueis, iesolve ieal-woilu issues within the school
anu empowei communities. Pioblem-solving anu youth uevelopment aie ciitical to a
chilu's acauemic jouiney which is why LA0SB's plan integiates the social, emotional anu
acauemic suppoits that aie necessaiy foi a uiveise stuuent bouy such as the one eniolleu
at 24
th
St. ES. LA0SB will see that stuuents ieceive:
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Souice: Coalition foi Community Schools

Beginning in the 2u1S-2u14 school yeai, the Los Angeles 0nifieu School Bistiict ("LA0SB"
oi "Bistiict") will woik with paitneis to pioviue the following vision foi the 24
th
Stieet ES
community:
! A contiguous pie-K to fifth giaue matiiculation pattein.
! A stiong euucational piogiam that will ensuie oui stuuents aie ieauy foi college
anu caieei.
! Effective leaueiship at all levels: auministiation, teacheis, paients, anu stuuents.
! Positive behavioi suppoit that focuses on social skills anu inteiactions.
! A iobust paient centei that offeis classes anu oppoitunities to suppoit stuuent
achievement anu to fuithei paients' own giowth.
! Community iesouices anu seivices to suppoit families.

Educational Management Organization

To iealize this vision, 24
th
St. Elementaiy School will paitnei with the Piactitionei Centei
Schools (PCS) as theii Euucational Nanagement 0iganization (EN0). 0nuei the Bistiict
Restait Nouel, the Piactitionei Centeis will pioviue uiiect implementation suppoit to 24
th
Stieet Elementaiy School. Examples of Piactitionei Centeis opeiateu by the Euucational
Nanagement 0iganization coulu be the Ambassauoi School of ulobal Euucation (ASuE), a
Pilot Elementaiy school oi Fiank uel 0lmo Elementaiy School.

Piactitionei Centeis suppoit all schools in impioving stuuent achievement thiough
incieaseu school-site uecision-making, moie effective collaboiation anu stiong
piofessional leaining communities. PCS have a pioven tiack iecoiu of success both on
statewiue exams anu in the use of autonomy anu local uecision-making as a pait of a
compiehensive iefoim stiategy. Piactitionei Centeis positively impact the piofessional
cultuie in the school anu inciease stuuent achievement. PCS seive as a mentois anu mouels
foi schools seeking to inciease theii capacity to uesign a customizeu leaining enviionment.

ASuE, a K-S pilot school locateu on the Robeit F. Kenneuy Community Schools Complex,
fosteis a nuituiing enviionment in oiuei to piomote success in acauemic anu social
settings, anu encouiages an appieciation of the vaiious cultuies, languages, anu
communities aiounu the woilu. The school's instiuctional autonomy facilitates a global,
thematic cuiiiculum that highlights a iange of tiauitions anu auapts to the families it
seives. As pait of a national netwoik of inteinational schools, ASuE cieates oppoitunities
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0ctobei 29, 2u1S

19
foi teacheis to collaboiate nationally anu inteinationally on stuuent piojects. ASuE also
suppoits foieign language instiuction in Koiean, Spanish, anu Nanuaiin. ASuE is the fiist
elementaiy school membei of the Inteinational Stuuies School Netwoik - a uivision of the
Asia Society, which is the leauing global anu pan-Asian oiganization woiking to stiengthen
ielationships anu piomote unueistanuing among the people, leaueis anu institutions of the
0.S. anu Asia.

Fiank uel 0lmo Elementaiy School is a high-achieving school wheie all stakeholueis woik
togethei to empowei stuuents to become self-iegulateu, intellectually cuiious, ciitical
thinkeis that make positive contiibutions to oui society. The staff is ueuicateu anu
committeu to pioviuing a quality euucation to all chiluien by ueliveiing an exemplaiy
euucational piogiam with compassion anu iespect. The acauemic piogiam focuses on
Acauemic Rigoi, Accountable Talk, anu Cleai Expectations. The instiuctional leaueiship of
uel 0lmo pioviues instiuctional suppoit, guiuance anu assistance to all teacheis anu
families. The school has uevelopeu a cultuie of collaboiation, continuous impiovement, anu
community allowing stuuents to leain in a safe anu secuie leaining enviionment.

ASuE anu Fiank uel 0lmo Elementaiy embouy the Piactitionei Centei values. Both schools
aie teachei leu anu focus on helping teachei teams anu theii auministiatois to envision the
use of autonomy as a stiategy foi school-wiue instiuctional impiovement. Piactitionei
Centeis builu a pipeline of teachei leaueis who seive as stewaius of soveieignty as a
iefoim stiategy. As the Euucational Nanagement 0iganization foi 24
th
Stieet, the
Piactitionei Centeis will pioviue tiaining, piofessional uevelopment, suppoit anu
meuiation with the Bistiict anu laboi paitneis foi 24
th
Stieet Elementaiy School.

Piactitionei Centei Leau Teacheis (PCLT) must have in uepth knowleuge of how the school
maximizes flexibility within the selecteu goveinance mouel. PCLTs must be willing to woik
collaboiatively to stiuctuie meaningful leaining expeiiences foi schools planning to
implement one of the autonomy mouels anu have willingness to ueepen theii expeitise as
facilitatois of auult leaineis. LA0SB Piactitionei Centei Schools aie oveiseen by a sepaiate
goveinance mouel, the Local 0ptions 0veisight Committee (L00C)
1
.

The alignment of LA0SB, with an euucational management oiganization (EN0) will biiuge
existing anu new community paitneiships to stiengthen the basic founuation foi the 24th

1
L00C is the goveining boaiu iesponsible foi the oveisight anu
implementation of the thiee Bistiict autonomy mouels: Expanueu School
Baseu Nanagement (ESBNN), Local Initiative Schools (LIS), anu Pilot Nouels.
L00C pioviues inuepenuent oveisight of all Bistiict schools inteiesteu in
incieaseu uecision-making authoiity. The LSSEI Agieement establishes
piovisions foi a committee that will oveisee successful implementation of all
local goveinance mouels. Acting as a meuiatoiy bouy between autonomous
schools anu the Bistiict, the L00C is chaigeu with uispute iesolution ovei
any issues that may aiise out of the autonomy anu school iefoim piovisions
of the LSSEI Agieement.
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2u
St. community school vision. The West Auams site that houses 24
th
Stieet Elementaiy
School is a multiple-use site, the peifect location to cieate a community school. Cuiiently,
the elementaiy school, community gaiuen anu Ciown Piep Chaitei School shaie the same
site. The Nanual Aits Community Auult School (CAS) also offeis an English as a Seconu
Language (ESL) class on site foi paients anu community membeis. If selecteu, LA0SB's
plan woulu also incluue the ie-opening of the Elementaiy Euucation Centei (EEC).

As the chosen opeiatoi, LA0SB will oveisee that Pie K-S giaue instiuction is suppoiteu by
a welcoming piincipal with a stiong instiuctional backgiounu anu tiack-iecoiu of builuing
high-peifoiming communities of leaineis. This incluues suppoiting the uevelopment of
stuuents; coaching investeu, suppoitive, passionate euucatois; anu builuing the capacity
anu knowleuge of stuuents anu paients.

The instiuctional piogiam foi the youngest leaineis at 24
th
St. will suppoit the community
school mouel along with stiategies auopteu fiom the Science, Technology, Engineeiing,
Aits anu Nathematics (STEAN) mouel. The school will suppoit the whole euucation of the
stuuent thiough the aits, social sciences anu liteiacy while also emphasizing stiategies
ciitical foi 21
st
Centuiy leaining. Foi this ieason, mathematics, science anu technology
subject aieas will be blenueu into all subjects as pait of the cuiiiculum. LA0SB unueistanus
that touay's chiluien aie immeiseu in a technology-centeieu woilu anu has guaianteeu
that each stuuent in the piogiam will ieceive a tablet in the 2u1S-14 school yeai. Stuuents
will use technology in the classioom in oiuei to keep pace with a iapiuly evolving woilu
while using technology as a tool to mastei the STEAN fielus of stuuy.

The plan pioposeu by LA0SB will tiansition stuuents fiom elementaiy to miuule school
piepaieu to succeeu in a iigoious piogiam that continues to suppoit the chilu in the
community school mouel. Paitneiing with the Piactitionei Centei Schools EN0 will ensuie
the 24
th
St. ES stuuents ieceive quality instiuctional piactices, high expectations foi
stuuents, staff anu paients, anu full investment fiom all auults that suppoits stuuent
leaining on the 24
th
St. campus. The Piactitionei Centei Schools will be a ciitical paitnei in
suppoiting stuuents in the aieas of engaging instiuction; investeu anu involveu school
leaueis; expanueu leaining oppoitunities; college, caieei anu citizenship uevelopment.

Theiefoie, effective the 2u1S-2u14 school yeai, LA0SB pioposes a contiguous pie-K to S
th
giaue matiiculation pattein at 24
th
Stieet Elementaiy School wheie community
paitneiships suppoit stuuent leaining fiom the ciaule to college anu caieei.

Community School Partnerships
The pioposeu plan welcomes new paitneiships with high-peifoiming anu successful wiap-
aiounu seivice pioviueis with expeitise in pioviuing community school seivices such as
expanueu leaining oppoitunities; college, caieei anu citizenship uevelopment; health anu
social suppoit; community engagement; eaily chiluhoou uevelopment; family engagement;
anu youth uevelopment activities foi oui K-S families.

The community schools mouel will pioviue what the 24
th
ES families have iequesteu in
theii !"#$%&'($) +,- .-/0)+,-1'02 &3$ 4%3,,5 which incluues piogiamming that authentically
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21
engages paients anu caietakeis in builuing a cultuie of high expectations at 24
th
St. This
mouel incluues euucation piogiams integiateu with family suppoits, mental health
seivices, anu community engagement oppoitunities foi 24
th
St. ES stuuents.

uiven the numbei of piogiams on the site, LA0SB pioposes the hiiing of a tempoiaiy
auvisoi as an opeiations cooiuinatoi that woulu 1) oveisee the entiie piogiam, 2)
cooiuinate an 0iganizational Seivices Council, anu S) act as liaison with community
iesouices. The Bistiict woulu pioviue the cooiuinatoi in oiuei to ensuie haimonious
opeiations among all paitneis.

0iganizeu by the Site 0peiations Cooiuinatoi, an 0iganizational Seivices Council will meet
monthly to uiscuss the neeus of the site anu cooiuinate site use. All vesteu, i.e. the
Euucational Nanagement 0iganization (EN0), woulu have a voting membei on the council.
Theiefoie, theie will be equal iepiesentation fiom the EN0 anu 24
th
Stieet ES. Each
oiganization woulu have foui voting membeis at least one of which must be a paient. The
Site 0peiations Cooiuinatoi votes only in the event of a tie.

Auuitionally, non-EN0 paitneiship oiganizations woulu have non-voting iepiesentation
on the council. These oiganizations cuiiently incluue the uaiuen School Founuation that
iuns the Community uaiuen, Ciown Piep Chaitei Acauemy anu Nanual Aits CAS.

The uaiuen School Founuation, with its netwoik of community paitneis anu knowleuge of
available giants anu othei iesouices is also willing to assist 24
th
Stieet ES staff with
iebuiluing ielationships to secuie many ciucially neeueu seivices such as ESL anu ieauing
classes, paient nutiition woikshops, holiuay meal anu gift giveaways, anu iecycling
piojects. Paients have iepeateuly expiesseu conceins that many of these ielationships
have been cut in the past anu the Bistiict paitneiships will make eveiy effoit to iestoie
those piogiams as well as pioviue auuitional wiapaiounu seivices.

Elementary Education

Aujacent to the cuiient elementaiy school is an Eaily Euucation Centei. The Bistiict
pioposes to move the cuiient Pie-school Nix (PSN) classioom to the EEC site. This move
will pioviue a moie age-appiopiiate site foi the chiluien anu secuie bus access. In oiuei to
accomplish this move, the EEC anu the 24
th
St. ES may neeu to opeiate unuei one location
coue.

In keeping with the cultuie of 24
th
Stieet ES eagle mascot, oui eaily euucation stuuents will
be oui "eaglets." 0nce these eaglets aie ieauy, they woulu seamlessly tiansition to eagles
in kinueigaiten. Paients who uo not live in the attenuance bounuaiy may apply foi a
peimit to have theii stuuent continue at 24
th
Stieet ES, subject to space availability.

Auuitionally, classiooms will be nameu aftei univeisities anu colleges, intiouucing eaglets
to a college anu caieei cultuie.
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22

The Bistiict will also continue to offei a School Reauiness anu Language Bevelopment
Piogiam (SRLBP) on the 24
th
Stieet ES site. SRLBP is uesigneu to builu language anu eaily
acauemic skills. This pieschool piogiam incluues a paient paiticipation iequiiement of
volunteeiism anu manuatoiy paient classes once a month. Paient classes help the paients
suppoit theii chiluien acauemically anu also to leain moie about socio-emotional
uevelopment, nutiition, anu othei topics of inteiest to paients.

All pieschool anu kinueigaiten paients will be inviteu to the monthly meetings helu by the
SRLBP teachei anuoi CAS foi SRLBP paients. Paiticipation foi non-SRLBP paients woulu
be a passpoit activity. Foi SRLBP paients, the meetings aie manuatoiy components of the
piogiam anu theiefoie not a passpoit activity
2
.

Kindergarten to Grade 5

In 2u11-2u12, 24
th
Stieet Elementaiy School was iuentifieu as a Public School Choice 4.u
school. When the school's plan foi impioving stuuent achievement was iejecteu, the
Bistiict, leu by the Instiuctional Biiectoi foi 24
th
Stieet, Bi. Angel }. Baiiett, conuucteu a
compiehensive Neeus Assessment Review piocess.

Suppoiting eviuence foi iealignment of the PSC plan was collecteu uuiing a thiee-uay
neeus ieview on Febiuaiy S, 6, anu 7, 2u1S. Facilitateu by Bi. Baiiett, paients, school staff
anu uistiict staff weie joineu by iepiesentatives fiom the Community uaiuen, Ciown Piep
Chaitei School, Los Angeles School Bevelopment Institute (LASBI), Local 0ptions 0veisight
Committee (L00C), National Equity Pioject, anu Paient Revolution.

To gathei ciucial infoimation on acauemic peifoimance uuiing the Neeus Assessment, the
ieview team analyzeu multiple souices of cuiient anu histoiical uata incluuing: School
Peifoimance Fiamewoik, 2u12 STAR Test Results, SCB00L iepoit caiu, 2u12 Acauemic
Peifoimance Inuex, School Bemogiaphic Chaiacteiistics foi the Acauemic Peifoimance
Inuex, English Leainei Piogiam Bata Summaiy Sheet, Paient Comments fiom Session 1
anu Session 2 of the Public School Choice paient meetings, paient conceins, a uemogiaphic
summaiy taken fiom the petition submitteu by the 24
th
Stieet Paients' 0nion, Single Plan
foi Stuuent Achievement, anu PSC 4.u Evaluation Rubiic fiom the Supeiintenuent's Review
Panel. Cuiient stuuent achievement uata incluueu: ELB monitoiing iostei, Nastei Plan
iostei, Bynamic Inuicatois of Basic Eaily Liteiacy Skills (BIBELS), Q1 Nath Assessment anu
English Language Aits Peiiouic Assessment #1.

Baseu on infoimation pieviously collecteu in paient anu staff meetings anu a ieview of
cuiient anu histoiical uata, five foci foi the neeus assessment weie iuentifieu:
1. Paient anu community engagement
2. uoou fiist instiuction that is accessible to all stuuents
S. English Language Leainei Nastei Plan

2
Foi moie infoimation on paient passpoits, see the PaientCommunity Engagement section.
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0ctobei 29, 2u1S

2S
4. Special euucation
S. 0peiations

Aftei analyzing uata anu iuentifying aieas of concein anu auuitional questions,
stakeholueis self-selecteu theii focus gioups. Foui focus gioups weie helu to facilitate
uiscussion anu foimulate questions: paients (2), piincipal anu teacheis. Auuitionally, the
Stuuent Involvement 0nit inteivieweu thiee gioups of stuuents: Stuuent Council membeis,
2u fouith- anu fifth-giaue stuuents anu foimei 24
th
Stieet stuuents who now attenu Ciown
Piep. By cieating these focus gioups, ievieweis weie able to get feeuback fiom many
uiffeient stakeholuei gioups.

The seconu uay, using the same five foci, stakeholueis self-selecteu the lens thiough which
they wanteu to view the school plant anu classiooms. By choosing a lens thiough which to
focus, paiticipants weie able to collect specific eviuence uuiing theii 7-1u minute
classioom visits. uioup leaueis helpeu paiticipants unueistanu how to collect eviuence
baseu on the lens of the gioup. Foi example, if looking thiough the lens of the Nastei Plan,
the gioup woulu look only foi thinking maps, communication guiues, ELB iubiics anu othei
aitifacts ielateu to suppoit foi Nastei Plan stuuents. uioups then uebiiefeu the visitations
noting auuitional questions anu conceins anu completeu one PSC S.u Review Rubiic foi
each gioup. All combineu, the gioups hau a compiehensive pictuie of the euucational
piogiam, school-wiue behaviois anu any maintenance conceins.

At the enu of the uay, gioups began oiganizing the qualitative anu quantitative uata into
thiee gioups of finuings: 1) Euucational Piogiam, 2) Leaueiship Capacity anu S) Positive
Behavioi Suppoit. The thiee piioiities auuiesseu in this school ie-stait plan aie the iesults
of the neeus assessment piocess. Betails about implementation aie a combination of
effective instiuctional piactice, exemplais fiom impioving anu high-achieving schools, anu
suggestions fiom paiticipants in the Public School Choice Neeus Review oi Paient Petition
piocesses.

PSC Priority #1: Strong Instructional Program
Suppoiting oui vision is the belief that teaching anu leaining aie chaiacteiizeu by the
following attiibutes:

! Bigh expectations aie explicit foi eveiy membei of the school community, incluuing
piepaiing stuuents to meet the A-u cuiiiculum iequiiements. At the elementaiy
level, this piepaiation means that stuuents aie meeting giaue-level stanuaius anu
that English language leaineis aie moving at least one English language
uevelopment level a yeai.

! Stuuent leaining is puiposeful, anu pioviues multiple pathways to unueistanuing.
Teacheis empowei stuuents to be iesponsible foi theii leaining, theieby incieasing
stuuent engagement. Instiuction is uiffeientiateu. Stuuents use cieative pioblem
solving anu active use of knowleuge.
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0ctobei 29, 2u1S

24
! A iigoious coie acauemic cuiiiculum is pioviueu to all stuuents.

! Assessment occuis in multiple ways, incluuing exhibitions anu poitfolios, in
auuition to stanuaiuizeu tests. Stuuents aie expecteu to uemonstiate theii
unueistanuing of key competencies, anu theii ielevance to the woilu. Pioject-baseu
leaining is one way of uemonstiating this unueistanuing. Stuuents complete
iigoious tasks iequiiing them to utilize multiple skills anu apply theii knowleuge to
complex tasks that aie ielevant to ieal-woilu application.

0tilizing the Response to Inteivention (RTI) pyiamiu, eighty peicent of stuuents aie
expecteu to be pioficient with goou fiist instiuction. Cuiiently, only S2% of 24
th
St. ES
stuuents aie pioficient as measuieu by the 2u12 CST. Cuiient uata shows that the majoiity
of 24
th
Stieet stuuents aie falling behinu anu aie not piepaieu foi the next giaue level.
Some exceipts fiom the uata analyzeu in the Neeus Review incluue the following:

-Seveial measuies show that the stuuents aie not meeting giaue level benchmaiks.
CST iesults show S2% pioficiency in English language aits. That peicent tianslates
to 12S out of S9S stuuents testeu anu is well below the Bistiict aveiage of SS%.
0nly 19% of thiiu-giaueis scoieu PA in 2u12, a uiop of 4% fiom 2u1u-11.

-A total of seven focus gioups conuucteu with paients (2), piincipal, teacheis anu
stuuents (S) paients anu staff expiesseu concein that the school has not
significantly incieaseu API oi AYP peifoimance in the last 6 yeais. In 6 yeais, the
peicent of stuuents auvanceu anu pioficient in ELA has giown 6.4%. In the same
time peiiou, the API has gone up 1u points fiom 6S7 to 667.

-Foimative assessments foi 2u12, incluuing the ELA peiiouic assessment anu
BIBELs, show that all teacheis aie implementing the assessments but stuuents aie
not ieaching pioficiency. An analysis of the seconu English Language Aits
assessment given in }anuaiy 2u1S notes that the majoiity of stuuents aie still not
scoiing pioficient anu auvanceu:

! Second Grade:
o 2298 stuuents AuvanceuPioficient
o 4698 stuuents Below BasicFai Below Basic
o Stiongest Stianu: Reauing Compiehension (42%
AuvanceuPioficient)
o Stiongest Stanuaius: R1.1 & WC 1.7 (66% AuvanceuPioficient)
o Weakest Stianu: Wiiting (7u% Below BasicFai Below Basic)
o Weakest Stanuaiu: W1.4 (81% Below BasicFai Below Basic)

! Third Grade:
0veiall theie is an unusual pieuominance of Auvanceu, Basic, anu Fai Below
Basic stuuents. 0n 14 stanuaius, stuuents eithei scoieu Auvanceu, Basic, oi
Fai Below Basic.
o 1u1uS stuuents AuvanceuPioficient
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0ctobei 29, 2u1S

2S
o S81uS stuuents Below BasicFai Below Basic
o Stiongest Stianu: Conventions (22% AuvanceuPioficient)
o Weakest Stianu: Wiiting Stiategies (81% Below BasicFai Below
Basic)

! Fourth Grade:
0ne class outpeifoimeu the iest of the giaue level with 2426 stuuents
AuvanceuPioficient.
o Su9u stuuents AuvanceuPioficient; S69u stuuents Below
BasicFai Below Basic
o Stiongest Stianu: Reauing 1.u (49% AuvanceuPioficient)
o Weakest Stianu: Wiiting Stiategies (S1% Below BasicFai Below
Basic)

! Fifth Grade:
o 2286 stuuents AuvanceuPioficient
o Su86 stuuents Below BasicFai Below Basic
o Stiongest Stianu: Reauing 1.u (46% AuvanceuPioficient)
o Weakest Stianu: Wiiting Conventions (16%)

-Bynamic Inuicatois of Basic Eaily Liteiacy Skills (BIBELS) aie assessments to
ueteimine stuuents' masteiy of key founuational ieauing skills. BIBELS is best useu
to iuentify stuuents who neeu extia help anu to monitoi stuuents' piogiess. A
compaiison of Niuule of the Yeai (N0Y) iesults to the beginning of the yeai (B0Y)
iesults show that half of the classes aie eithei maintaining oi wiuening the
achievement gap. BIBELS is given piimaiily to stuuents in giaues K-S anu stuuents
ieceiving special euucation seivices. BIBELS numbei of classes wheie stuuents aie:
! Closing the gap: 11
! Naintaining: S
! Wiuening the gap: 7
! Insufficient uata: 4

- The iesults of the Nath Peiiouic Assessment (NPA) 1 given in Novembei anu
Nath Peiiouic Assessment 2 given in }anuaiy show moie positive iesults foi CST
piojections but still lack fai behinu giaue level expectations foi stuuent leaining.

- Nath Peiiouic Assessment 2 paiticipation iate was 96% which is 2% highei than
Bistiict Paiticipation anu 11% highei than ISIC paiticipation.

- As of Nath Peiiouic Assessment 2, the peicentage of pioficientauvanceu
stuuents (school wiue) on the CST is piojecteu to be 1u points BIuBER than
what it was in 2u12 (SS% => 4S%).

- As of NPA2, the peicentages of pioficientauvanceu stuuents on the CST in
giaues 2-4 aie piojecteu to be BIuBER than 2u12 iesults:
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0ctobei 29, 2u1S

26
o uiaue 2 - 4S% - 47% (+4)
o uiaue S - SS% - 49% (+14)
o uiaue 4 - 21% - S1% (+Su)

- As of NPA2, the peicentage of pioficientauvanceu stuuents on the CST in giaue
S is piojecteu to be L0WER than 2u12 iesults:
o uiaue S - 4S% - 27% (-18)

- As of NPA2, the peicentage of pioficientauvanceu stuuents on the CST in all
sub-gioups is piojecteu to be BIuBER than 2u12 iesults:
o Afiican Ameiican - 27% - 4u% (+1S)
o Latino - S7% - 4S% (+8)
o English Leaineis - 24% - SS% (+11)
o Stuuents With Bisabilities - 9% - 2S% (+14)

- As of NPA2, the peicentage of Fai below BasicBelow Basic stuuents (school
wiue) on the CST is piojecteu to be 8 points L0WER than what it was in 2u12
(4u% => S2%).

- As of NPA2, the peicentage of Fai below BasicBelow Basic stuuents on the CST
in giaues S-4 aie piojecteu to be L0WER than 2u12 iesults:
o uiaue S - S7% - 28% (-9)
o uiaue 4 - SS% - 26% (-27)

in giaue 2 is piojecteu to be the SANE AS 2u12 iesults:
o uiaue 2 - S1%

in giaue S is piojecteu to be BIuBER than 2u12 iesults:
o uiaue S - S9% - 44% (+S)

- As of NPA2, the peicentages of Fai below BasicBelow Basic stuuents on the CST
in all sub-gioups aie piojecteu to be L0WER than 2u12 iesults:
o Afiican Ameiican - S1% - S6% (-1S)
o Latino - S7% - S1% (-6)
o English Leaineis - 47% - S9% (-12)
o Stuuents With Bisabilities - 7S% - SS% (-2u)

0nlike the English Language Aits anu BIBELS assessments, the math peiiouic assessments
aie not summative meaning that not all stanuaius aie evaluateu on each assessment.
Theiefoie, the iesults not only ieflect a lack of piogiess oveiall but also inuicate auuitional
aieas wheie theie is a significant ueficit in key leaining.

uiaue S Stanuaius Testeu
11

0ctobei 29, 2u1S

11
NPA1:
! NS 2.1 Auu, subtiact, multiply, anu uiviue with uecimals; auu with negative integeis;
subtiact positive integeis fiom negative integeis; anu veiify the ieasonableness of
the iesults (66%)
! NS 2.2 Bemonstiate pioficiency with uivision, incluuing uivision with positive
uecimals anu long uivision with multi-uigit uivisois (41%)
! AF 1.2 0se a lettei to iepiesent an unknown numbei; wiite anu evaluate simple
algebiaic expiessions in one vaiiable by substitution (61%)

NPA2:
! NS 1.4 Beteimine the piime factois of all numbeis thiough Su anu wiite the
numbeis as the piouuct of theii piime factois by using exponents to show multiples
of a factoi (46%)
! NS 1.S Iuentify anu iepiesent on a numbei line uecimals, fiactions, mixeu numbeis,
anu positive anu negative integeis (S4%)
! NS 2.S Solve simple pioblems, incluuing ones aiising in conciete situations,
involving the auuition anu subtiaction of fiactions anu mixeu numbeis (like anu
unlike uenominatois of 2u oi less), anu expiess answeis in the simplest foim (SS%)
! Nu 1.1 Beiive anu use the foimula foi the aiea of a tiiangle anu of a paiallelogiam
by compaiing it with the foimula foi the aiea of a iectangle (i.e., two of the same
tiiangles make a paiallelogiam with twice the aiea; a paiallelogiam is compaieu
with a iectangle of the same aiea by cutting anu pasting a iight tiiangle on the
paiallelogiam) (8u%)
! Nu 2.1 Neasuie, iuentify, anu uiaw angles, peipenuiculai anu paiallel lines,
iectangles, anu tiiangles by using appiopiiate tools (e.g., stiaighteuge, iulei,
compass, piotiactoi, uiawing softwaie) (46%)
! Nu 2.2 Know that the sum of the angles of any tiiangle is 18u anu the sum of the
angles of any quauiilateial is S6u anu use this infoimation to solve pioblems
(6S%)

uiaue 4 Stanuaius Testeu
NP1:
! NS S.1 Bemonstiate an unueistanuing of, anu the ability to use, stanuaiu algoiithms
foi the auuition anu subtiaction of multi uigit numbeis (SS%)
foi multiplying a multi uigit numbei by a two-uigit numbei anu foi uiviuing a multi
uigit numbei by a one-uigit numbei; use ielationships between them to simplify
computations anu to check iesults (47%)
! NS S.S Solve pioblems involving multiplication of multi uigit numbeis by two-uigit
numbeis (7S%)
! AF 1.2 Inteipiet anu evaluate mathematical expiessions that now use paientheses
(47%)

NP2:
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0ctobei 29, 2u1S

12
foi multiplying a multi uigit numbei by a two-uigit numbei anu foi uiviuing a multi
uigit numbei by a one-uigit numbei; use ielationships between them to simplify
computations anu to check iesults (47%)
! NS S.4 Solve pioblems involving uivision of multi uigit numbeis by one-uigit
numbeis (S6%)

uiaue S Stanuaius Testeu
NP1:
! NS 2.1 Finu the sum oi uiffeience of two whole numbeis between u anu 1u,uuu.
(SS%)
! AF 2.1 Solve simple pioblems involving a functional ielationship between two
quantities (e.g., finu the total cost of multiple items given the cost pei unit) (S8%)
! Nu 2.1 Iuentify, uesciibe, anu classify polygons (incluuing pentagons, hexagons, anu
octagons) (S8%)
! Nu 2.2 Iuentify attiibutes of tiiangles (e.g., two equal siues foi the isosceles tiiangle,
thiee equal siues foi the equilateial tiiangle, iight angle foi the iight tiiangle)
(S1%)
! Nu 2.S Iuentify attiibutes of quauiilateials (e.g., paiallel siues foi the paiallelogiam,
iight angles foi the iectangle, equal siues anu iight angles foi the squaie) (67%)

NP2:
! NS 2.1 Finu the sum oi uiffeience of two whole numbeis between u anu 1u,uuu)
(Su%)
! NS 2.2 Nemoiize to automaticity the multiplication table foi numbeis between 1
anu 1u (66%)
! NS 2.4 Solve simple pioblems involving multiplication of multi-uigit numbeis by
one-uigit numbeis (S,671 x S = ) (6S%)
! NS S.2 Auu anu subtiact simple fiactions (e.g., ueteimine that 18 + S8 is the same
as 12) (S4%)
! AF 2.1 Solve simple pioblems involving a functional ielationship between two
quantities (e.g., finu the total cost of multiple items given the cost pei unit) (4S%)

uiaue 2 Stanuaius Testeu
NP1:
! AF 1.1 0se the commutative anu associative iules to simplify mental calculations
anu to check iesults (S6%)

NP2:
! NS 2.2 Finu the sum oi uiffeience of two whole numbeis up to thiee uigits long
(S8%)
! AF 1.S Solve auuition anu subtiaction pioblems by using uata fiom simple chaits,
pictuie giaphs anu numbei (4u%)
1S

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1S
Classioom obseivations conuucteu by S gioups utilizing the School Review Rubiic foi
0bseiveis show the school's classioom instiuction to be "piimaiily emeiging" in the
following aieas of classioom instiuction: Intellectual Engagement, Leaining Enviionment,
Classioom Talk anu Assessment. The school ieview iubiic uefines piimaiily emeiging as
follows:

60&$55$%&7/5 802/2$1$0&: Tasks geneially uo not iequiie much thinking (e.g.
stuuents copy, fill in blanks, memoiize, iecall basic facts). Tasks aie not cultuially
ielevant, not uiffeientiateu anu they only align bioauly to giaue-level stanuaius
Tasks give stuuents few oi no oppoitunities to iesponu veibally oi in wiiting.

9$/-0'02 80('-,01$0&: The classiooms aie geneially unsafe. Physical layouts uo
not piomote leaining (e.g. iooms aie baie oi clutteieu anu messy). Classioom
inteiactions aie uncaiing oi uisiespectful. Stuuents uo not take iisks. Teacheis uo
not appeai to know inuiviuual stuuents. Expectations foi behavioi aie not cleai.
Theie aie few oi no appaient ioutines oi iules.

:5/))-,,1 ./5;: In most classiooms, mostly teacheis' voices aie heaiu. Stuuents aie
silent oi answei close-enueu, known-answei, basic oi fact-baseu questions.
Teacheis mouel pooi acauemic English.

<))$))1$0&: The teacheis' puipose foi lessons oi units is geneially uncleai to
stuuents. Teacheis uo not pioviue leaining goals anu uo not ensuie oi check that
stuuents unueistanu. Teacheis uo not pioviue feeuback to each stuuent to help
them unueistanu theii leaining anu what to uo to impiove.

! When askeu to list theii thiee highest piioiities, teacheis incluueu piofessional
uevelopment in Tieasuies, BIBELS, anu uata analysis. The highest piioiity baseu on
the numbei of times that teacheis listeu it was consistent giaue-level collaboiation
time to backwaius plan Tieasuies units.
! Paients iepoiteu a lack of coheience in classwoik anu homewoik. Fuitheimoie,
they feel that they often uo not know how theii chilu is piogiessing oi how to help
theii chilu.
! Paients complain about the numbei of substitutes at the school anu a high teachei
tuinovei iate. The piincipal acknowleuges uifficulty in hiiing. Sixty-eight peicent of
teacheis (68%) have been at 24
th
Stieet foi S oi moie yeais. Sixty-nine peicent
(69%) of staff have 96% oi above attenuance meaning S1% of the staff is absent
seven oi moie uays pei yeai. Staff attenuance has impioveu S% fiom the pievious
school yeai.

Theiefoie, the school will focus on ueliveiing goou fiist instiuction in language aits anu
math. The National Association of Elementaiy School Piincipals (NAESP) lists goou fiist
instiuction as one of its 6 coie beliefs foi meeting the neeus of stiuggling stuuents:

- 6%%" 7#*,$ #&,$*4-$#%& 01 $.+ -(',,*%%8 $+'-.+* #, $.+ 9+1: The neeus of low-
14

0ctobei 29, 2u1S

14
achieving leaineis shoulu be met within the iegulai classioom. Ceitainly, theie will
be a neeu within all schools foi English language leainei, special euucation, anu
inteivention teacheis who will pioviue intensive small-gioup oi one-on-one
assistance to stuuents. Bighly tiaineu teacheis with specialist expeitise aie
expensive to ueploy anu cannot be expecteu to ueal with a laige numbei of stuuents.
With goou fiist instiuction by iegulai teacheis, especially in the eaily yeais, the
numbei iequiiing out-of-class specialist assistance can be kept to a level that is
manageable. It is impeiative that the fiist yeai of foimal schooling be all uay, five
uays a week, anu with a highly stiuctuieu yet inuiviuualizeu cuiiiculum piomoting
both social anu cognitive uevelopment. The time foi intensive one-on-one
inteivention is in the seconu yeai of schooling when acceleiation is still possible anu
the gap is not beyonu the ieach of inteivention oi classioom piogiams to close.

The English Language Aits Fiamewoiks, pages 1S-16, that aie also iefeienceu in LA0SB's
iefeience guiue note the following components foi the use of instiuctional time uuiing the
ueliveiy of goou fiist instiuction.

0ppoitunities foi stuuents to leain aie ueteimineu in pait by the
amount anu use of time allocateu foi instiuction
S
. Foi pioficiency in
the language aits to be achieveu, an auequate amount of time must be
allocateu to instiuction, anu that time must be piotecteu fiom
inteiiuptions
4
. Chaiacteiistics of the instiuctional time component in
an effective language aits piogiam
S
aie as follows:

- At the piimaiy level, a minimum of two anu one-half houis of
instiuctional time is allocateu to language aits instiuction uaily. This
time is given piioiity anu is piotecteu fiom inteiiuption. It is the
iesponsibility of both teacheis anu auministiatois to piotect language
aits instiuctional time.

- In giaues foui anu five, two houis of instiuctional time aie allocateu
to language aits instiuction uaily thiough coie instiuctional peiious
oi within a self-containeu classioom.

- Engageu acauemic time (the time stuuents actively paiticipate in
appiopiiately challenging tasks) is maximizeu.

S
Togneii, W., & Anueison, S. E. (2uuS). =$>,0? ')5/0?) ,+ $@%$55$0%$A B3/& ?')&-'%&) %/0 ?, &, '1C-,($
'0)&-7%&',0 /0? /%3'$($1$0& '0 /55 )%3,,5)D < C-,#$%& ,+ &3$ 9$/-0'02 E'-)& <55'/0%$ F/0?G / 5$/?$-)3'C "-'$+.
Washington, BC: 0ffice of Euucational Reseaich anu Impiovement (EB).
4
Simmons, B., Kame'enui, E., uoou III, Rolanu., Bain, B., Cole, C., Biaun, B.
Builuing, Implementing, anu Sustaining a Beginning Reauing Impiovement Nouel: Lessons Leaineu School by
School. In Shinn, N., Walkei, B., Stonei, u. (Eus.) Inteiventions foi Acauemic anu Behavioi Pioblems II:
Pieventions anu Remeuial Appioaches, NASP 2uu2.
S
Fooiman BR, Toigesen }K. Ciitical elements of classioom anu small-gioup instiuction piomote ieauing
success in all chiluien. Leaining Bisabilities Reseaich & Piactice. 2uu1;16(4):2u2-211.
1S

0ctobei 29, 2u1S

1S
- Classioom anu school time aie allocateu to activities anu content
highly coiielateu with essential ieauing anu liteiacy skills.

- Stuuents with special leaining neeus aie pioviueu auuitional
instiuctional time anu suppoit. Auuitional time is allocateu within the
school uay, befoie school, aftei school, anu uuiing vacation peiious as
necessaiy.

- The school extenus leaining time foi all stuuents by piomoting
inuepenuent ieauing outsiue school in uaily at-home ieauing
assignments anu expectations, use of summei ieauing lists, anu family
anu community liteiacy activities.

The State Boaiu of Euucation has appointeu a committee to wiite the new mathematics
fiamewoik. The mathematics fiamewoik uiaft will be ievieweu by the Instiuctional
Quality Commission on Naich 21-22. Bi. Baiiett is a membei of this commission. To
suppoit goou fiist instiuction in the classioom, piofessional uevelopment was conuucteu
in Tieasuies, BIBELS anu Buist Eaily Liteiacy Inteivention uuiing the 2u12-2u1S school
yeai; howevei, given changes in staffing, a majoi piioiity will be ensuiing all staff have the
appiopiiate founuational unueistanuing of key piogiams. Classioom ueliveiy will focus on
the following elements of the Teaching anu Leaining Fiamewoik: 2c1: Nanagement of
Routines, Pioceuuies anu Tiansitions, Sb1: Quality anu Puipose of Questions anu Sb2:
Biscussion Techniques anu Stuuent Paiticipation. These thiee elements weie chosen by
the school in conjunction with the woik of the Supeiintenuent's Suppoit anu Innovation
Centei (ISIC).

24
th
Stieet ES will continue to implement all the Bistiict-auopteu ieseaich-baseu piogiams
incluuing Tieasuies foi English Language Aits anu English Language Bevelopment anu
Envision foi math. These piogiams, when implementeu with fiuelity, have pioven effective
in schools with similai uemogiaphics incluuing Plummei ES, Napa ES, anu Languon ES.
Auuitionally, 24
th
Stieet will utilize all Bistiict peiiouic anu piogiess monitoiing
assessments unless the school ueteimines that the assessments uo not meet the neeus of
theii stuuents anu uevelops theii own peiiouic assessment ciiteiia foi benchmaiking,
piogiess monitoiing anu a system foi tiacking anu shaiing assessment infoimation. In
auuition to cuiient stanuaiuizeu assessments, the school will use stanuaius-baseu iubiics
anu ciiteiia chaits foi constiucteu iesponses, wiiting anu pioject-baseu leaining.

In 2u11-2u12, the Bistiict went thiough a iigoious piocess foi auopting new English
language aits textbooks. Bi. Baiiett was pait of the committee, anu the Bistiict auopteu
Tieasuies as the language aits seiies. The auopteu mateiials fiom Tieasuies contain a
wiue iange of supplemental mateiials that uiffeientiate the cuiiiculum foi English
language leaineis anu auvanceu stuuents. The Teachei's Euition contains specific teaching
stiategies foi English language leaineis, stanuaiu English language leaineis, anu stuuents
with uisabilities.
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16
In 2u1S-2u14, 24
th
Stieet ES will use these mateiials to focus on the Common Coie
stanuaius at each giaue level. Because stanuaius anu assessment aie changing nationally
anu stuuents will be helu accountable to a new state assessment in 2u14, it benefits the
stuuents of 24
th
Stieet to begin that change acioss the entiie school soonei iathei than
latei. The Common Coie stanuaius baseu on ensuiing that all stuuents aie college anu
caieei ieauy also align with 24
th
Stieet ES' cultuie of college anu caieei. College anu caieei
ieauy means that stuuents have the skills to enioll anu successfully complete couisewoik
at a post-seconuaiy institution.

Auuitionally, teacheis at 24
th
Stieet will move to fully implementing the use of stanuaius-
baseu ciiteiia chaits anu iubiics to evaluate stuuent leaining with at least one example of
pioject-baseu leaining at each giaue level uuiing the 2u1S-2u14 school yeai. Pioject-
baseu leaining is integiates multiple skills that auults must utilize in college anu in caieeis
into complex tasks.

Bata Bialogues

The staff of 24
th
Stieet ES will iegulaily engage in uata uialogues aiounu stuuent
infoimation incluuing attenuance, assessments, anu behavioi. These uialogues will occui
on a numbei of uiffeient levels:
! In staff meetings, following assessments, the staff will look at the collective piogiess
of the school towaius annual benchmaiks.
! In giaue level meetings, staff will analyze uata anu plan foi coie instiuction anu
inteiventionpievention.
! In monthly giaue level Stuuent Success Team meetings, staff will plan suppoit foi
stiuggling stuuents.
! Inuiviuually, teacheis will meet with the piincipal at least thiee times a yeai to
uiscuss specific stiategies foi the classioom anuoi inuiviuual stuuents.

InteiventionPievention

Suppoiting the 8u% of these stuuents must incluue activities foi pievention anu
inteivention utilizeu uuiing the iegulai school uay with suppoit uuiing 0niveisal Access
Time (0AT), small gioup instiuction uuiing the language aits block, anu mouels such as
teaching assistants oi push-in piogiams. By suppoiting the instiuctional piogiam in the
classioom, stuuents ieceive auuitional seivices with the instiuctional piogiam; if stuuents
aie pulleu out of the classioom, they aie missing the piimaiy piogiam.

The National Association of Elementaiy School Piincipals noteu in a policy statement on
"Reauing Stiuggling Leaineis with New Inteivention Nouels" that:

To meet the needs of the full range of students within the classroom, and
especially the needs of low-achieving students, it will be important that
teachers are proficient in the effective use of small instructional groups and
a variety of powerful instructional strategies to provide focused teaching.
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0ctobei 29, 2u1S

17
Flexible and constantly changing small instructional groups allow teachers
to teach to the needs of individual students.

By teaching six to eight students in a small group within the regular class, a
teacher can ensure that all students receive instruction at the point of need
more regularly than can be achieved by individual conferencing. There is
now a considerable body of evidence to indicate that substantial gains in
student learning are possible if use is made of small-group instruction
6
.

This will only happen when teachers know how to put in place classroom-
management routines and design activities that allow small-group instruction to
proceed without disruption to the rest of the class. They may also need assistance
and encouragement in setting up task management boards, time clocks, table
organizers, and transition routines to ensure that students are able to operate
productively when the teacher is engaged in small-group instruction.

The vision of 24
th
Stieet is to inteivene befoie stuuents fail. By planning in auvance, we can
suppoit stuuent success in the coie cuiiiculum anu pievent stuuents fiom falling behinu.
Foi example, vocabulaiy anu concept lessons can be scaffolueu anu pie-taught to
stiuggling stuuents befoie whole gioup lessons. Auuitionally, scaffoluing stiategies such as
Thinking Naps anu communication guiues will be utilizeu to suppoit all stuuents access the
coie cuiiiculum uuiing the fiist instiuction.

To maximize iesouices, giaue levels will auopt a common scheuule; all giaues will have the
same instiuctional blocks foi each coie aiea. Common scheuules allow foi giaue-level
teaming anu foi oiganizing small gioup instiuction baseu on stuuent neeu. Any auuitional
assistance, such as teaching assistants anu volunteeis, will be assigneu on baseu on stuuent
neeu. Common scheuules allow stuuents to move fiom one class to anothei to best meet
theii neeus.

Instiuctional Stiategies to Suppoit uoou Fiist Instiuction in all Coie Subjects

1) Backwards Lesson Planning and Building Prior Knowledge- Based on the Understanding
by Design model,
7
backwards planning helps prepare instruction to fill in any gaps in students
knowledge. Understanding what knowledge is essential to make connections and inferences
within a story or text and building students prior knowledge is essential for access to key
concepts and learning.

Backwards planning occurs in grade level meetings by unit and by subject, allowing teachers to
meet the needs of 24
th
Street ES students by:

6
Abiami, P. C., Lou, Y., Chambeis, B., Poulsen, C., & Spence, }. (2uuu). Why shoulu we gioup stuuents within-
class foi leaining. Euucational Reseaich anu Evaluation, 6(2), 1S8-179. uoi:1u.1u761S8u-S611 (2uuuu6)
6:2;1-E;F1S8
7
Wiggins, uiant P, }ay NcTighe, Leslie }. Kieinan, anu Fiank Fiost. H0?$-)&/0?'02 "> I$)'20. Alexanuiia, va:
Association foi Supeivision anu Cuiiiculum Bevelopment, 1998.
18

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18
a. pre-planning for any common misconceptions,
b. building prior knowledge and skills,
c. planning specific strategies to meet the needs of English Learner Master Plan
students,
d. planning how best to support student understanding before students fail.
Effective backwards planning for teachers would be based on the answers to critical questions:
! What prior knowledge do students need to understand the concept being taught?
! What are common misunderstandings that students may have?
! How am I going to help students organize the information?
! What are the key vocabulary words that students need to learn? What basic
vocabulary words will be needed to access the concept?
! What words do we want students to include in their writing? (This question includes
transition words and phrases such as therefore and by summarizing the relevant
information, I can conclude)
! What grammatical structures will students need to express their understanding?
! How can I engage multiple students at a time?
! How can I provide additional support to learners who are still struggling?

2) Pre-teaching vocabulary and key concepts Backwards planning also allows teachers to
prepare strong lessons or unit openers that pre-teach vocabulary and key concepts necessary for
unlocking the text. Often after teaching a lesson, students who cannot show mastery are
regrouped for re-teaching. Successful prevention is more powerful than intervention after a
student already knows that he/she has failed. By introducing key learning and vocabulary before
the lesson, the students will be actively engaged in his/her learning during the lesson. In some
instances, particularly with second language learners, there may be mini-lessons to help prior to
the grade level lesson.

Materials written below grade level may be used to scaffold a students understanding of a
concept. Even though the initial reading is below grade level, teachers are scaffolding the ability
to access the Tier 1 curriculum; the student is still expected to master the grade level curriculum.
This concept is fully supported when transitioning to the Common Core standards; a major
strategy to help students access complex text is to introduce the concept and vocabulary in text
closer to the students independent reading level and then guide the student in comprehending
increasingly more difficult text. During the initial reading of lower-level text, students are able
to easily read the text allowing them to focus their memory on comprehension. Then, students
are able to use their acquired knowledge as their struggle and progress through increasingly
complex text.

For example, in fifth-grade math, students learn to multiple decimals. If students do not know all
of the multiplication facts, then teachers still need to teach the concept using the multiplication
tables known. In this way, students have access to fifth-grade math concepts despite not having
mastered the multiplication tables taught in third-grade.
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19
3) Thinking Maps Curriculum programs often include a variety of graphic organizers. At 24
th
Street ES, we consistently use Thinking Maps across all content areas and subject areas to help
students organizing information. As parents saw when visiting Frank Del Omo Elementary
School, eight different graphic organizers called thinking maps are used to help students
strategically map their thinking onto paper. Some examples include:

! Bubble maps were used in the kindergarten class with adjectives to describe a rainy day.
! Tree maps for classifying such as the first grade tree map classifying animals into
mammals, birds, reptiles or fish that was in the hallway.
! Circle maps for brainstorming like the kindergarten room with the circle map with the
center labeled I like to eat and foods surrounding the circle. Circle maps can also be
used to understand how math concepts can be applied to real-life situations.
! Flow maps for problem-solving are good for understanding math concepts.

These maps can also be used to help English language learners articulate orally or in writing
through techniques called Pull out and read or Pull out and write. For example, with the
circle map, the sentence starter is the center: I like to eat. Then, students complete the sentence
with one or more of the surrounding foods. Possible answers include:

! I like to eat pizza.
! I like to eat corn.
! I like to eat potatoes.

4) Modeling strategies and reasoning aloud Modeling how a good reader determines an
answer is more important than a final answer. For example, a teacher may model his/her thinking
to make an inference as follows:

The regal woman on her throne is waving her scepter. The teacher says out loud to
his/her students: I dont know what regal means, but I bet I can figure it out. A queen
sits on a throne and a queen waves a scepter. I think the regal woman must be a queen.
So, if regal is describing the woman, it must have something to do with how a queen
looks.

The concept of the Common Core standards shifts from what do students know to how do to
students acquire information and determine what they can do with that information? Modeling
and reasoning aloud helps students understand the thinking behind HOW we get an answer and
WHY it is the answer. Equally important is helping them understand why another answer is not
the right answer, or even more importantly, the BEST answer. In math, we will not focus on just
getting the answer or understanding the algorithm but the content process, reasoning and real-life
application.

5) Mastering academic language Determine in advance what are the most important, age-
appropriate vocabulary words students need to know. For second-language learners, teachers
may need to include some basic vocabulary that can often be supported with visuals.
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There are two groups of academic vocabulary words that all students need to master the content:
the language of the discipline and the language of articulation.

! The language of the discipline focuses on key content vocabulary. For example, in a
lesson on Martin Luther King, Jr., key academic language of the discipline would
include: the civil rights movement, segregation, non-violent protest, etc. In math, an
example of content vocabulary for graphing would be x-axis, y-axis, coordinates, and
slope.
! The language of articulation focuses on those words that help good readers/writers
express themselves orally or in writing. For example, the words taught in the language of
articulation are often but not always transition words. In the following sentences, I have
underlined the language of articulation: Beginning with Rosa Parks refusing to give up
her seat on the bus, Dr. King continued a message of peaceful protest. Furthermore, his
March on Washington has become a symbol and model for future demonstrations.

The Common Core standards focus on the language of argumentation that is included in the
language of articulation. The Common Core will move away from persuasive essays to having
students debate multiple perspectives and presenting both sides before coming to a conclusion.

7) Communication Guides Communication Guides help students to express themselves.
Often associated with English-language learners, these frames can help all students incorporate
the languages of the discipline and of articulation. Sentence frames can be differentiated
according to student needs. Some examples include:

! Example 1 (lower level of English proficiency): I want the . I do not want the
_.
! Example 2 (higher level of English proficiency): I chose because . I did not
choose the because .
! Example 3 (English proficient): After considering all choices, I chose the because
and . On the other hand, I did not choose the because
and .

These three examples of communication guides help English language learners participate in
classroom discussions on an academic level as they are acquiring the language.

Some sentence frames to support text connections in the Common Core include:

! I know that one of the causes of the Civil War was because on page , the author writes
(drawing conclusions).
! I think that the character is (adjective) because on page the character and on page
the character . Generally, people who do these things are ; therefore, I can infer that the
character is (drawing inferences).

These examples of communication guides for the Common Core help all students to
communicate a deeper understanding of the text.

veitical Aiticulation
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21
veitical aiticulation allows teacheis acioss giaue levels to have a bettei unueistanuing of
giaue level expectations at the next giaue anu allows the next teacheis to have a bettei
unueistanuing of the stuuents that they aie ieceiving. Not only is veitical aiticulation
within 24
th
Stieet Elementaiy School a piioiity but also between the Eaily Euucation
Centei anu 24
th
Stieet ES. All teacheis will meet at least once each semestei as pait of the
community uevelopment at the site.

As pait of the leaueiship capacity builuing at 24
th
Stieet ES, an Instiuctional Besign Team
will be foimeu with iepiesentatives fiom each giaue level K-S anu one fiom special
euucation. The Instiuctional Besign Team (IBT) will meet monthly. These meetings will
occui uuiing non-instiuctional time but aie not consiueieu pait of the school's faculty
meetings noi is this committee consiueieu as one of the foui stanuing aujunct committees
at the school. The IBT helps to guiue the focus on instiuction by planning piofessional
uevelopment anu othei suppoit foi stiuggling teacheis. The IBT also guiues focus
questions foi uata uialogues anu uses the iesults of the uata uialogues foi inteivention
planning.

Piofessional Bevelopment

Reseaich shows that an effective teachei is the most impoitant factoi in stuuents' success.
Theiefoie, this plan incluues compiehensive piofessional uevelopment. Suppoiting oui
vision is the belief that teacheis shaie theii piactice anu woik in teams in oiuei to sustain a
piofessional collaboiative cultuie. The staff at 24
th
Stieet ES will place an emphasis on
shaieu uecision-making anu shaieu iesponsibility foi stuuent achievement. In this mannei,
we will foim small leaining communities that peisonalize instiuction baseu on stuuent
instiuctional anu socio-emotional neeus.

With the iestait mouel, many new LA0SB staff will be joining 24
th
Stieet; theiefoie, to
begin builuing the collaboiative cultuie at 24
th
St ES, the Bistiict will pioviue 1u uays of
piofessional uevelopment piioi to the stait of the 2u1S-2u14 school yeai. These uays will
be pait of the teacheis' commitment anu will be paiu at the Bistiict Tiaining Rate.

The school will woik with the Bistiict to ensuie that the content of the ten uays of
piofessional uevelopment is focuseu on builuing school cultuie, uistiict initiatives, uata
analysis, anu giaue level planning baseu on stuuent neeus anu calibiateu to the skills of
incoming staff. In this mannei, we will ensuie we have consistent systems, common
expectations anu effective instiuction on uay 1.

Buiing the 2u1S-2u14 school yeai, the school will use minimum anu shoiteneu uays,
bankeu time uays anu faculty meetings to pioviue foi piofessional uevelopment. uiaue
levels will be given iegulai collaboiation time to piepaie, plan anu uiffeientiate instiuction.
A mastei piofessional uevelopment calenuai that allocates this time will be cieateu by the
stait of school. An example of long-teim planning is as follows:
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22
! The fiist Tuesuay of eveiy month will consist of a combination of bankeu time
8
anu
faculty meeting time to pioviue a two-houi piofessional block.
! The seconu anu fouith Tuesuays of each month will be uelegateu to giaue level
collaboiation. Agenuas will be submitteu to the piincipal the Thuisuay piioi to the
meeting foi publication in the weekly bulletin.
! uiaue level meetings following a peiiouic assessment will be allotteu to analyze
uata, backwaius plan, anu oiganize inteivention uuiing univeisal access time.

In oiuei to maximize the amount of time available foi piofessional uevelopment, the school
iequests a waivei fiom the collective baigaining agieement to inciease the school uay anu
allow all Tuesuays to have a bankeu time component insteau of just the 26 uays alieauy
pioviueu by the Bistiict
9
.

The Bistiict will pioviue an auuitional full-time coach to suppoit the instiuctional piogiam,
sepaiate anu above any allocateu uistiict position(s). The coach will woik to suppoit
teacheis in impioving classioom instiuction. The piincipal anu the Bistiict shall have the
final ueteimination baseu on ability anu expeitise
1u
.

The coach anu piincipal will woik with the Bistiict to establish point-cieuit classes foi
teacheis. These classes will suppoit classioom instiuction by enabling giaue levels to have
auuitional cognitive planning time to backwaius plan units anu commonly evaluate stuuent
woik. All teacheis will be expecteu to paiticipate iegaiuless of whethei oi not they neeu to
acquiie auuitional salaiy points.

Buuget piioiities foi the school will incluue funuing foi substitutes to ielease teacheis foi
instiuctional iounus anu peei coaching.

Technology

Recognizing the neeu foi integiating technology into the classioom to suppoit stuuents in
the Common Coie stanuaius, the Bistiict will ensuie that the infiastiuctuie (wiiing,
inteinet, seivei etc.) at 24
th
Stieet is able to suppoit all 21
st
centuiy classiooms.
Auuitionally, the Bistiict will woik with piivate uonois to ensuie that each classioom is
pioviueu with a laptop, an LCB piojectoi anu the equivalent of a SmaitBoaiu. Beginning in
}anuaiy 2u14, the school will be pait of the Bistiict's Technology foi the Common Coie
Phase II in which stuuents will be pioviueu with a tablet at a 1:1 iatio. Fuitheimoie, 24
th
Stieet is one of the finalists in contention foi full funuing of a STEN math piogiam by the
Ninu Reseaich Institute.

Expeiiential Leaining: The Community uaiuen

8
Bankeu time allows schools to auu a few moie minutes to each school uay in oiuei to pioviue a shoiteneu
instiuctional uay on Tuesuays, allowing teacheis to engage in an houi of piofessional uevelopment.
9
(Aiticle IX-B, 2.ub)
1u
(Staff appointments waivei)
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Foi the last foui yeais, the Community uaiuen has seiveu the stuuents of 24
th
Stieet ES.
LA0SB has iepeateuly affiimeu theii unueistanuing of the value of gaiuen-baseu leaining,
in paiticulai thiough a Septembei 2uu7 Boaiu Resolution entitleu, "Pieseiving anu
Sustaining Instiuctional School uaiuens," which states that, "school gaiuens aie poweiful
instiuctional tools foi teaching hanus-on science, mathematics, social science, language
aits, anu visual anu peifoiming aits anu also pioviue oppoitunities foi acauemic
achievement, enviionmental stewaiuship, woik piepaieuness, an unueistanuing anu
appieciation foi the natuial woilu, anu family anu community involvement in oui schools."

The uaiuen School Founuation's 4$$? &, ./"5$ cuiiiculum was cieateu to put these woius
to action, enhancing stuuents' compiehension of the CA State anu Common Coie stanuaius
by giving them hanus-on expeiiences fiom which to uiaw fiom back in the classioom. Bi-
weekly lessons focus on eithei Science anu ELA (Common Coie) stanuaius-baseu activities
oi Cooking anu Nutiition classes that aie begun in the classioom anu then exploieu
thiough a gaiuen activity, facilitateu with the expeit assistance of a uSF uaiuen
Cooiuinatoi.

Priority #2 Leadership Capacity

Buiing the Public School Choice piocess anu, again, in the subsequent neeus ieview,
paients anu staff weie passionate about the neeu foi stiong auministiatoi leaueiship.
Theiefoie, the Bistiict is taking seveial steps incluuing uiffeientiating the auministiative
iesponsibilities anu pioviuing expeit suppoit foi leaueiship capacity builuing.

;+< !"8#&#,$*'$#%&: The Piincipal will seive as the instiuctional specialist of the school.
The piincipal will be suppoiteu by the Instiuctional Biiectoi anu also by an auministiative
coach thiough LASBI at no cost to the school. Leaueiship oppoitunities will be pioviueu
thiough the ISIC. Theie will also be a site opeiations cooiuinatoi position.

By having a piincipal that is an instiuctional specialist anu a site opeiations cooiuinatoi,
the piincipal can have a lasei focus on the euucation piogiam at the site while the site
opeiations cooiuinatoi manages the unique collaboiation of Bistiict, EN0 anu
paitneiships accessing the site.

Builuing Capacity foi Auministiation: The National Equity Pioject (NEP) will pioviue
auuitional leaueiship suppoit. The National Equity Pioject coaches leaueis anu suppoits
community conveisations to shift the uiscouise about what has happeneu, what will
happen, anu what is possible. Specific uetails of all coaching anu suppoit will be co-
constiucteu with the Instiuctional Biiectoi anu Piincipal.

=*#&-#>'( 3+'"+*,.#> 2%'-.#&/? Coaching anu thought paitneiship foi school leaueis
may incluue skill uevelopment, emotional suppoit, feeuback anu pioblem-solving in the
foims of in-peison, electionic coiiesponuence anu phone meetings. Leaueiship coaching
will inciease leaueis' will, skill anu capacity to leau anu manage the change piocess with
school staff anu in the community. Coaching suppoit is iesponsive anu aligneu to shifting
uynamics anu context. Specific skill anu knowleuge uevelopment may incluue:
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0ctobei 29, 2u1S

24
Bow to take piouuctive action as a leauei to inciease collective owneiship foi
shaieu outcomes; leauing to builu the capacity of otheis.
Bow to uesign initiatives that auuiess the &$%30'%/5 anu -$5/&',0/5 aspects of change.
Skills foi leauing change in challenging contexts, incluuing social-emotional
intelligence anu builuing tiust anu ielationships acioss iole, iace, etc.

@+A+(%>8+&$ %7 @#,$*#04$+" 5B&,$*4-$#%&'(C 3+'"+*,.#>: The National Equity Pioject
coaches will suppoit the school to uevelop (oi stiengthen existing) leaueiship stiuctuies to
uiive change effoits at the school. Such stiuctuies incluue instiuctional leaueiship teams,
PB Teams, change management teams, teams of Piofessional Leaining Community (PLC)
leaueis (e.g. giaue-level oi uepaitment iepiesentatives). Specific skill anu knowleuge
uevelopment may incluue:

Builuing effective, collaboiative teams.
Bow to use obseivation tools anu stiuctuies to builu shaieu accountability foi
quality teaching.
Bow to uevelop anu stiengthen alliances anu tiust (acioss iaces anu ioles).
Agenua uevelopment anu holistic meeting uesign.
Change management stiategies foi managing gioup uynamics.
Facilitation skills that suppoit iegulai focuseu uialogue anu collaboiative
pioblem solving in seivice of achieving shaieu goals anu outcomes.

Teacheis will have oppoitunities to uemonstiate this uistiibutive leaueiship thiough theii
facilitation anu paiticipation in giaue level meetings, manuateu councils, anu on aujunct
committees. State law iequiies iepiesentation by teacheis on both the School Site Council
(SSC) anu English Leaineis Auvisoiy Council (ELAC). To pioviue coheience anu avoiu
uuplication of effoit, it is iecommenueu that the functions assigneu to the Leaueiship
Council be ielegateu to the Instiuctional Besign Team (piofessional uevelopment), Safety
Committee (uiscipline, coue of conuuct) anu School Site Council (scheuule, school
equipment, anu buuget)
11
.

To builu capacity anu focus foi the 2u1S-2u14 school yeai, the school will begin with foui
aujunct committees: safety, technology, stuuent iecognition anu paientcommunity
outieach. By focusing on key aieas eithei iuentifieu in the neeus assessment oi iequiieu by
the Bistiict, the limiteu numbei of staff will be able to concentiate effoits on being effective
in a small numbei of aieas iathei than iunning a laige numbei of committees anu
stiuggling to manage multiple assignments. This stiategy has been successful in othei
schools such as Nultnomah ES, Plummei ES, anu Languon ES.

The safety committee will be iesponsible foi all mateiials ielateu to the safety anu welfaie
of the school such as the Safe School Plan, stuuent uiscipline, anu Community of Seivice.

11
See Appenuices foi moie uetails.
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2S
In iesponse to paient conceins that oppoitunities to celebiate success with theii chiluien
aie iaie, a committee foi stuuent iecognition will be iesponsible foi stuuent awaius anu
assemblies. Theie will also be leaueiship oppoitunities such as the stuuent council anu
Community of Seivice. The Community of Seivice will iequiie all thiiu thiough fifth-giaue
stuuents to pioviue seivice to the school thiough such activities as safety patiol, play
leaueis anu gaiuen helpeis on a iegulai basis.

The technology committee will pioviue piofessional uevelopment anu technical suppoit foi
the Phase II 1:1 tablet implementation.

The PaientCommunity 0utieach Committee will woik with the Paient Engagement 0nit
anu the Paient Centei iepiesentatives to pioviue a substantive, bioau paientcommunity
component to the school
12
. Auuitionally, the PaientCommunity 0utieach Committee will
be iesponsible foi all school community activities incluuing assemblies, paient confeiences
anu a monthly paient bulletin.

Priority #3 Positive Behavior Support

0ui belief is that oui chiluien come to us with the potential foi gieatness, anu we will
nuituie anu piotect them as they leain to fly. In suppoit of this vision, the school will
uevelop anu piomote a cultuie of Soaiing Eagles.

To builu cohesiveness, the school will integiate the soaiing eagle mascot into awaius,
uiscipline policy anu all aspects of school piiue. Foi example, the school has alieauy
staiteu a Clean Eagle awaiu foi cleaning up the lunch aiea.

Soaiing Eagles aie TRRFCC (Tiustwoithy, Respectful, Responsible, Faii, anu Caiing
Citizens.) They exhibit the six pillais of chaiactei uefineu by Nichael }osephson fiom The
}osephson Institute in his blog, B3/& B'55 J/&&$-
KL
.

1. Tiustwoithiness
! Be honest
! Bon't ueceive, cheat, oi steal
! Be ieliable uo what you say you'll uo
! Bave the couiage to uo the iight thing
! Builu a goou ieputation
! Be loyal stanu by youi family, fiienus, anu countiy

2. Respect
! Tieat otheis with iespect; follow the uoluen Rule
! Be toleiant anu accepting of uiffeiences
! 0se goou manneis, not bau language

12
See paientcommunity section.
1S
www.chaiacteicounts.oig
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0ctobei 29, 2u1S

26
! Be consiueiate of the feelings of otheis
! Bon't thieaten, hit oi huit anyone
! Beal peacefully with angei, insults, anu uisagieements

S. Responsibility
! Bo what you aie supposeu to uo
! Plan aheau
! Peiseveie: keep on tiying!
! Always uo youi best
! 0se self-contiol
! Be self-uisciplineu
! Think befoie you act consiuei the consequences
! Be accountable foi youi woius, actions, anu attituues
! Set a goou example foi otheis

4. Faiiness
! Play by the iules
! Take tuins anu shaie
! Be open-minueu; listen to otheis
! Bon't take auvantage of otheis
! Bon't blame otheis caielessly
! Tieat all people faiily

S. Caiing
! Be kinu
! Be compassionate anu show you caie
! Expiess giatituue
! Foigive otheis
! Belp people in neeu

6. Citizenship
! Bo youi shaie to make youi school anu community bettei
! Coopeiate
! uet involveu in community affaiis
! Stay infoimeu; vote
! Be a goou neighboi
! 0bey laws anu iules
! Respect authoiity
! Piotect the enviionment
! volunteei
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0ctobei 29, 2u1S

27
Positive Behavioi Suppoit: Access foi all stuuents

24
th
Stieet is committeu to implementing a school wiue positive behavioi suppoit plan
with a cleai piogiess uiscipline component that is focuseu on teaching appiopiiate
behaviois anu ieuiiecting inappiopiiate behaviois.

A key component of the instiuctional plan of the school is establishing ioutines, pioceuuies
anu tiansitions (Teaching anu Leaining Fiamewoik 2c1). By communicating cleai
expectations anu having establisheu ioutines, pioceuuies anu tiansitions, schools inciease
the amount of time spent on instiuction anu ueciease the amount of time spent on
uiscipline. As paients saw at Fiank Bel 0mo Elementaiy School, theie weie cleai
pioceuuies foi lining up, walking in the hallway, moving fiom the uesks to the flooi anu
many othei common tiansitions. In auuition to classioom management, the school will
have cleai expectations foi out of classioom activities. This supeivision plan will be cleaily
communicateu to paients anu stuuents uuiing the fiist week of school. As Bi. Eugene
Beinanuez, piincipal, Fiank Bel 0mo Elementaiy School noteu, it is impoitant foi staff,
paients anu stuuents to have a cleai unueistanuing of stuuent expectations.

Bieakfast in the Classioom is the fiist 2u minutes of each uay. This time can also be useu as
an auvisoiy time when chaiactei euucation is explicitly taught along with piogiams such as
Seconu Step, a social skills piogiam. Baseu on cuiient ieseaich, each giaue level featuies
uevelopmentally appiopiiate ways to teach coie social-emotional skills such as empathy,
emotion management, anu pioblem solving.

The school will be a positive behavioi system baseu on the soaiing eagle mascot to iewaiu
stuuent anu class behavioi. Foi example, most schools have Nost Impioveu anu uoou
Citizenship awaius. 24
th
Stieet Elementaiy can peisonalize these awaius using the mascot
to the Nost Impioveu Eagle anu the uoluen Eagle Citizenship Awaiu. These simple changes
ieiteiate the collective iuentity, builuing stuuent anu school piiue. Some ways to iecognize
classioom behavioi coulu be a uoluen Eagle pass allowing a class to have special piivileges
such as Su minutes in the computei lab, a "fiist in line" pass oi iecognition in a Nonuay
moining assembly with a laminateu eagle sign foi the class to keep that week. Rosa Paiks
ES hau a stuffeu husky, theii mascot, foi eveiy class; the class 'owneu' the mascot, builuing
school piiue anu ieinfoicing positive behaviois.

0nifoim Policy

Auministiation will iecommenu to the School Site Council anu the Leaueiship Council that
they auopt a unifoim policy. 0nifoims cieate a specific iuentify anu minimize uisiuptive
anu inappiopiiate clothing. Shaiing the same physical plant, Ciown Piep Chaitei School
also has a unifoim policy.

Stuuent Leaueiship

The school will establish both a Stuuent Council anu a Community of Seivice foi all thiiu
anu fouith giaue stuuents, incluuing stuuents with uisabilities. Some of the uecisions
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0ctobei 29, 2u1S

28
maue by the stuuent council may incluue polling stuuents, changing the cafeteiia menu,
establishing non-unifoim uays (such as College Bay, funny hat uay) anu teaching stuuents
to be iesponsible eagles by cleaning up the school, helping otheis, etc. Sample activities foi
the Community of Seivice aie attacheu in an auuenuum.

Stuuent Success Team

The school will holu monthly giaue level meetings of the Stuuent Success Team. The
puipose of this team is to help stuuents be successful acauemically anu behavioially. The
team pioviues specific feeuback to the classioom teachei on stiategies to implement in the
classioom. The Stuuent Success Team is a geneial euucation function although special
euucation stuuents may be iefeiieu foi auuitional classioom suppoit.

Auuitional Positive Behavioi Suppoit: Tiei 2 anu Tiei S

All stuuents will be taught appiopiiate social skills; howevei, some stuuents neeu a little
moie assistance anu piactice. The Bistiict anu outsiue oiganizations incluuing 0CPlay will
help the school builu capacity in suppoiting stuuents who neeu auuitional inteivention.

0CPlay anu Social Skills:
Pio social skill instiuction is ciitical to the acauemic anu behavioial success of stuuents. As
pait of a multi-tieieu school-wiue positive behavioi appioach to uiscipline, teaching pio
social skills pioviues stuuents with oppoitunities to leain how to appiopiiately inteiact
with peeis anu iesolve conflicts. The 0CPlay pioject is 0niteu Ceiebial Palsy's 8 week
chiluien's piogiam that is cuiiently being utilizeu at La Salle Elementaiy School to uevelop
euucatois' skills in teaching pio social skills anu as a methou foi taigeting inteivention
suppoit foi paiticulai stuuents uemonstiating behavioial challenges. 0CPlay incoipoiates
multi-sensoiy cieative expeiiences anu the aits to teach pio social skills, peisonal
communication anu expiession to all stuuents, but especially stuuents with uisabilities.
This piogiam has been oiganizeu in collaboiation with the school auministiatoi, special
euucation teacheis, anu geneial euucation teacheis. The cuiiiculum useu meets the
Califoinia State Boaiu of Euucation content stanuaius, positive behavioi suppoit
piinciples, anu is tailoi maue to meet classioom goals anu give eveiy stuuent the social
skills they neeu to be successful at school. Collaboiation with school staff anu
auministiatois cieates the oppoitunity to builu the teacheis' capacity anu ensuie
sustainability once the piogiam is completeu. Teacheis aie involveu in the uevelopment
anu implementation of the piogiam.

The stiuctuie the 0CPlay piogiam incluues the following piactices:
! Besigning the Social Cuiiiculum: The piogiam is ueviseu in collaboiation with the
school anu teacheis to ueteimine the impoitant social anu euucational goals they
have foi the classioom anu paiticulai stuuents. This also mouels foi staff how to
uesign anu pioviue social skills instiuction class-wiue anu foi inuiviuual stuuents.
! Cieative aits: Teaching methous baseu on the unueistanuing that making ait is a
funuamental human necessity, bioauening human expeiience anu unueistanuing.
29

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29
Foi stuuents with leaining uiffeiences, aits euucation can offei a poweiful methou
of expiession.
! Inteiactive Role Play: Stuuents aie placeu in the iole of expeits as the auults anu
stuuents iole play the incoiiect social behavioi. They then mouel the coiiect social
behavioi.
! viueo: The scenaiios aie iecoiueu to cieate a tiaining BvB foi theii class, school
anu home. This component gives stuuents many oppoitunities to inteinalize
behaviois.

Special Education

At 24
th
Stieet Elementaiy school, special euucation is a seivice pioviueu to suppoit stuuent
success not a label useu to segiegate stuuents. Special euucation seivices will be a
collaboiative suppoit between geneial anu special euucation. Stuuents who ieceive special
euucation seivices will be seiviceu within the geneial euucation classioom whenevei
possible anu puisuant to the stuuent's IEP. This geneial euucation classioom setting also
incluues itineiant seivices such as speech & language, haiu of heaiing anu counseling.
Stuuents who aie expeiiencing uifficulties with behaviois, anu acauemic challenges neeu to
be suppoiteu in a geneial euucation enviionment. The only exceptions may be when
sensitive equipment is utilizeu oi when piivacy is the oveiiiuing factoi. The Inuiviuualizeu
Euucation Plan (IEP) neeus to be sensitive to the iights of the chilu in iegaius to the least
iestiictive enviionment in both feueial law anu uistiict policy. All stuuents shoulu access
anu use the geneial euucation cuiiiculum unless an alteinative cuiiiculum is specifically
iuentifieu in the IEP.

The inclusion oi integiation of stuuents with uisabilities cieates wonueiful oppoitunities
foi both stuuents with anu without uisabilities. The Inuiviuuals with Bisabilities Euucation
Act (IBEA) iequiies that stuuents with uisabilities be euucateu, to the maximum extent
possible, in settings with theii typical peeis unless the use of supplementaiy aius anu
seivices is not satisfactoiily achievable in this setting. Theie has been a consistent
inciease of utilization of inclusive piactices wheieby stuuents with uisabilities ieceive
suppoit seivices in the geneial euucation classioom
14
.

Integiation piactices cieate leaining expeiiences that benefit all stuuents in multiple
ways. Reseaich by the National Association of Special Euucation Teacheis
1S
ievealeu
positive peiceptions anu attituues between peeis anu on inclusion, foi both stuuents in
geneial euucation anu those in special euucation. Stuuies have also shown that stuuents
with uisabilities that paiticipate in inclusion piogiams uemonstiate acauemic anu social

14
NcLeskey, }., Beniy, B., & Bouges, B. (1999). Inclusion: What piogiess is being maue acioss
uisability categoiies. TEACBINu Exceptional Chiluien, S1 (S), 6u-64.
1S
National Association of Special Euucation Teacheis (NASPT) 2uu7, Attituues anu Peiceptions of
Inclusion.
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Su
impiovements, in paiticulai on stanuaiuizeu assessments, meeting IEP goals, positive
inteiactions with peeis, anu giaues.
16

Stuuents with uisabilities benefit fiom instiuction in the geneial euucation setting, while at
the same time ieceiving specializeu supplementaiy suppoits anu aius. This iequiies that
the collaboiation between geneial anu special euucation teacheis. Successful integiation
piogiams incluue consistent oppoitunities foi teacheis to collaboiate anu cieate
communities of leaining within the classioom.

Special euucation anu geneial euucation teacheis woik collaboiatively in integiation
mouels to shaie piactices anu stiategies that benefit stuuents (both with anu without
uisabilities). They typically finu a gieatei sense of self-efficacy anu competency as
euucatois since they can teach stuuents with a vaiiety of neeus
17
. The outcomes foi
stuuents that aie integiateu in geneial euucation baseu on the stuuents' inuiviuual neeus
aie positive. The iipple effects of these integiation piactices aie also expeiienceu by theii
typical peeis anu teacheis committeu to teaching them.

The iesouice specialist piogiam, a special euucation seivice pioviueu to stuuents who
neeu seivice foi less than Su% of the uay, shoulu be a push-in piogiam as a geneial iule.
Push-in may incluue a leaining centei that seivices both geneial euucation anu stuuents
who aie ieceiving special euucation seivices. Raiely, the IEP team may ueciue that the
stuuent iequiies such intensive, inuiviuualizeu suppoit in auuition to classioom suppoit
that the team will pioviue supplemental pull-out suppoit. This pull-out may not occui
uuiing coie instiuctional time as it is an auuition to not insteau of classioom suppoit.

Stuuents in special uay classes (SBC) will be integiateu into the geneial euucation
classioom to the gieatest extent possible. SBC teacheis will use mouels such as co-
teaching, collaboiation anu co-planning. By using these mouels, we aie able to ensuie that
stuuents ieceiving special euucation seivices not only have access to the coie but also the
appiopiiate suppoit foi unueistanuing the cuiiiculum.

The opeiations cooiuinatoi will woik with the piincipal at Wiuney Bigh School, aujacent to
the 24
th
Stieet campus, to uevelop a collaboiative plan foi integiation of the stuuents
paiticipating in a woik ability piogiam with suppoit fiom Bistiict 0ffice of Tiansition
Seivices (B0TS). These stuuents aie in a woik piepaiation piogiam anu may be able to
pioviue auuitional suppoit foi 24
th
Stieet in keeping the campus clean, impioving seivice
in the cafeteiia, anu woiking with the piimaiy chiluien. This ielationship is still being
exploieu.

Parent and Community Engagement

16
Salenu, S. }., & uaiiick-Buhaney, L. N. (1 999). The impact of inclusion on stuuents with anu
without uisabilities anu theii euucatois. Remeuial anu Special Euucation, 2u(2), 1 14- 126.
17
Salenu, S. }., & uaiiick-Buhaney, L. N. (1 999). The impact of inclusion on stuuents with anu without
uisabilities anu theii euucatois. Remeuial anu Special Euucation, 2u(2), 1 14- 126.
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In suppoit of oui vision, ielationships aie focuseu on iespect, tiust, anu collaboiation.
Families aie expecteu to paiticipate as paitneis. 24
th
Stieet ES welcomes paitneiships with
community oiganizations in oiuei to expanu leaining oppoitunities anu suppoit seivices
foi stuuents anu theii families.

Fiist Bay of School

The fiist uay of school will seive as an intiouuction between the family anu the new
teachei. Paients anu stuuents will gathei on the yaiu wheie teacheis will gieet the
families with a laige sign beaiing theii ioom numbei anu name. The piincipal welcome the
family into the "Eagle Nest" in a shoit outsiue assembly. Then, the families anu the teachei
will walk to the classioom togethei wheie the teachei will then have some time to uiscuss
the classioom expectations.

0ne example of how the school can begin to highlight college anu caieei awaieness is to
have each teachei uecoiate the uoois of theii inuiviuual classioom with the colois,
memoiabilia anu mascot of theii colleges anu univeisities. 0n the fiist uay of school, as
paients anu chiluien walk to theii new classiooms, the school vibiates with the open uoois
ieflecting the teacheis' expeiiences anu accomplishments. Anothei example is to have
teacheis fiame anu uisplay theii cieuentials, awaius anu ceitificateu in theii classiooms.

Paient Passpoit

Paients will be given a paient passpoit foi each chilu. The passpoit consists of thiee pages
folueu in half; on five of the pages, 1u pages aie uiawn on each page. When the paient
attenus meetings such as confeiences oi IEP meetings oi attenus events such as Back-to-
School night oi the Wintei Boliuay Piogiam, the paient will ieceive a stamp in the
passpoit. All paients aie expecteu to complete at least the fiist page with 1u stamps in
oiuei to become a "Piouu Eagle". The booklet may continue in the same mannei with 2u
stamps (Silvei Eagle), Su stamps (uoluen Eagle), 4u stamps (Platinum Eagle) anu Su
stamps (Soaiing Eagle). Paients will ieceive theii fiist stamp aftei meeting with the chilu's
teachei.

The passpoit pioviues a visible ieminuei of paiticipation anu accountability to the family.
Eastman ES, Anton ES, anu Plummei ES aie among the LA0SB schools that have noteu a
significant inciease in paient paiticipation since the implementation of the passpoit.
Plummei ES uiu a Panthei-poit foi theii paients. When paients hau completeu the
booklet, the school poitiait company uonateu an 8x1u family poitiait to each family.

Paient Centei Committee

The piincipal will woik with the paient iepiesentative to establish a woiking committee of
paients that will cooiuinate effoits to have a vibiant, engaging paient centei. Possible
aieas of action incluue: volunteei commitments, Community uaiuen, liaison to the Paient
Engagement 0nit, anu liaison to the Community Auult School (CAS). The Paient Centei
Committee woulu also woik closely with the school's aujunct committee of
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S2
paientcommunity involvement. The Paient Centei Committee woulu also be a subset of
the Paient Action Team.

volunteeis

The Paient Centei Committee will builu a iobust cauie of volunteeis. volunteeis will have
many uiffeient options foi paiticipation incluuing ieauing anu tutoiing, supeivision,
campus beautification, paient newslettei anu communication. The Bistiict will woik with
the piincipal to investigate the possibility of piocessing some volunteeis to pioviue chilu
caie.

Paient Confeiences

In auuition to the two manuatoiy confeiences foi yeai, teacheis will holu confeiences by
Septembei Su
th
to let paients know if theii stuuents aie not at giaue level. Aftei Nay 1,
teacheis will again meet with paients of any stuuent not meeting giaue level stanuaius.

All confeiences will be stanuaius-baseu anu paients will be given uata peitinent to theii
chilu's piogiess. In auuition to iepoit caius, applicable uata may incluue iepoits fiom
BIBELS, peiiouic assessments, CST, Ny Bata, attenuance anu behavioi.

Paient Euucation

The Paient Centei Committee will woik with ISIC's Paient Engagement 0nit, Nanual Aits
Community Auult School, the Community uaiuen, anu othei oiganizations to builu paient
ceitification piogiams anu pioviue classes foi paients. These uiveise options will allow
paients to 1) leain how to suppoit theii chiluien, 2) continue theii own euucation, anuoi
S) puisue classes of specific inteiest to themselves.

Celebiating Success

At the enu of the yeai, paients, stuuents anu staff neeu to celebiate the haiu woik that they
have accomplisheu. As an example, Plummei ES hosts a Family Recognition Bay on one of
the last uays of school. Eveiyone who has won an awaiu takes a walking lap aiounu the
tiack: all the uieen Team (language aits awaius), all the Panthei Piiue (math awaius),
uolu Neualists (CST pioficient anu auvanceu stuuents), Cool Cats (stuuents who ieclassify)
anu a sepaiate lap foi each level of paient paiticipation (black, silvei, golu, platinum anu
gieen pantheis). 0thei paient iecognitions incluue volunteei tea paity (Beaiboin ES anu
Plummei ES), Nuffins foi Nom, anu Bonuts foi Bau.

Building the Community

Next yeai, 24
th
Stieet will embaik on a majoi shift in thinking anu collaboiation. In
auuition to a iestait mouel integiating new anu existing stakeholueis, theie is a high level
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of collaboiation anu paitneiship expecteu fiom all paiticipants that is fai above the status
quo. Theiefoie, the beginning of the school yeai will incluue facilitation of uialogue,
healing anu ieconciliation that may be pioviueu by uistiict peisonnel anu the National
Equity Pioject (NEP). These conveisations can be focuseu on coming togethei aiounu what
matteis most to stuuents, families, staff anu community.

Key piioiities foi staff anu community uialogue coulu incluue:
Noving fiom blame to collective iesponsibility - fiom complaint to commitment
Suifacing past huit anu conflict so that it can be acknowleugeu in the inteiest of
moving foiwaiu togethei
Listening to multiple peispectives, expeiiences anu naiiatives in seivice of
stiengthening collective iesolve
Stepping into a futuie togethei helu by a shaieu vision anu set of commitments
Leaining anu unueistanuing the stiuctuial anu institutional conuitions that have
uisauvantageu some stuuents anu families

The Community uaiuen

The uaiuen School Founuation has woikeu with the 24th Stieet community foi the last 7
yeais to builu instiuctional gaiuens anu gaiuen-baseu piogiamming. The founuation,
stanus willing to help ushei in a new eia of excellence anu oppoitunity foi this school.
Buiing theii time at 24th Stieet, theii accomplishments incluueu:
! Tiansfoiming ovei 1 acie of asphalt into thiiving vegetable, native, anu ieauing
gaiuens,
! Wiiting a compiehensive K-S 4$$? &, ./"5$ expeiiential leaining cuiiiculum that is
aligneu to the Common Coie stanuaius,
! Bosting ovei 8u classes annually to seive all stuuents; facilitateu uaily iecess anu
lunch activities foi stuuents,
! Running aftei-school Ait, uaiuen, anu Reauing clubs thiee uays of the week, anu
! Paying to open the school gaiuens to the school community once Satuiuay pei
month foi Community Woikuays anu Chef uemonstiations with local Los Angeles
chefs.

24th Stieet now stanus as the piemiei mouel of gaiuen-baseu euucation anu gieen
schoolyaius in the LA0SB, anu has a huge oppoitunity to leveiage this anu theii long-
stanuing paitneiship with the uaiuen School Founuation to gieatei benefit. In paiticulai,
theie thiee key aieas that the gaiuen anu uSF aie positioneu to help auvance the
community's goals.

1. 0n Community Woikuays, between 4u-7u people iegulaily show up fiom all ovei
the city to help maintain this wonueiful iesouice, anu uiveise community membeis
have the chance to connect anu ielate to each othei on the most basic human level,
connecting with natuie, theii families, fellow paients, anu many of the most positive
aspects of Los Angeles. Foi many stuuents at 24th Stieet, the woikuays aie the only
iegulai iecieational inteiaction with natuie they have ovei much of theii
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S4
chiluhoous. Foi many paients, these gaiuen uays aie a chance to connect with theii
chiluien ovei theii cultuial heiitage, engaging them on theii family histoiy. In
auuition, these gaiuen uays pioviue many families the only access to fiesh, oiganic
piouuce available in theii neighboihoous, anu teach them about new, healthy meal
options.

2. In the past, the uaiuen School Founuation (uSF) has hau to spenu between $2Su-
$Suu on each Satuiuay they've openeu the school, putting a high financial stiain on
the oiganization anu pieventing close to $Suuu fiom being spent on uiiect
piogiams foi the stuuents anu theii families. 0ne of the iesponsibilities of the Site
0peiations Cooiuinatoi is to woik with the uSF anu the Bistiict to ensuie that the
community has maximum access to the community at minimum cost.

S. Paient involvement with the gaiuen has been paiamount to its success at this
school. Paients have pioviueu thousanus of houis of maintenance anu beautification
to the gaiuens, but mostly on the weekenu woikuays. uoing foiwaiu, theie aie
many oppoitunities foi fuithei engagement with anu owneiship of the gaiuen
thioughout the week, incluuing: supeivising iecess anu lunch activities; helping
with cooking classes anu gaiuen classes; biinging theii chiluien in to the gaiuen
aftei school to uo theii homewoik with volunteei tutois oi piactice ieauing, wiiting,
anu ait; using paits of the gaiuen to giow theii own foou foi theii families; oi any
othei iueas paients have. The gaiuen can also be useu foi paient meetings anu othei
school events.

Hiring and Staffing

Administration

As pieviously noteu, to best meet the neeu at the site, auministiation at 24
th
Stieet will be
uiviueu into instiuction anu opeiations.

The piincipal will be an instiuctional specialist anu will supeivise the instiuctional
piogiam at the 24
th
Stieet ES. The piincipal will be iesponsible foi the final supeivision
anu evaluation of all employees of the Bistiict at the site.

The opeiations cooiuinatoi at the site will supeivise the community ielations of the entiie
plant as well as the attenuance anu uiscipline of the elementaiy school.

uiven the peicent of Spanish-speaking paients, being bilingualbiliteiate in Spanish is a
uesiieu tiait foi both the piincipal anu the opeiations cooiuinatoi at the site.

Teachers
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In accoiuance with Bistiict eligibility hiiing lists, the Bistiict will actively ieciuit teacheis
fiom both within anu without the Bistiict. The Bistiict will paiticipate in ieciuitment faiis
at local univeisities. The Bistiict will puisue canuiuates who have a passion foi woiking in
the uiban city, a commitment to all stuuents anu who view euucation as a civil iight.
Auuitionally, the Bistiict will uo its best to ieciuit bilingual applicants to meet the neeus of
the community. All canuiuates must have knowleuge of specific stiategies on how best to
neeu the neeus of English language leaineis, socio-economically uisauvantageu stuuents
anu stanuaiu English language leaineis
18
.

Canuiuates shoulu be piepaieu to piesent both a poitfolio anu to eithei teach oi biing a
viueo of them teaching a stanuaius-baseu lesson in English language aits oi math.

The selection piocess will consist of 1) a ueteimination of eligibility by the Bistiict, 2) a
scieening of eligible canuiuates thiough a ieview of iesumes anu iecommenuations, S) an
inteiview piocess that incluues a peifoimance component both thiough a poitfolio of woik
anu a uemonstiation of instiuctional ueliveiy.

With a iestait mouel, all canuiuates must apply to teach at the school even if they aie
cuiiently woiking at the site.

All teacheis will sign a one-yeai commitment to the school. Teacheis who aie unwilling oi
unable to fulfill theii commitment to the school may be auministiatively tiansfeiieu fiom
the school. At the enu of the school yeai, all teacheis will be askeu to iecommit. Teacheis
who chose not to iecommit may be tiansfeiieu
19
.

The local piocess foi teachei assignments will be local ueteimineu anu may incluue
looping, team-teaching, etc
2u
. This piocess will help ensuie that assignments aie maue
baseu on the neeus of the stuuents.

Hiring Committee

Puisuant to the Bistiict eligibility list foi all canuiuates, 24
th
Stieet ES will have the
autonomy to select theii staff in oiuei to cieate a unifieu school community. Staff woik at
24
th
Stieet ES on a voluntaiy basis, anu may iequest a voluntaiy tiansfei at the enu of the
school yeai. Auuitionally, the Bistiict may ielease a staff membei fiom hishei
commitment to 24
th
Stieet at the enu of the yeai if the teachei is unwilling oi unable to
fulfill hishei commitment to 24
th
Stieet ES. This piocess is sepaiate anu apait fiom anu
coiiective action; 24
th
Stieet ES will continue to pioviue uue piocess to all staff anu aie
iesponsible foi coiiective action
21
.

18
See Attachment vIII foi Piactitionei Centei Leau Teachei }ob Besciiption
19
(Waivei: Nutual consent iequiiement foi employees)
2u
(Waivei: Teachei Assignments)
21
(Waivei: Nutual Consent foi Employees)
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A hiiing committee will be foimeu foi the auministiation anu teaching positions at the
school. The hiiing committee will scieen anu inteiview canuiuates. The hiiing committee
will incluue multiple stakeholuei gioups anu may also incluue community paitneis.

The hiiing committee will make iecommenuations to the Bistiict iegaiuing the canuiuates.
Bowevei, the Bistiict will holu final uecision-making authoiity foi the classiooms opeiateu
solely unuei the supeivision of the Bistiict.

Governance

0nuei the iestait mouel, 24
th
Stieet Elementaiy School as it functions now will close on
}une Su, 2u12. 0n }uly 1, 2u1S, a new 24
th
Stieet Elementaiy School will ieopen in the
same location. Bowevei, by iestaiting the school, we have the oppoitunity to ieuefine the
way in which stakeholueis have a voice in the school incluuing uecision-making.

At 24
th
Stieet Elementaiy School, teacheis anu paients will have a laigei voice in the way
that uecisions aie maue anu how the entiie physical site at 24
th
St. Elementaiy School
opeiates.

Seveial of these changes in goveinance stiuctuies have alieauy been auuiesseu in the plan
anu aie ieiteiateu heie.
! Cooiuinateu by the Site 0peiations Cooiuinatoi, an 0iganizational Seivices Council
meets at least monthly to uiscuss the neeus of the site. All vesteu, i.e. paitneiship
oiganizations, woulu have a voting membei on the council. Theiefoie, theie woulu
be equal iepiesentation fiom 24
th
Stieet ES anu the EN0, if the paitnei so uesiies.
Each oiganization woulu have foui voting membeis at least one of which must be a
paient. The Site 0peiations Cooiuinatoi votes only in the event of a tie.
! State law iequiies iepiesentation by teacheis on both the School Site Council (SSC)
anu English Leaineis Auvisoiy Council (ELAC). To pioviue coheience anu avoiu
uuplication of effoit, it is iecommenueu that the functions assigneu to the
Leaueiship Council be ielegateu to the Instiuctional Besign Team (piofessional
uevelopment), Safety Committee (uiscipline, coue of conuuct) anu School Site
Council (scheuule, school equipment, anu buuget).

Auuitionally, the school will puisue the following waiveis to the LA0SB0TLA
Collective Baigaining Agieement oi apply foi goveinance mouels pioviuing autonomies
in oiuei to implement the following:
! 24
th
Stieet will utilize all Bistiict peiiouic anu piogiess monitoiing assessments
unless the school ueteimines that the assessments uo not meet the neeus of theii
stuuents anu uevelops theii own peiiouic assessment ciiteiia foi benchmaik
anu piogiess monitoiing anu a system foi tiacking anu shaiing assessment
infoimation.
! In oiuei to maximize the amount of time available foi piofessional uevelopment,
the school iequests a waivei to inciease the school uay anu allow all Tuesuays to
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S7
have a bankeu time component insteau of just the 26 uays alieauy pioviueu by
the Bistiict
22
.
! The Bistiict will pioviue an auuitional full-time coach to suppoit the
instiuctional piogiam, sepaiate anu above any allocateu uistiict position(s). The
piincipal anu the Bistiict shall have the final ueteimination select any baseu on
ability anu expeitise
2S
.
! 24
th
Stieet ES will have the autonomy to select theii staff puisuant to Bistiict
hiiing anu eligibility lists in oiuei to cieate a unifieu school community. Staff
woik at 24
th
Stieet ES on a voluntaiy basis, anu may iequest a voluntaiy tiansfei
at the enu of the school yeai. Auuitionally, the Bistiict may ielease a staff
membei fiom hishei commitment to 24
th
Stieet at the enu of the yeai if the
teachei is unwilling oi unable to fulfill hishei commitment to 24
th
Stieet ES
24
.
! The local piocess foi teachei assignments will be local ueteimineu anu may
incluue looping, team-teaching, etc.
2S

The Piactitionei Centei Schools EN0 will woik closely with 24
th
Stieet Elementaiy to
ensuie the vision foi a highly autonomous, high-peifoiming community school is iealizeu.
As paients have seen in the woik of Fiank Bel 0mo Elementaiy School, Plummei
Elementaiy School, anu Ambassauoi Stuuies foi ulobal Euucation, stuuents can be
successful in any goveinance mouel. Both Fiank Bel 0lmo Elementaiy School anu
Plummei Elementaiy School aie tiauitional goveinance mouels with no waiveis oi
autonomies. In seven yeais, the API at Fiank Bel 0lmo Elementaiy School iose 147 points
fiom 7uu to 847. In 12 yeais, the API at Plummei Elementaiy School iose 4S7 points fiom
4uS to 862.

24
th
Stieet Elementaiy School will iestait in }uly 2u1S as a Local Initiative School (LIS)
which will pioviue autonomies anu applicable waiveis fiom the LA0SB0TLA Collective
Baigaining Contiact listeu above. Theiefoie, 24
th
Stieet Elementaiy School will open with
many of the same waiveis as ASuE.

At the enu of the fiist school yeai, the school will have the oppoitunity to vote on any
autonomous goveinance mouels offeieu in the Bistiict, incluuing LIS oi pilot, anuoi apply
foi any auuitional waiveis fiom the collective baigaining contiact.

In conclusion, the Los Angeles 0nifieu School Bistiict has woikeu collaboiatively with
stuuents, paients, community membeis anu piactitioneis to assess the neeus of 24
th
Stieet
Elementaiy School anu uesign a plan to ensuie stuuent impiovement. The compiehensive
ieview piocess incluueu all stakeholueis; ovei thiee uays, the team analyzeu qualitative
uata anu collecteu qualitative uata. At the conclusion of the neeus ieview, the team
iuentifieu thiee key aieas foi impiovement: euucational piogiam, leaueiship, anu positive
behavioi suppoit. 0nuei the EN0 community school mouel, the specifics uelineateu in this

22
(Aiticle IX-B, 2.ub)
2S
(Staff appointments waivei)
24
(Waivei: Nutual Consent foi Employees)
2S
(Waivei: Teachei Assignments)
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S8
plan lay a substantive founuation anu stiuctuie foi giowth anu uevelopment. In oiuei foi
the school to continue to giow anu be successful, this plan must be a living uocument with
contiibutions anu suppoit fiom all community membeis, new anu ietuining; theiefoie, as
the team comes togethei auuitional uetails anu an implementation timeline will be auueu.
S9

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S9
Attachments

B: Comprehensive Needs Assessment Review Agenda

II. Aujunct Committee Assignments

III. PaientCommunity Relations Committee

Iv. Technology Committee

v. Community of Seivice Responsibilities

vI. Sample Commitment to Implement the School Plan

vII. Bemo Re: Commitment to Implement the School Plan

vIII. Piactitionei Centei Leau Teachei }ob Besciiption

IX. Piactitionei Centei Application
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4u
24
th
St. Neeus Review
Tuesuay, Febiuaiy S - Thuisuay, Febiuaiy 7
Tuesuay, Febiuaiy S
Team 1
Paient

Team 2
0peiations
Team S
Special

Team 4
Stuuent

(see below)
TeamS
Instiuction
Team 6
Instiuction
8:Su -1u:Su Bata Review
1u:Su - 12:Su Team Summaiy: Repoit out to Whole uioup
Focus on Naiiative
Iuentification of Conceins
Planning foi Focus uioups
12:Su - 1:Su Lunch on youi 0wn
1:Su-
S:Su
Focus
uioups
Paient
Neeting in
Paient
Centei
(Auuitional
meeting at
night
iequesteu)
Split: (See Focus
Below)
Paients
(Beiiick
anu Shawn
to join)
Teacheis
4. Staff
Split: (See Focus
Below)
Paients
(Beiiick
anu Shawn
to join)
Teacheis
Staff
1u:u
u
Inteiview
of Stuuent
Council
1u:S
u

th
S
th
giaue
Stuuents
1:Su
Inteiview
with
Foimei 24
th
St. Stuuents
now at
Split: (See Focus
Below)
1. Paients
2. Leaueiship (Beiiick
anu Shawn to join)
S. Teacheis
4. Staff
S:uu Infoimal Q & A with the Biiectoi in the Auuitoiium (Paient Request)
Anyone inviteu to attenu.
6:uu Focus uioup foi Paients in the Auuitoiium, Team 1 will facilitate
Anyone inviteu to attenu.

B: Comprehensive Needs Review Agenda

These two pages show the scheuule foi the thiee-uay compiehensive neeus ieview
conuucteu Febiuaiy S-7, 2u1S.

of 4 anu
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41

Weunesuay, Febiuaiy 6
Team 1
Paient
Community
Team 2
0peiations
Team S
Special
Euucation
Team 4
Stuuent
Involve-
ment
TeamS
Instiuction
Team 6
Instiuction
8:Su-
Classioom Safety Walk Classioom Notapplicable Classioom Classioom
11:Su
0bseivations
Focus: Bow
+
Inteiviews
0bseivations
Focus: APEIS,
0bseivations
Focus: RTI
0bseivations
Focus:
we can with SBC, RSP, Tiei 0ne Nastei Plan
suppoit Community Suppoit Staff
paients to uaiuen anu
help theii Ciown Piep
stuuents
11:Su-12:Su Lunch on youi own
12:Su- Summaiy of Finuings to Team
2:Su 0iganizational Table: Concein, Eviuence (Qualitative anu Quantitative)
2:Su voluntaiy Public Neeting
Summaiy of Finuings

Thuisuay, Febiuaiy 7: Any auuitional infoimation, Summaiy of Finuings,
Recommenuations
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42

BB: Adjunct Committee
Assignments
(Samples)

In this plan, aujunct committee assignments aie foui compiehensive committees that help
suppoit the school's investment in safety, technology, paientcommunity iesouices anu
iecognitions. These committees weie cieateu baseu on feeuback fiom the Neeus Review
team. The same aujunct committees have been successfully implementeu at Plummei
Elementaiy School. Sample uesciiptions of theii PaientCommunity Resouices Committee
anu theii Technology Committee aie on the next thiee pages.

These uesciiptions aie samples only. 0nce aujunct committees aie foimeu teacheis woulu
wiite the uesciiption anu iesponsibilities specific foi 24
th
St. Elementaiy School.

As you will note, the uesign of each committee sample is uiffeient. This uiffeience is
because the teacheis collaboiateu to uesign theii own committee instilling piiue anu
ueuication to theii woik.
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III. PaientCommunity Relations Committee
(Aujunct Committee Sample, Plummei ES)

The puipose of this committee is to fulfill the following commitments:
" Maintain the master calendar the parent center calendar and a master calendar for parent/community
opportunities including special events at the school.
" D%*9 <#$. $.+ ,>+-#'( +A+&$, -%88#$$++ $% >40(#-#E+ '&" +&-%4*'/+ >'*$#-#>'$#%&
#& ,>+-#'( +A+&$, 7%* $.+ 7'8#(1 '&" -%884&#$1F #&-(4"#&/ 04$ &%$ (#8#$+" $% $.+
7%((%<#&/ +A+&$,?
! Back-to-School Night0pen Bouse
! PBBA0 Confeiences
! Family Nath Night (Fall)
! Family Liteiacy Night anu Reau-Acioss-Ameiica (Spiing)
! volunteei Tea
" Collaborate on special events organized with other persons, including but not limited to the
following events:
! Auvisoiy Council Neetings
! Big Sunuay
! Wintei Aits Piogiam
! Spiing Aits Piogiam
! Technology uay foi paients
! Science Faii
! Caieei "Bay"
" Collaborate with tech cadre for presentations.
" G+-*4#$F %*/'&#E+ '&" $*'#& A%(4&$++*,:
" 2%(('0%*'$+ $% +H>'&" %>>%*$4&#$#+,F #& '""#$#%& $% $.+ IJ3 -(',,+,F 7%* -(',,+, #&
$.+ >'*+&$ -+&$+*:
" K'-#(#$'$+ <#$. $.+ <*#$#&/ '&" #8>(+8+&$'$#%& %7 $.+ ,-.%%( "#,-#>(#&+ >('&:
" J+'*-. %4$ %$.+* >'*+&$ $*'#&#&/ %>>%*$4&#$#+, <#$.#& $.+ -%884&#$1 '&" +H>'&"
$.+ &480+* '&" $1>+ %7 -(',,+, %77+*+" #& $.+ >'*+&$ -+&$+*:
" 2%(('0%*'$+ <#$. -%4&,+(%*,F $.+ ,-.%%( &4*,+F '&" $.+ G+,%4*-+ 2%%*"#&'$#&/
2%4&-#( $% +H>'&" *+,%4*-+, 7%* >'*+&$, <#$.#& $.+ -%884&#$1:
" 2%(('0%*'$+ <#$. -%4&,+(%*,F $.+ ,-.%%( &4*,+F '&" $.+
G+,%4*-+ 2%%*"#&'$#&/ 2%4&-#( $% +H>'&" -(',,+, 7%*
>'*+&$, ,4-. ', LM'-9 #& 2%&$*%(N '&" #&-*+',+ >'*+&$
'<'*+&+,, <#$. >*+,+&$'$#%&, %7 "*4/,F /'&/,F A#%(+&-+F
04((#+,F +$-:
" D%*9 <#$. $.+ =J! -%4&,+(%* $% ,4>>%*$ $.+ 2%((+/+
=*+>'*'$%*1 !-'"+81 '&" %*/'&#E#&/ '&" <#$. $.+ O#$(+ B
2%%*"#&'$%* $% ,4>>%*$ >'*+&$P-.#(" 7#+(" $*#>,:
" D%*9 <#$. $.+ -%884&#$1 *+>*+,+&$'$#A+ $% 8'#&$'#& $.+
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44
'$$*'-$#A+&+,, %7 >'*+&$ -+&$+* <#$. -4**+&$ #&7%*8'$#%& '&" "#,>('1,:
" G+A#+< '&" *+A#,+ $.+ 8'&"'$+" >'*+&$ #&A%(A+8+&$ >%(#-1F $.*++Q<'1 >(+"/+F
'&" ,$4"+&$ -%"+ %7 0+.'A#%*: R'1 '(,% /#A+ #&>4$ #& $.+ *+A#,#%& %7 $.+ %>+&#&/
04((+$#&/ $% >'*+&$,:
" O.+ '"8#&#,$*'$#A+ "+,#/&++ '&" -%88#$$++
-.'#*>+*,%& <#(( 8++$ 8%&$.(1 <#$. $.+ '"8#&#,$*'$#A+
$+'8 $% ,488'*#E+ -%88#$$++ '-$#A#$#+,:
" ! *+-%*"#&/ ,+-*+$'*1 <#(( 0+ "+,#/&'$+" 0+7%*+ +'-.
8++$#&/ #& %*"+* $% +&,4*+ $.'$ 8#&4$+, %7 $.+ 8++$#&/
'*+ $1>+"F >*#&$+" '&" "#,$*#04$+" <#$.#& ' <++9 '7$+*
+'-. 8++$#&/: O.+ 8#&4$+, 8'1 0+ /#A+& $% "#,$*#04$+
A#' $.+ ,$'77 +Q8'#( "#,$*#04$#%& (#,$:
4S

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4S

les.

VI.
VI.

Technology Committee

(Sample fiom Plummei ES)

The puipose of this committee is to fulfill the following commitments:
# Scheuule giaue-level computei lab time baseu on giaue-level common scheuu
# Establish a school-wiue technology plan incluuing cleai expectations anu common
unueistanuings of the following:
o The usei expeiiences foi stuuents anu staff
o Napping of equipment & connections uesignateu foi each classioom
o Netwoik Piinting
o Rules anu pioceuuies foi Softwaie 0puates anu Inuiviuual Bownloauing
# Collaboiate with Apple, Inc., Instiuctional Technology Bivision (ITB) to plan foi the
futuie of technology incluuing but not limiteu to the following activities:
o Neet with outsiue iepiesentatives to consiuei futuie technology
oppoitunities anu evaluate the instiuctional value of each oppoitunity.
o Beteimine if oui existing systems can be iestiuctuieu peiiouically to
maintain excellent oppoitunities foi stuuents to meet Califoinia Technology
Stanuaius
o Plan foi the use of categoiical funuing to maintain school technology.
o Review the Single Plan foi Stuuent Achievement to suggest ievisions to
incluue Technology anu Technological 0pgiauing as an impoitant aspect in
suppoiting acauemic achievement.
# Peiiouically inspect classioom technology equipment to assuie that equipment is
piopeily maintaineu.
# The Tech Cauie will consist of the following positions:
o Auministiative Besignee & Committee Chaiipeison
! Naking suie all uuties aie being completeu.
o Netwoik Nanageis
! Solve pioblems anu uocument pioceuuies.
! Auu new teacheis to netwoik.
! Call in seivice pioblems iepaii oiueis.
! Assist with TiaueFile 0iganization & Naintenance
o Technology Bistoiians
! Naintain Tape Back-up System with Weekly Tape Exchanges
! Become expeits on the Retiospect back-up system
! Recovei files which weie acciuentally ueleteu by useis
! 0iganize histoiical infoimation iegaiuing the following:
! Technology Puichases, Seivice Requests, Salvage
Bocumentation
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46
! Stuuent Peimission foi Inteinet anu Photos
o Piofessional Bevelopment Facilitatois
! Cooiuinate piofessional uevelopment foi the use of
softwaiehaiuwaie that suppoits coie content-aiea stanuaius.
! Cooiuintate piofessional uevelopment foi the use of
softwaiehaiuwaie that auuiesses technology stanuaius
! INC Piogiam: Classioom Instiuction with Elluminate 0n-Line
Confeiencing
! Cooiuinate piofessional uevelopment foi SmaitBoaius
! Collaboiate with Aits Piogiam to incoipoiate multimeuia technology
(uiawing, music, movies, theatei, .) with Nultimeuia Technology Cait
! Cooiuinate oppoitunities to paiticipate in Tech Confeiences
o System Nanageis
! Suppoit teacheis with S0AR, PRINCET0N, 0PR
! Nanage uistiibution of accounts anu email auuiess books
! Assist teacheis with LA0SB email accounts
o Equipment Nanageis
! Naintain school inventoiy of equipment.
! Naintain pioceuuie foi equipment checkout
o Computei ClubStuuent Techie Cooiuinatois
! Establish anu monitoi technology euucation piogiams accoiuing to
Califoinia Technology Stanuaius
! Close the Computei Lab Baily at S:Su
o Technology Piojects Cooiuinatois
! Cooiuinate Technology Piojects (Neet Ne in B.C., Stuuent iNovies)
o Tiaue Files 0iganizationNaintenance Repiesentatives
! Regulaily check seivei file oiganization anu iemove obsolete files
# Establish }ob Besciiption anu Supeivise Computei Lab Teachei Assistant(s)
o 1
st
Piioiity: Instiuctional Suppoit
! Assist stuuents anu teacheis uuiing teachei-leu technology
instiuction. Nonitoi Computei Lab Sign-0p Sheet.
! Pioviue piimaiy language assistance as neeueu
! Besign uemonstiation piojects foi teachei lessons
o 2
nu
Piioiity: Technical Suppoit Requests
! Assist the Tech Cauie anu othei staff membeis iesolve pioblems.
! Bocument the steps iequiieu to solve each pioblem in the futuie.
o S
iu
Piioiity: Naintenance anu Inventoiy
! Cleaning anu upgiauing of technology equipment.
! Assist Tech Cauie with the inventoiy of equipment anu supplies
! Assist Tech Cauie with equipment check-inout pioceuuies
o 4
th
Piioiity: Suppoit Stuuent Techies
! Instiuct stuuents in softwaie piogiams (Woiu, Excel, iNovie)
! Instiuct stuuents in technology pioblem solving
# Collaboiate with family anu community events oiganizeu with othei peisons oi
committees.
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47
# Collaboiate with auministiation on othei oppoitunities maue available, incluuing
but not limiteu to, the following events:
o Technology uiants
o Technology Pilot Piogiams
o vIC Awaiu Entiies
o C0E Confeience Piesentations
# The auministiative uesignee anu committee chaiipeison will meet monthly with the
auministiative team to summaiize committee activities.
# A iecoiuing secietaiy will be uesignateu befoie each meeting in oiuei to ensuie that
minutes of the meeting aie typeu, piinteu, anu uistiibuteu within a week aftei each
meeting. The minutes may be given to uistiibute via the staff e-mail uistiibution list.
# EuTech Piofile foi Stuuents
# EuTech Piofile foi Teacheis
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V. Community of Service Responsibilities

(ST0BENT SANPLE 0NLY)

0ne of the ways that Plummei Elementaiy School built stuuent leaueiship was by having
all fouith-, fifth- anu sixth-giaue stuuents paiticipate in a Community of Seivice. In 2uuS,
the Community of Seivice won a uetty Founuation Awaiu foi Innovation. The list of
iesponsibilities that coulu be mouifieu foi 24
th
St. Elementaiy School follows:

Play Leaders
uiaue Level Neetings- Play leaueis will have an extia peiiou on the yaiu with theii
classioom teachei the week that they aie assigneu as play leaueis. This time is meant foi
them to unueistanu theii iole as play leaueis anu foi the classioom teachei to assist them
in leaining to iesolve conflicts anu answei questions. The fouith- oi thiiu-giaue teachei ')
on the yaiu to woik with theii class in ueveloping leaueiship skills anu B0ES N0T take the
place of the giaue level teachei who is in chaige of the physical euucation activities.

The extia time on the yaiu can be counteu as eithei pait of theii physical euucation oi
social stuuies time. This time is foi teaching fouith- anu thiiu-giaue stuuents the
leaueiship skills neeueu to be successful play leaueis.

Fouith giaue gioups will be assigneu to kinueigaiten aieas anu will woik at theii assigneu
aiea the entiie week. Two of the aieas, at iecess only, aie in the kinueigaiten play aiea.

Foi iecess anu lunch, the class eats anu plays with piimaiy fiienus. Theii seivice will be
uuiing theii own iecess anu lunch anu not impact instiuctional time.
Please check the play areas for the week.

B88+"#'$+(1 0+7%*+ *+-+,, '&" (4&-.F fouith-giaue teacheis will uelivei theii stuuents
to the pavilion, south of ioom S, to meet theii piimaiy classes. The one exception is that, at
iecess only, leau classes that help the kinueigaiten playgiounu meet at kinueigaiten aieas.
Fifth-giaue teacheis will uelivei theii stuuent to each fiist giaue classioom. 0ppei-giaue
stuuents will walk out with the piimaiy stuuents, play with the piimaiy stuuents, anu wait
with the piimaiy stuuents foi theii teacheis to pick them up when the bell iings. Buiing
lunch, they will also eat sitting at the same tables with theii piimaiy stuuents anu help
them clean up the tables. Play leaueis will line up theii piimaiy fiienus anu walk them out
to theii play aieas. The fouith- oi fifth-giaue teachei will pick them up on the yaiu by the
piimaiy play aieas. It is iecommenueu that a teachei assign an aiea foi the fouith giaueis
to meet aftei they have finisheu theii play leauing.

=*#8'*1 G+'"+*, 4
th
giaue ieaueis will ieau to kinueigaiten 1:uu - 1:2u (Fiiuays 0nly)
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49
Classes will be assigneu to specific piimaiy classiooms. Fouith giaueis will ieau to
kinueigaiten stuuents 1:4 oi 1:S. Reauei shaies an inuepenuent book with the piimaiy
fiienus, as time peimits. Fiiuays only.

0ppei-giaue teacheis neeu to ',,#/& (#&+ 8%&#$%*, $.'$ <#(( 0+ *+,>%&,#0(+ 7%* <'(9#&/
$.+#* 7#7$. /*'"+ -(',,8'$+, $% $.+ *%%8 ', ' /*%4>. The fouith giaueis neeu to line up
unuei the pavilion (fiont of bathiooms) accoiuing to theii assigneu piimaiy ioom numbei.

Piimaiy Teacheis' Responsibilities:
! Bave books to be ieau on the stuuents' uesks.
! Nonitoi stuuent activity.
! Bave fouith-giaue stuuents line up at the uooi anu wait foi theii teachei to pick
them up.
When the fifth giaue bell iings, stuuents line up in Kinueigaiten anu wait foi the fouith-
giaue teachei to pick them up oi uesignateu line up aiea in fiont of bathiooms.

Cafeteria Workers
Cafeteria workers need to be sent a few minutes before lunch. The three students that
work(taking tickets and passing out milk) need to be the same students each day (if one is absent
do not replace) and report to the cafeteria. These students will eat after they are finished helping.
The 6 students that help need to eat first and then report.

Clean Up Crew
This seivice is pioviueu immeuiately aftei iecess anu lunch. Classioom teachei neeus to
pioviue supeivision. This shoulu not inteifeie with instiuctional time.

J'7+$1 ='$*%(
A class will be assigneu to a week as the safety patiol. Bowevei, only a limiteu numbei of
stuuents will seive each uay. vests will be kept in the classioom. Safety patiol will neeu to
woik befoie school, uuiing thiiu iecess anu lunch.

Stuuent stations aie assigneu as follows:
! Piimaiy bathioom (one boy, one giil)
! 0ppei bathioom (one boy, one giil)
! Watei fountain by piimaiy bathioom (one stuuent)
! Watei fountain by uppei-giaue bathioom (one stuuent)

Note: Stuuents aie only to use the watei fountains on the S00TB siue of the builuing. No
stuuents aie to pass the bathiooms to leave the yaiu unless they aie 1) accompanieu by an
auult oi 2) aie fifth-giaue stuuents assigneu to a piimaiy ieauing ioom.

6'*"+&+*,
uaiueneis will pick up the list of uuties in the office, foi seivice uuiing iecess.
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B&-(+8+&$ D+'$.+*?
During inclement weather, only Friday readers, cafeteria helpers, and gardeners (during hot weather)
are to proceed with their service.

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vI. Sample Commitment to Implement the School Plan

0ui school's uesign plan outlines a coheient anu consistent acauemic piogiam baseu on
the best piactices, common vision, cleai expectations, caieful planning, evaluation of
teaching goals anu a suppoitive piofessional enviionment.

By my signatuie below, I acknowleuge the following:

! I have ieceiveu anu ieau the appioveu piofessional uevelopment anu instiuctional
plan foi .
School Name

! I unueistanu anu commit to suppoit the expectations, goals anu vision embeuueu in
the appioveu plan.
School Name

! I unueistanu anu acknowleuge that my commitment to this plan anu the
peifoimance of uuties iequiieu by the plan aie a conuition foi my continueu
assignment at .
School Name

Teachei Signatuie Bate

Piint Name Employee Numbei

S1
CTTP uS1112
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vII. Sample Nemo Re: Commitment to Implement the School Plan
To: Certificated Staff, (School Name) Date: (Date of issuance)
From: (Principals Name, School)
Subject: Commitment to Implement the School Plan

Per Section III-D of the LAUSD-UTLA Local School Stabilization and Empowerment Initiative
of 2012, all faculty shall sign the schools Commitment to Implement the School Plan form
attached. Your signature on this form indicates your commitment to supporting the vision,
expectations and implementation of the (insert school name) School Plan.

Your signature on the Commitment to Implement the School Plan is required in order to confirm
your assignment at (insert school name) School. If you do not submit this signed form to your
school administrator by _ , you will be assigned to the Districts Priority Placement Pool
for the 2012-2013 School year until you are selected or assigned to another position.

Thank you for your continued dedication and commitment to our students and the community.

c: file
ATTACHMENT VI
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vIII. Piactitionei Centei Leau Teachei }ob Besciiption

! Piactitionei Centei Leau Teacheis aie iesponsible foi seiving as the liaison to the
L00C anu suppoit the cooiuination of site visits to the schools.
! Collaboiate with the Piactitionei Centei Cooiuinatoi to plan anu uebiief site visits
! Facilitate auult leaining expeiiences in the foim of woikshops oi gioup uiscussion
! Piepaie mateiial foi site visits
! Cieate site visit scheuules
! Communicate with school community about the site visits
! Iuentify key faculty anu aumin to paiticipate in the site visits
! Attenu site visits at othei Piactitionei Centeis
! Seive a point of contact foi site visit paiticipants
! Paiticipate in Piactitionei Centei monthly meetings (biinging all PCLTs togethei to
shaie best piactices anu expanu theii own netwoik)
! Paiticipate in tiaining foi Piactitionei Centei Leau Teacheis
! Attenu othei ielateu uistiict meetings as neeueu
! Total anticipateu houis foi PCLTs, outsiue of actual site visits, not to exceeu Su foi
the semestei.
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IX. Practitioner Center Application

The Local 0ptions 0veisight Committee (L00C) is a collaboiative gioup of iepiesentatives
fiom Associateu Auministiatois of Los Angeles (AALA), Los Angeles 0nifieu School Bistiict
(LA0SB), anu 0niteu Teacheis Los Angeles (0TLA), cieateu thiough the Local School
Stabilization anu Empoweiment Initiative (LSSEI) of 2u11.

L00C seives as a liaison between oui laboi paitneis, the uistiict, anu schools. It is chaigeu
with suppoiting all schools inteiesteu in incieaseu uecision-making authoiity. Thiough
implementation of the thiee autonomy mouels, Expanueu School Baseu Nanagement
(ESBNN), Local Initiative Schools (LIS), anu Pilot Nouels, L00C will pioviue tiaining,
piofessional uevelopment, suppoit anu meuiation. L00C's goal is to suppoit all schools in
impioving stuuent achievement thiough incieaseu school uecision-making, moie effective
collaboiation anu stiong piofessional leaining communities.

In oui effoits to suppoit schools seeking incieaseu uecision-making anu autonomy, we
woulu like to iuentify up to 1u sites acioss the uistiict to seive as Piactitionei Centei
Schools (PCS). Piactitionei Centei Schools have a pioven tiack iecoiu of success in the use
of autonomy anu local uecision-making as a pait of a compiehensive iefoim stiategy.
Piactitionei Centei Schools have useu autonomy to positively impact the piofessional
cultuie in the school anu inciease stuuent achievement. As a Piactitionei Centei School you
seive as a mentoi anu mouel foi othei schools acioss the uistiict seeking to inciease theii
capacity to uesign a customizeu leaining enviionment.

The LA0SB Piactitionei Centeis aie teachei leu anu focus on helping teachei teams anu
theii auministiatois to envision the use of autonomy as a stiategy foi school-wiue
instiuctional impiovement. We aie builuing a pipeline of teachei leaueis who seive as
stewaius of autonomy as a iefoim stiategy. Piactitionei Centei Leau Teacheis (PCLT) must
have in uepth knowleuge of how the school maximizes the autonomy anu flexibility within
the selecteu mouel. PCLTs must be willing to woik collaboiatively with L00C to stiuctuie
meaningful leaining expeiiences foi schools planning to implement one of the autonomy
mouels anu a willingness to ueepen theii expeitise as facilitatois of auult leaineis.

Piactitionei Centei Schools will ieceive funuing to offset the cost associateu with
paiticipating in this piogiam. Schools will ieceive $1,Suu pei visit uuiing the spiing of
2u1S in geneial funus. Piactitionei Centei Schools aie askeu to host between 4 anu 6 visits
uuiing the spiing semestei. Piactitionei Centei Leau Teacheis will ieceive a stipenu in the
amount of $1,Suu foi the spiing semestei. Piactitionei Centei Piincipals will ieceive a
stipenu in the amount of $1,Suu foi the spiing semestei.

Application Piocess: All schools cuiiently opeiating in one of the thiee mouels of autonomy
may apply to become a Piactitionei Centei School. School Leaueiship Teams aie
encouiageu to complete the application anu secuie signatuies of the Piincipal, 0TLA
Chaptei Chaii anu the pioposeu Piactitionei Centei Leau Teachei. Applications will be
K-12 News Netwoik
Special Repoit: LA0SB Piactitionei Centei Schools
0ctobei 29, 2u1S
ievieweu by L00C who will iuentify up to 1u sites that will be inviteu to set
up a Piactitionei Centei visit that will incluue:
1. An oveiview of the school's histoiy anu expeiience with the specific mouel of
autonomy
2. School visit to obseive the school enviionment anu instiuction
S. An inteiactive session focuseu on the mouel of autonomy oi specific set of
autonomies the school wants to mouel leu by the potential Piactitionei Centei Leau
Teachei
4. Facilitate a uebiief anu auuiess questions fiom the visiting gioup

###

"Turnarounds" at Two Los Angeles Unified Schools Prompt Deeper Questions Over Practitioner Center Schools

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"Turnarounds" at Two Los Angeles Unified Schools Prompt Deeper Questions Over Practitioner Center Schools

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K-12 News Netwoik

Special Repoit: LA0SB Piactitionei Centei Schools

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