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Instructional Update

March, 2015

LOS ANGELES UNIFIED SCHOOL DISTRICT

Division of Instruction

Update on SBAC Testing: Testing has begun!

The testing window for the spring Smarter Balanced Assessments

(SBAC) opened on March 10 for grades 3-8. As of March 12, over 14,000

students began the summative tests throughout the District. Of those,

over 10,000 completed a test session.

Schools are also administering the interim assessments in preparation

for taking the summative test. Across the District, over 9,000 students

began an interim assessment session.

Table 1: Start and Completion Counts as of March 12, 2015

Test Name Total Student Started Total Student Completed

Summative Tests 14,810 10,423

Interim Tests 9,175 4,509

Issues that have surfaced during this first week of testing include

bandwidth and internet access problems at some schools or students not

being able to resume a test after a break. Internet access issues are being

addressed internally. Issues related to the test have been escalated to the

state level.

The testing window for high schools begins on April 15. The testing

window will end on June 4 for all schools.

1) Testing Update

2) Next Generation Science Standards in LAUSD

Next Generation Science Standards (NGSS) were adopted as the new

science standards by the California State Board of Education (SBE) in

September 2013. The NGSS was developed by 26 states based on A

Framework for K-12 Science Education published by the National

Research Council of the National Academies in 2012. The NGSS is

aligned to the Common Core State Standards in English Language

Arts, Literacy in Science, and Mathematics. California Framework

for NGSS is currently in development and the preferred middle

school model is an integrated progression that considers level

appropriate mathematics needed in learning the scientific concepts.

Contents

1. Testing Update 2. Next Generation Science

Standards in LAUSD 3. Summer School Update 4. Extended Learning

Opportunity Summer Program – Elementary & Middle School

5. Best Practices in Charter

Schools 6. GEAR UP 7. Article: My Professional

Learning Network 8. Recommendations Regarding

Dual Language & Bilingual Schools

9. Zones of Choice Application

Process 10. Development of LAUSD’s

College & Career Readiness Plan

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The NGSS describes a new vision for three-

dimensional science learning that integrates

the disciplinary core ideas, the scientific and

engineering practices, and the crosscutting

concepts. The NGSS emphasizes the in-depth

development of core explanatory ideas

through students investigating and applying

ideas across time and between science

disciplines. Students must engage in scientific

and engineering practices to make sense of

phenomena, connecting scientific concepts.

In the Office of Curriculum, Instruction, and

School Support (OCISS), the K-12 Science team

has developed an implementation plan with

ESC Science Specialists’ input. The plan

includes building teacher capacity through

targeted professional development. In the past

three years, 100 elementary school

teachers and 280 secondary school

teachers have completed the science

fellowship. The main focus is

engaging students in “Three-

Dimensional Learning” that

combines scientific and engineering

practices, core ideas, and

crosscutting concepts. Science

Fellows have developed and examined NGSS

aligned lessons for language objectives to

develop differentiated instruction for the

English Learners. In addition to the Science

Fellows, OCISS K-12 Science has offered other

PD opportunities for teachers to raise

awareness and prepare the transition to the

NGSS. Summer Institutes were available to all

LAUSD teachers to introduce them to the

NGSS shifts: Elementary school teachers

learned about the application of CCSS and

Engineering through UCLA Center X

partnership, and 600 middle and high school

science teachers participated in the NGSS

awareness trainings.

Leadership development involved professional

learning opportunities for the Science

specialists from the 5 ESCs held during the bi-

monthly meetings, attending conferences, and

networking with the experts and writers of

NGSS and the Framework. Elementary science

master team engaged in a NRC pilot of a

virtual professional development program,

NGSX, which provides content and pedagogy

aligned to both NGSS and Common Core.

In addition, CCSS is in its implementation

phase and is aligned to the NGSS. Teams of

fourth and fifth grade teachers collaborated on

writing and piloting a History/Social Science

integrated unit that provided

students with an opportunity to

apply their Common Core ELA

standards to these content areas

with an emphasis on informational

text. The units are currently in

district-wide use and a third grade

integrated unit is in development.

All of the PD for secondary science

teachers has included the CCSS component of

reading Complex Texts and Close Reading that

were developed in collaboration with

Secondary ELA and History/Social Science. A

small group of Science Fellows also developed

and revised the secondary Interim

Assessments aligned to the CCSS. The science

leadership team has engaged with community

resources to develop programs and curricula

that address the real-world problem of

extended drought in California. These events

and materials reflected the Common Core

shifts.

Division of Instruction Instructional Update . March 2015

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3) Summer School Update

High School 2015 Credit Recovery Summer School Program Update

The High School 2015 Credit Recovery Summer School Program (CRSSP) will

replace the CORE Waiver Credit Recovery and District Base Credit Recovery

programs. CRSSP will be funded by Title 1 for core subjects and general funds

for Health, PE, and World Languages. An important change this coming summer is that students

may attend any high school that offers the classes they need. MEM-6441.0 High School 2015 Credit

Recovery Summer School Program is now posted on Inside LAUSD and outlines the details associated

with the high school summer program. CRSSP will take place June 15-July 17 from 8:00 a.m. to 1:30

p.m. Students will have the opportunity to take up to two periods daily and the student-teacher ratio

will be 25:1. All high school summer school host sites will offer core subject courses. However, due

to limited general funds available for summer school, PE, Health, and World Language will be

offered at designated sites in each geographic region of the District. A total of 2,818 sections will be

offered at 79 host sites, which means we will be able to offer nearly 70,000 seats for our high school

students in need of credit recovery.

The new, revamped online application system (https://summer.lausd.net) for summer school

employment is available for teachers, clerical staff, campus aides, and school supervision aides.

Please note that school counselors may apply to work summer school via the following link

http://bit.ly/2015Counselor.

Beyond the Bell (BTB) will host the following summer school principal training sessions where

additional pertinent information will be presented to ensure the success of the high school summer

program:

Geo East: Thursday, April 9, 8:00 a.m. to 12:00 p.m. at Beaudry

Geo North: Thursday, April 9, 12:30 p.m. to 4:30 p.m. at Beaudry

Geo West: Friday, April 10, 8:00 a.m. to 12:00 p.m. at Beaudry

Make-up Session: Friday, April 10, 12:30 p.m. to 4:30 p.m. at Beaudry

Geo South: Monday, April 13, 8:00 a.m. to 12:00 p.m. at Beaudry

For updates and the most current information regarding credit recovery summer school, please visit

the BTB website at http://btb.lausd.net. In addition, the following BTB high school administrators are

available to provide support:

Betsy Castillo (East & South) 213-241-2639 bac9874@lausd.net

Janet Kiddoo (West & North) 213-241-3504 janet.kiddoo@lausd.net

Instructional Update . March 2015

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4) Extended Learning Opportunity Summer (ELOS) Program

Beyond the Bell Branch

2015 CORE Waiver

The federally approved No Child Left Behind (NCLB) waiver for the California Office of Reform

Education (CORE) districts, allows the District to reallocate Title I funds to provide extended learning

opportunities for at-risk students or students that are not meeting grade level standards. Students at

Priority, Focus, Support, Reward and Collaborative Partner CORE Waiver schools may participate in

the Extended Learning Opportunity Summer (ELOS) program to support continued learning and

reduce academic regression.

The ELOS program will take place at 122 primary center, elementary, middle, and SPAN CORE

Waiver schools from June 15 to July 10, 2015. Students in elementary grades will receive English

language art instruction and Second Step social emotional learning lessons. Middle school students

may receive English language arts or mathematics instruction. In addition, kindergarten English

language arts instruction will be piloted at fifteen schools. The program hours are 8:30 – 11:50 a.m.

The teacher-student class size ratio is 25:1 in grades 1-8 and 15:1 for the pilot kindergarten classes.

Resources are available to support over 1,000 teachers and classes, estimating that over 25,000

students will participate in ELOS this summer. Please refer to MEM-6446.0 for a complete list of

participating schools, student eligibility criteria, and other detailed program information.

The English language arts instructional program used for all grades will be Focused Reading

Intervention. Support Coach Targeted Foundational Mathematics is the middle school instructional

program for math. All classes will participate in an instructional field trip, organized and provided

by Beyond the Bell. Each class will receive a class set of a leveled reader aligned to the field trip

destination that is to be used to support and enhance the experience. In addition, teachers will have

access to supplemental resources designed to be used to support continued learning through the

Arts, based upon the interests and needs of the students.

ELOS employment opportunities are available through https://summer.lausd.net. For more

information please contact the following Beyond the Bell administrators:

Kathy Gonnella (Middle Schools) 213-241-2691 katherine.gonnella@lausd.net

Nancy Robinson (Elementary) 213-241-2640 nancy.robinson@lausd.net

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5) Best Practices in Charter School

BUILDING BRIDGES WITH PROMISING PRACTICES

In 1992, the California legislature established

charter public schools in order to “encourage

the use of different and innovative teaching

methods” and “stimulate continual

improvements in all public schools.”

(Education Code § 47601.) Accordingly, a

defining goal of the Charter Schools Division

(CSD) is to facilitate reciprocal sharing and

collaborative exploration of “promising

practices” from all of our diverse school

models in LAUSD. These include, but are not

limited to, specific educational, fiscal,

operational, community engagement practices

that have demonstrably contributed to

increased student achievement and overall

schools success—and may serve as instructive

ideas for all schools as they support all youth

to maximize their potential.

“PROMISING PRACTICES” EVENTS – SOME EXAMPLES

To advance this key effort, the CSD has hosted

and supported a number of events to provide

school leaders, teachers, and other school

stakeholders with meaningful opportunities to

connect with one another, see practice in

action, reflect together, and explore strategies,

tools, and practices at a helpful level of detail

and depth. For example, the CSD recently

convened or facilitated the following events:

Common Core Implementation: KIPP discussed how PD has guided and supported

teachers in the implementation of CCSS. (November 5, 2012, at KIPP LA College Prep)

Promising Practices in Action: Readers and Writers Workshop: Workshop provided

overview of schools’ philosophy, rituals, and routines. Participants observed classrooms to

witness these practices in action. (October 1, 2013, at KIPP Raíces Academy)

Co-teaching, Collaboration, and Consultation: School showcased hands-on learning,

meaningful instructional activities, systematic instruction, and collaborative groups of

professionals working together to meet the needs of all students. (February 26, 2014, at

Westside Innovative School House (WISH))

School Wide Systems that Support a Full Inclusion Program: School leaders collaboratively

assessed the current culture at their schools regarding inclusion of students with special

needs and identified systems to implement at their schools. (February 27, 2014, at CHIME

Institute’s Schwarzenegger Community School)

Proposition 39 (Co-Location Conference): Participants shared and discussed their

experiences, practices, and ideas regarding Prop 39 co-location. LAUSD Board Vice

President Steven Zimmer was a keynote speaker. (July 28, 2014, at Loyola Marymount

University)

The Smarter Balanced Assessment Experience (Co-Location Conference): The CSD

moderated and recorded discussion about participants’ experiences administering the

Smarter Balanced assessments. (July 28, 2014, at Loyola Marymount University)

Building Bridges Across School Models: This event, sponsored by LMU and Crenshaw

High School, will bring together traditional, magnet, pilot, PSC, and charter school leaders

to engage in instructional conversations about successful strategies for full CCSS

implementation. (Date forthcoming)

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ENVISIONING AND GOING FARTHER TOGETHER

Now is the time to envision together to create a renewed, more intentional focus on sharing the many

bright spots across our District! As part of the newly expanded Division of Instruction, under the

leadership of Dr. Ruth Pérez, staff is working to forge a strategic plan to strengthen and expand its

efforts to better serve the District-wide focus on identifying and sharing promising practices within

and across all LAUSD schools, regardless of school model, so that all students and schools can benefit

from effective practice. In collaboration with Educational Service Centers, schools, other District

offices, and our partners, staff will continue to develop and discover additional strategies to facilitate

reciprocal sharing of promising practices, including leveraging technology to mitigate geographic

and time/resource constraints. This includes having podcasts (i.e., “Voices from the Field” podcast

program, Dr. Robert Bravo’s Ed Talk podcasts, etc.), designing an online repository of information on

promising practices, and exploring the potential use of social media such as Google Hangout to

facilitate real-time discussion and collaboration among instructional leaders and staff. A promising

practices hard-copy compendium will also be developed for limited distribution pending available

resources.

In addition, the CSD has been developing a proposal to establish a District-sponsored “blue ribbon”

annual awards program in which the LAUSD recognizes schools, charter and non-charter alike, that

have implemented innovative and successful practices in key areas of public education. At the heart

of the proposed program is the creation of an expert selection panel of educators representing public

schools from across the entire District portfolio. Its very diversity will ensure that the panel will

serve as an effective and credible mechanism for identifying and giving recognition to promising

practices that have significantly contributed to school success in the LAUSD. The proposal also

includes an annual conference, at which District and charter school staff will be able to engage in

meaningful “reciprocal sharing” and collaborative dialogue about various academic and operational

“Promising Practices” that are supporting success at specific schools.

For further information or to share your ideas and engage in this effort, please contact José Cole-

Gutiérrez in the Charter Schools Division at 213-241-0399 or at jose.cole-gutierrez@lausd.net.

6) GEAR UP: Supporting Low-income, First Generation Students in Their Pursuit of a College Education

What is GEAR UP?

GEAR UP, which stands for Gaining Early Awareness and Readiness for Undergraduate Programs, is a

federally funded program that works to address challenges faced by the low income, first-generation,

minority students who make up almost 50% of today's college population. Through a competitive

process, awardees receive six- or seven-year grants to provide services designed to meet this

challenge.

The goal of the program is to prepare our students to succeed and persist in

college by significantly increasing access to college readiness resources. It is

critical that they find colleges and universities that are a good fit and match for

their academic, financial, and social-emotional needs.

GEAR UP 4 LA

GU4LA consists of two grants operating at school sites in the Belmont/Bernstein/Kennedy Zones of

Choice. Since September 2011, over 4000 students from the graduating classes of 2017-18 have

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received services. Another 7-year grant began in 2014 with over 2000 students from the graduating

classes of 2020-21. Partnerships with local colleges, universities, community organizations and

businesses provide targeted services and opportunities for GU4LA students and their families.

Components of the program include a strong academic advising program, financial aid and college

counseling programs for students and parents, intensive extended learning programs, professional

development for teachers, early college readiness tests, concurrent enrollment programs, college

visits, and near- peer mentoring programs.

The overarching premise of GU4LA is that students gain awareness about the value of college by constructing a

college-going identity, whereby they remain academically engaged and sustain the belief that they can be

successful in college.

Creating a college-going culture requires a change in attitude on a comprehensive scale. It requires

that school personnel believe that all students can go to college and work collaboratively to promote

high expectations, be focused on the same goal, and speak the same college language. A college-

going culture must begin in middle school so that by high school, students have developed the

academic, social and emotional mindset needed to go on to a postsecondary experience.

Part of this mindset is developing future education and career goals and understanding the pathway

to attain them. When students attend a college that is a good fit (size, location, financial aid, diversity,

support) and a match to their academic qualifications they are more likely to persevere in college and

graduate. Two examples of how GU4LA has addressed the college choice process for teachers,

students and parents are through developing a Fit and Match presentation and by training near-peer

mentors to deliver a "College Cents" lesson in select classrooms. The use of near-peer mentors

provides additional advising, mentoring and tutoring.

Ultimately, enrollment in and persistence and graduation from college is dependent on having a

college 'mindset' and the necessary information and support to meet deadlines and make an

informed choice.

Resources for Students

Develop portfolios beginning in 8th grade to

record passions, personality traits, talents, and

aspirations for the future

My College Quick Start

Attend summer enrichment programs

to increase knowledge & interests

GU Summer Opportunities Guide

Use online sites to research colleges that meet

their interests, academic qualifications, financial

requirements, and have a compatible social fit

I’m First

First Generation Student

First in the family

Request up to four fee waivers & apply to more

selective colleges

National Association for College

Admission Counseling (NACAC)

Resource for School Staff

Ready, Willing and Able: A Developmental Approach to College Access and Success by Mandy

Savitz-Romer and Suzanne M. Buffard, 2012

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7) Article: My Professional Learning Network

LAUSD in the News: My Professional Learning Network in THE (Transforming Education through

Technology) Journal

Earlier this month, Transforming Education through Technology Journal (or THE Journal) published

an article by Dian Schaffhauser about LAUSD’s expanding use of My Professional Learning Network

(or MyPLN). In the article, Schaffhauser describes the addition of “Teacher Talk, a moderated online

forum where the district’s teachers can discuss timely topics” and the role of our National Board

Certified Teachers who host the forum. To read the entire article, please click on the following link:

http://thejournal.com/articles/2015/03/09/la-unified-expands-deployment-of-teacher-professional-

development-system.aspx

8) Recommendations Regarding Dual Language and Bilingual Schools

Multilingual and Multicultural Education Department Recommends Four New Dual

Language/Bilingual Program Schools for 2015-2016 School Year

Four schools – Mayberry Elementary School, Richland Elementary School, Stoner Elementary School

and Franklin High School – have applied to become Dual Language or Maintenance Bilingual Schools

beginning in the 2015-2016 academic year. Schools interested in establishing new dual language and/or

bilingual programming used the newly developed MEM-6425.0 Establishing a New Dual Language

Program (K-12), Maintenance Bilingual Education Program (K-5/6), and Transitional Bilingual Education

Program (K-3) as a guide and submitted proposals earlier this year. At that point, the APOLO/Dual

Language and the World Languages and Cultures Offices reviewed the applications and requested

additional information, as needed, regarding School Vision, Curriculum and Instruction, Assessment

and Accountability, Staff Quality and Professional Development, and Family and Community. As

needed, the four schools submitted revised applications to address the requested information. Also,

the Master Planning and Demographics (MPD) Office completed an initial facilities capacity

assessment and requested additional information from schools. Schools responded to issues raised by

MPD, and the MPD issued its final assessment and action steps to complete the process.

The Multilingual and Multicultural Education Department recommended approval for three out of the

four programs, including provided that the schools comply with the action steps and stipulations

regarding facilities as outlined by the Master Planning and Demographics Office. Those schools are:

Mayberry Elementary School – Dual Language

Franklin High School – Dual Language

Stoner Elementary School – Maintenance Bilingual

However, in the case of Richland Elementary, the Multilingual and Multicultural Education

Department recommended approval of the program as a Foreign Language Immersion Program

rather than a Dual Language Program due to insufficient number of French-speaking English

Learners to sustain the program. Dual language serves English Learners and English Proficient

students, while the Foreign Language Immersion Programs serve mainly English Proficient students

who are learning the target language as a foreign language. Additionally, HR will need to confirm

the availability of a French speaking teacher to teach at Richland ES.

If you have any questions about the application process or the recommendations, please contact

Hilda Maldonado, Executive Director, Multilingual and Multicultural Education Department.

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9) Zones of Choice Application Process

Application Process

From February 2-27, 2015, students at the Zones of Choice (ZOC) major feeder middle schools in each

of the 18 Zones accessed the ZOC portal to submit a ZOC application for their respective Zone. The

application was also made available for download from the ZOC website so that students/parents at

non-major feeder middle schools could fax the application to the ZOC office. The third option was an

online application available for parents at apply.lausd.net. We calculated a pool of 19,019 eligible

students across all 8th grade students enrolled in LAUSD of which 17,792 submitted an application in

any of the three modes mentioned above. In the 18 Zones, we had 55 ZOC major feeder middle

schools participate in the online application portal. Of these schools, 97% of the students submitted

an application. Of those submitted, 77% of the applications were signed by a parent.

Application Process

2014-2015

Number of Zones of Choice 18

Eligible Students 19,019

Participating Students 17,792

Participating Middle Schools 55

Applications Submitted 97%

Applications with Parent Signature 77%

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Assignments & Preferences

Once the ZOC portal closed and all applications are processed, we worked closely with the IT team to

assign students to a top ranked choice in their ZOC. Once assignments were in, we reviewed data

provided by the IT team which also included Magnet numbers. Then, we reviewed each Zone and

every school option within the Zone, enrollment trends, and magnet assignments to get students

closer to a top ranked school choice. As a result, we had seven (7) Zones where the students' first

choices were matched, and eight (8) Zones where we were able to match a majority of students with

their first choice and a smaller number with their second choice. Finally, in three (3) Zones we had to

go down to the third choice because a couple of the school options within the Zone were heavily

selected by students.

Assignments

2014-2015

Number of Zones of Choice 18

Eligible Students 19,019

Participating Students 17,792

Received 1st Choice 89%

Received 1st or 2nd Choice 97%

Lowest Choice for Placement 3rd Choice

Preferences

1st Choice (89%) 2nd Choice (9%) 3rd Choice (2%) Bernstein Zone of Choice

(2 Options)

Banning Zone of Choice

(8 Options)

Belmont Zone of Choice

(16 Options)

Fremont Zone of Choice

(8 Options)

Bell Zone of Choice

(9 Options)

Huntington Park Zone of Choice

(7 Options)

Hawkins Zone of Choice

(3 Options)

Boyle Heights Zone of Choice

(3 Options)

North Valley Zone of Choice

(11 Options)

Jordan Zone of Choice

(2 Options)

Carson Zone of Choice

(5 Options)

Narbonne Zone of Choice

(5 Options)

Eastside Zone of Choice

(9 Options)

Sotomayor Zone of Choice

(4 Options)

Jefferson Zone of Choice

(4 Options)

South Gate Zone of Choice

(12 Options)

Northeast Zone of Choice

(8 Options)

RFK Zone of Choice

(5 Options)

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Community Outreach

From September 2014 through February 2015, we had community representatives attend middle

schools to make presentations to parents about the various enrollment choices available to them at

LAUSD, including ZOC. They covered the application process of each enrollment choice, and

presented them with information on the high school options available in each of their Zones. They

assisted middle and high schools with their articulation activities. They also provided middle school

staff with training on the ZOC online application portal. Finally, they assisted schools during their

online application process.

Community Outreach

School

Presentations Staff Training Enrollment Support

Banning Zone of Choice √ √ √

Bell Zone of Choice √ √

Belmont Zone of Choice √ √ √

Bernstein Zone of Choice √ √

Boyle Heights Zone of Choice √ √ √

Carson Zone of Choice √ √

Eastside Zone of Choice √ √ √

Fremont Zone of Choice √ √ √

Hawkins Zone of Choice √ √

Huntington Park Zone of Choice √ √

Jefferson Zone of Choice √ √ √

Jordan Zone of Choice √ √

Narbonne Zone of Choice √ √

Northeast Zone of Choice √

North Valley Zone of Choice √ √

RFK Zone of Choice √

Sotomayor Zone of Choice

South Gate Zone of Choice √ √ √

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10) Development of LAUSD’s College and Career Readiness Plan

LAUSD’s mission is that every student is college prepared and career ready. Data obtained from the

California Post-Secondary Education Commission (http://www.cpec.ca.gov/) indicates that 45.3 % of

LAUSD graduates attend a public or private college. Out of the 45.3%, 8% attend a UC, 11.2% attend

a CSU, 25.1% attend a community college, and 1% go to a private college. In order to increase the

percentage of students who are college prepared and career ready, the Office of Curriculum,

Instruction and School Support (OCISS) is reviewing and establishing the goals and benchmarks in

key transition years from grades preK-12 and will spearhead the development of the LAUSD’s

College and Career Readiness Plan.

OCISS has started the development of the plan by identifying district initiatives, strategies and

resources that support the three elements of the Instructional Core (Teacher Knowledge and Skill,

Student Engagement, and Academically Challenging Content). The plan is to serve as a coherent

guiding document in establishing milestones and benchmarks for Grades PreK-12 students and how

district initiatives, supports and resources promote them. OCISS is currently identifying additional

district divisions that are integral in this process. These divisions will be invited to future planning

meetings. The plan will be submitted to the Board for approval in the Fall of 2015.