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Eleven Local Districts, One Mission: A Multiple District Plan for Transforming the

Los Angeles Unified School District

For Submission to the Los Angeles Board of Education on

March 14, 2000

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Table of Contents Acknowledgements 4 Executive Summary 5 Overall Look at the Proposed Structure 7 Introduction 8 Guiding Principles 11 The Current Situation in LAUSD 12 In Their Own Words: What Stakeholders and Observers Say About LAUSD 17 What We Will Do To Change the Situation 18 Fundamental Change #1 19 Organization of Central Support System 27 Budget Implications 28 Fundamental Change #2 29 Organization of Local Districts 33 Local District Boundaries 49 Local District Map 52 Fundamental Change #3 53 Appendices 59 Appendix A: Missions, Functions and Comments for Restructured Central Support System

60

Appendix B: General Superintendent Desired Qualifications, Recommendations of The Citizens’ Selection Committee

116

Appendix C: Concept Paper for Changing the LAUSD 126 Appendix D: Summary of the Julian Report 134 Appendix E: District Demographics and School Lists 138 Appendix F: Job Descriptions 176 Supplement: Budget Information

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Acknowledgements We wish to thank the following groups and individuals that provided input and assistance in the development of this plan: --Subcommittee of the Student Integration Services Advisory Council --Focus on Student Achievement Council and constituent groups including:

• Students (Student Government representatives from three regional areas) • Teachers (pre-k-adult) • Classified • Parents (Parent Collaborative, DAC, DBBAC, PTSA)

--Community Groups • Institutions of Higher Education • Human Relations Commission • League of Women Voters • Adopt-A-Schools Partners

--Committee Members of the Latino-Jewish Roundtable --Special Education Parent Representatives --All District bargaining units --Assistant Principals --Senior High School Assistant Principal Organization --Middle School Assistant Principal Organization --Elementary School Assistant Principal Organization --Cluster Administrators --Parent Summit --Elementary Principal Organization --Middle School Principal Organization --Senior High School Principal Organization --Parent and Community Meetings

• Monroe HS • Carson HS • Marshall HS • Huntington Park HS • Francis Polytechnic HS • Jordan HS • Elementary UTLA Chapter Chair • Wilson HS • Dorsey HS • Birmingham HS • Hollenbeck MS • Venice HS

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Executive Summary This document is the blueprint for changing the LAUSD. The goal of the proposed changes is to improve student achievement and provide a more promising future for this and generations of LAUSD students to come. The path to that goal will include significant changes to make LAUSD more responsive to the parents and communities, more streamlined and efficient in its use of public resources, and more focused on getting results. The changes that are being proposed are dramatic; the timetable for full implementation is tight. With so many LAUSD students failing to meet minimal standards of performance, there is no time for delay. Public confidence in the District is at a low point. It is time to demonstrate that the District can establish efficiencies and provide the instruction that will meet the needs of today’s students. Three fundamental changes to the District are proposed: Fundamental Change #1: The central office structure will be reconstituted to provide tactical support, services and compliance monitoring functions for the eleven Local Districts being formed in this plan. There will be sizeable reductions in central office staff, with some being people assigned to the newly formed Local Districts. Retirements and voluntary departures will also be a significant component of the restructuring. Given the changing role of the central office structure from a decision-making operation to that of a service provider, the numbers and classifications of positions will be dramatically altered.

• Approximately 10.7 million dollars in savings in the general fund will be realized through the restructuring of the central office. Approximately 35 million dollars in special funds will also be realized.

• The total reduction in personnel at the old central office structure will be approximately 834 positions.

• A senior management structure for the central offices will be created based on successful corporate models in the private sector.

• Senior managers will report directly to the General Superintendent, to enable better internal communication.

• There will be a commitment to bringing in outside talent from both the public and private sectors. • There will be significant restructuring of the current Division of Instruction, School Operations,

Government Relations, School Reform and other offices. • Basic services such as business, fiscal and food services will be shifted from the central office to

the Local Districts. • A Planning, Assessment and Research Division will be established to make recommendations for

district policies that are consistent with research studies and findings. • Pilot projects will be established in two local districts to test new approaches to Personnel

functions. Fundamental Change #2: Eleven largely autonomous Local Districts will be created and staffed. Led by a Local District Superintendent, each of the eleven Local Districts will have substantial control over resources and the autonomy to make most decisions about the instruction of children. Moreover, each Local District Superintendent will be held accountable for improving student achievement.

• Community linkages will be a priority at the Local Districts. • Local District Parent/Community Advisory Councils will be formed.

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• The councils will be augmented by ex-officio members including teachers, principals, and classified employees who will provide advice to the councils and Local District Superintendents.

• There will be an expanded role for parents on district councils. • Local Districts will be organized into three functional units: Instructional Support Services,

School Services and Business Services that will assist schools and teachers. • The structure will be designed to allow the Local District Superintendent to focus on providing

leadership to the schools in their efforts to improve student achievement. • Positions for Coordinating Administrators and Teacher Coaches will be rotated to infuse fresh

ideas and best practices to be circulated within the Local Districts. • Other positions in the Local Districts will be filled through an application and screening process. • Local Districts will be created to serve a manageable number of students. • Local Districts will be limited to 11 in order to reduce bureaucracy while allowing the Central

Support System to provide adequate levels of support. Fundamental Change #3: The eleven Local Districts will be united by a common mission and focus on reading at this time. There will be eleven districts with one mission--to teach each and every child and young person to learn to read and to read well at every level. A commitment to this common mission will integrate the eleven Local Districts with each other and allow the Central Support System to provide the needed tactical support, services and compliance monitoring. This focus on reading is based on the widely accepted premise that reading is a gateway to all other academic skills. When the eleven Local Districts become effective at teaching reading skills throughout the Pre-K-12 experience, there will be a direct impact on student achievement in all content areas.

• Standards, in reading and other subjects, will serve as the starting point for improving student achievement.

• The emphasis of the reading initiative will start in the early grades and continue through the school experience.

• The Central Support System will provide tactical support and services for the reading initiative. • Local Districts will be responsible for implementation of the reading initiative. • Local Districts will be held accountable for raising student achievement in reading as well as

content areas. Implementation Timetable Should the Board of Education approve the plan after public input on April 11, LAUSD senior management and staff will implement the plan on July 1, 2000. The plan calls for an annual performance review of the eleven Local District Superintendents. On May 1, 2001 the first of these annual performance reviews will be submitted to the Board of Education. What the Students, Parents and Community of LAUSD Gain

The LAUSD constituency gains a school system (shown graphically on the next page) that will be more responsive, make fewer mistakes, hold people more accountable, and be more focused on improving student achievement than in the past. After a period of three to five years, these changes are expected to produce measurable and significant improvement in the learning outcomes of LAUSD students, the ones who have the most at stake and the most to gain from these changes.

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An Overall Look at the Proposed Structure

Schools & Classrooms

Board of Education

General

Superintendent

Senior Management

Key: Arrows with dotted lines represent who provides services to whom.

Arrows with solid lines represent who is accountable to whom.

Central Support

Central Support

Local District

Superintendent

Instructional Support Services

School

Services

Business Services

Schools & Classrooms

Parent/ Community Linkages

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Eleven Local Districts, One Mission Introduction Los Angeles is a vibrant, dynamic and promising city, attracting people from all over the country and the world seeking a better life for their children and themselves. It is a diverse city, perhaps the most diverse in the world. LAUSD, its largest school district, is a reflection of that diversity. The District is the point of entry for students speaking many languages, with Spanish being the most common at this time. There are also many students whose families have been in the area for generations. From the economic standpoint, LAUSD students represent the spectrum of privileged and disadvantaged as in other major urban areas. Unfortunately, there are even some children in the District who do not benefit from the presence of caring adults. Also, as one would expect from a District this size, there are students with all types of special talents, abilities, special needs and disabilities, as well as personalities in the District’s 900+ schools. LAUSD employees owe each and every one of these children, especially those facing economic and social disadvantages, real hope and a chance to have a better life. For most LAUSD students, the public school system is the gateway to full participation in the political, economic and intellectual life of the city. The purpose of this plan is nothing short of re-writing the futures of the students of LAUSD schools. By making a commitment today to teach every student to read and to read well, the District will positively impact the lives of millions of students. With a solid foundation in reading, the future graduates of the District’s schools will find opportunity not despair. They will be prepared to learn and adapt to the changing world that awaits them. Some will enter the professions of today and those of the future. Others will start businesses in industries yet unknown. Yet others will entertain people all over the world. A few will provide leadership at the local, state, national or even international level. Most will be in a position to provide a comfortable living for their children, the next generation of LAUSD students. The city of Los Angeles and the entire region will benefit as these students come of age and begin making their contributions to society. The current leadership of LAUSD is prepared to take immediate action to organize the District in a manner that will allow this vision to become a reality. There is an understanding at all levels of the organization that the path to this future starts with a child learning to read. Most of all, there is an understanding that dramatic changes must be made for the future of this generation and the next generation of LAUSD students. The current culture of isolationism, pessimism, blame and denial, which unfortunately often accurately describes the District, will be replaced with a culture of hope and optimism. The cornerstone of the plan is the creation of eleven largely autonomous local districts with a common mission of improving student achievement through a focus on reading. These local districts will be given control over budgets; they will have the resources and authority necessary to deliver educational services and instruction that will be responsive to the needs of the communities and students they serve. The Local Districts will have offices staffed with decision-makers, and as a consequence of being closer to the communities, will be more responsive to them. Each Local District will have a Local District Superintendent who will be

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accountable for improving student achievement in his or her district. The yardstick for measuring success at all levels – from the classrooms, the schools, local districts and the Central Support System – will be the academic achievement of each and every student. Furthermore, the plan calls for changing the central offices into a provider of tactical support and services to the eleven Local Districts. The eleven Local Districts are to be united by a common mission—making sure every child learns to read and to read well in order to attain the academic achievement necessary to do well in school and in life.

What We Gain By These Changes

The benefits of the Multiple District Plan are straightforward and substantial. What we gain by the proposed changes is: ü An opportunity for improved student achievement

Opportunity is the key word here. We need to be clear that there are no magic bullets and there are no guarantees. Much of what this plan involves is clearing out the underbrush so that the path forward is more quickly and easily trod. By placing a focus on reading at all levels and by changing the structure of the District to support this focus, we are building the foundation for success.

ü Instructional improvement

The structure proposed here devotes our energy and resources to teaching and learning, the core aspects of the educational enterprise. By organizing ourselves around a single objective – improving reading – we commit to harnessing our resources and to using them effectively. This means more and better professional development for teachers, more and better materials for classroom instruction, and better support for and monitoring of instruction. The result will be a marked improvement in the quality of instruction in our schools.

ü Better community access to schools

Smaller local districts mean more local control over public schools and more community access to the school system. The Multiple District Plan proposes the creation of advisory councils to give communities a direct voice in the direction that each of the eleven Local Districts takes to improve student achievement. Further, it places offices inside of the communities served, so that more parents and citizens can access its resources.

ü Better customer service

Slimming down the central office and recasting it as a support system will have a major impact on the relationships between centralized personnel and school-based personnel. Rather than a system of command and control, students, teachers, principals, and parents can expect to find a system that is there to meet their needs and to support their efforts.

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ü More accountability

The Multiple District Plan sets up clear responsibilities for schools, local districts, and the Central Support System. In addition, the sharp focus on reading allows everyone in the system to know the goal and their role in achieving it. By doing this, we move away from the fragmented accountability that characterizes the system and hold everyone accountable for contributing to the improvement of our students’ achievement.

ü Better use of resources Through this restructuring plan, central offices will be closed and reductions occur through consolidations and shifting of resources to the local districts and schools. Although eleven new local district offices are being opened and some additional positions created, the overall net effect will be a reduction of approximately 47 million dollars. The total reduction in personnel at the old central office structure will be approximately 834 positions. Furthermore, this is the beginning of an on-going process that will involve further identification of areas for cost savings both in terms of personnel and work processes.

Development of the Plan On January 11, 2000, the Los Angeles City Board of Education received “A Concept Paper for Changing the Los Angeles Unified School District.” This document is the blueprint for making the specific changes that are needed to realize the vision articulated. Over the last two months, thousands of concerned citizens and stakeholders both inside and outside the Los Angeles Unified School District (LAUSD) provided reactions to the plan and ideas for implementing the proposed changes. We want to thank the private citizens, students, parents, teachers, school administrators, district employees, community leaders, business people, union representatives, and others for their thoughts and ideas. The input came in the form of e-mail to the LAUSD website, phone calls to the Interim Superintendent and staff, letters, comments at public meetings and personal conversations. The enthusiastic participation of these individuals and groups reflects an essential public commitment to the transformation of LAUSD. After this plan has been submitted to the Board of Education on March 14, the Board will hear public comments on the plan until April 11, when the Board is scheduled to vote. It is critical that all interested parties provide input before the plan is finalized. Should the Board approve this plan on April 11, LAUSD staff will have only 81 days to fully implement the plan. The timeline is tight, reflecting the urgent need for improvement. By July 1, the following major tasks must be accomplished: Select staff and open eleven Local District offices; Reassign central office positions to the Local District offices and schools; Hire eleven highly-qualified Local District Superintendents; Hire a General Superintendent committed to these changes. Accomplishing these tasks will take an enormous effort over the next several months. The stakes are too high to wait any longer or to continue with business as usual. We need to take action now.

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Guiding Principles for Fundamental Change ü Focus on improving student achievement, especially in reading at this time.

The biggest job facing us is raising the level of learning for all students dramatically and in short order. Students lack adequate skills in all areas, but improvement will require a sharp focus on one subject at a time, beginning with reading. Reading is fundamental to learning at all levels and it is a gateway skill for ongoing learning. Students must not only learn to read, but they must also read to learn, and must do so throughout their lives.

ü Develop a new LAUSD culture that holds everyone responsible for

achievement from the classroom to the boardroom. The district is characterized by competing agendas, most of which have more to do with adult politics than with student learning. Central office staff, even when they talk about “serving” schools, routinely burden teachers and principals with ever more regulations and mandates. This has to stop. Employees who do not work in the schools must work for the schools, providing tactical and technical support and everyone must have the improvement of student learning as the number one priority. Teachers and site administrators need to be supported in their work and should be held accountable for raising the achievement of their students.

ü Engage all parents in the mission of educating their children. Teachers should not be expected to do it all alone. With their natural caring and concern for their children, parents can emphasize the importance of academic success, create a home environment conducive to learning, and strive to raise motivated children. Teachers can help by maintaining an open and honest dialogue with parents. Finally, the school system must reach out to parents and encourage their participation.

ü Provide local communities with more control over and more access to their

schools. Decisions made locally tend to be better decisions. This is true of every organization, from large corporations to governments. Too much authority currently resides in the central offices of LAUSD. Some of that authority should remain centralized, particularly to take advantage of economies of scale and to ensure that the needs of all students are being met. However, the bulk of authority and responsibility for schooling should reside with principals, teachers, parents, students, and local administrators.

ü Tap the expertise of our best educators to support schools throughout

LAUSD. The improvements we want for students require upgrading the skills and knowledge of teachers, and that means a substantial investment in focused professional development. Teachers and principals should play a significant role in providing professional development to their colleagues. They should also have the primary responsibility for developing and refining curriculum and instructional strategies. The knowledge and experience gained by educators from these activities can then be brought back to the classroom and school to further build leadership and improve the quality of teaching.

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The Current Situation in the Los Angeles Unified School District Strengths Los Angeles has some excellent public schools. These are schools where principals and teachers set high standards for children, focus on quality instruction and professional development, monitor performance, establish partnerships with parents and communities, and get results. They can be found in all areas of the District serving every population. Many of them are improving despite having inadequate resources at their disposal. Examples of schools that are beating the odds… Cantara Street Elementary School serves 737 students in an economically disadvantaged area of the San Fernando Valley. Eighty percent of Cantara’s students are Hispanic, two-thirds are English language learners, and two-thirds qualify for free and reduced price meals. Under the direction of a strong, focused principal, the staff works together to plan, share ideas, and discuss best practices. The school adopted Open Court, which is a research-based reading program, and the staff has been proactive about intervening with low performing students before it became a mandate. Though achievement scores have room to improve, Cantara outpaces other schools with similar demographics. Bright Elementary School serves 837 students in the south central area of Los Angeles. Located in a traditionally African-American neighborhood, the school now serves a student population that is two-thirds Hispanic. With assistance through the District’s Ten Schools Program, the school has targeted low-performing students with additional assistance and intervention, and, perhaps more importantly, the school has a qualified, veteran staff. A majority of the staff has more than 11 years of teaching experience, no teachers are new to the school this year, and all but five teachers are fully credentialed. The results? Bright has thirty-six percent of its third grade students meeting literacy standards, an accomplishment significantly higher than all of the schools nearby and also higher than the overall LAUSD average of twenty-nine percent. Bancroft Middle School, a regular and performing arts magnet middle school, has an ethnic and socio-economic profile similar to many schools in LAUSD. Eighty-five percent of Bancroft students qualify for free or reduced priced meals. Compared to similar middle schools throughout the state in terms of numbers of students and poverty rate, Bancroft students scored at the fifth decile in reading and at the seventh decile in mathematics on the state’s Academic Performance Index. The school was recently featured in the February 2000 edition of the magazine “Educational Leadership,” where it was noted that the school’s principal and assistant principal attributed the gains in student test scores “to the sense of purpose that the school has created to raise test scores.” Farmdale Elementary School is located in the northeast Los Angeles community of El Sereno. Approximately one-quarter of students at Farmdale receive special education services. Many of these students travel from throughout the eastside area. Given the large number of special education students, the school is strongly committed to providing a variety of stimulating instructional experiences to allow all students to develop their full potential in the general education setting. Mainstreaming is a required element in each Individualized Education Program (IEP). The high expectations for mainstreaming students have created a collaborative and integrative culture that is having a positive impact on both the general and special education students.

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Cahuenga Elementary School, located in Koreatown, has one of the most successful and ambitious dual-language programs in the nation. The school shares the challenges facing most schools in LAUSD with over eighty percent of students being classified as low income and of limited English proficiency. At Cahuenga, all students in the program read and write in both English and Korean. An outstanding feature of this program is that Korean English language students are mixed with other learners and native English speakers. By focusing on quality instruction and literacy, the school has created an environment where students excel. Students in the program outperform District peers in English-only programs on Stanford 9 and CTBS-U standardized tests in English reading, language, and math. LAUSD also employs many dedicated, highly-qualified teachers, administrators and support personnel who are committed to improving student achievement. For example, 168 LAUSD teachers have achieved the prestigious distinction of certification from the National Board for Professional Teaching Standards. The standards are rigorous and demonstrate that these teachers are truly experts in content knowledge and pedagogy. In addition to these achievements, over the past several years, LAUSD has initiated a number of promising reform efforts such as the Los Angeles Educational Alliance for Restructuring Now (LEARN), School-Based Management (SBM), The Los Angeles Annenberg Metropolitan Project (LAAMP), and others.

LAUSD Best Practices… Like SBM and LAAMP, LEARN is based on the fundamental belief that it is the parents, principals, teachers and staff on our school campuses who can best determine the educational needs of our children. Providing the best learning environment possible demands that they be given responsibility, autonomy and support in meeting these needs. Here are some of the best practices embodied in LEARN and the other reform efforts: Decentralization - Increasing local decision-making and the budget authority of the principal, teachers, parents, and classified staff at the school site. Collaboration - Each school involves all stakeholders -- administrators, faculty, classified staff, parents and students -- in the reform process, with everyone accepting the responsibility for helping the school to achieve its goals. School site action plan - Each school involves its stakeholders in the development of a school wide site action plan that identifies specific student academic outcomes, strategies for achieving them, a timeline, and measures for benchmarking progress. Professional development - Support for the growth of the school staff is considered integral to the successful implementation of reform. Training and support in developing the site action plan is provided to all schools implementing the LEARN reform principles. Accountability - Administrators and principals will be held accountable for the achievement of specific, measurable outcomes.

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Finally, LAUSD has moved decisively in the direction of standards-based education. Already, the District has standards in place for what every student needs to know and be able to do in all subject areas. The standards are comprehensive and flexible, serving as an excellent guidepost for teachers and principals. Further, the district’s comprehensive assessment system measures student progress towards achievement of the standards, based upon data from the state’s Stanford 9 multiple-choice test, the district’s performance-based assessments (which are scored using uniform criteria), and the evaluation of classroom work using generic scoring guides. Additionally, the new elementary report card links the grades of LAUSD students to those standards.

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The Challenges The positive efforts undertaken and the results achieved by the District as a whole are, unfortunately, overshadowed by some serious problems that need immediate and resolute attention. First and foremost, student achievement is unacceptably low throughout the district. The State of California recently created an Academic Performance Index (API) and ranked every school in the state by the scores on the index. The State also set a target score of 800, a level most schools in California are not meeting. But even as our neighbors struggle to improve, the results in LAUSD are disturbing. Of the 541 LAUSD schools ranked, only 21 elementary schools made the grade and not a single secondary school measured up. Four out of every five schools in the district scored below 600 on the index, a score considered far from adequate by the state. Elementary Middle High Number of LAUSD schools at or above the bar (>800) 21 0 0 Number within striking distance (>600) 93 15 11 Number with unacceptably low performance 321 58 42 The achievement gap between rich and poor students is also a concern, particularly since the majority of Los Angeles’ economically disadvantaged students are Hispanic and African-American. Hispanic students, who make up two-thirds of the district’s enrollment, have average third grade reading scores in the bottom fifth of students nation-wide. Average third grade scores for African-Americans are slightly higher than those of Hispanics but below overall averages. Asian and White students, who represent a diverse but largely economically advantaged segment of the population in California, exceed the national average on these measures. Although not as pronounced as the gap in the reading scores, a similar pattern of achievement differences is observed in math scores as well.

The Achievement Gap: Third Grade Reading

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Improving learning opportunities for our disadvantaged students so that these test scores start climbing will not be easy for a number of reasons: • LAUSD has the unusual challenge of serving a large number of students who are learning

English as a second language. Like many other communities who confront this issue on a smaller scale, we are struggling to find instructional strategies and curriculum that will help these students meet rigorous standards.

• Many schools are severely overcrowded. There are communities in Los Angeles where the

neighborhood school is bursting with students, the school is operating all year, and still over a thousand students need to be bussed out to other neighborhoods. The population density of Metropolitan Los Angeles and the industrial legacy of much of the available land in the area makes it extremely difficult to meet the needs of a growing population.

• Teacher quality is inadequate. One out of every four teachers lack clear credentials for the

job he or she holds and the numbers of teachers on emergency credentials exceeds sixty percent in some of the district’s lowest performing schools. LAUSD is far from alone in this respect, as a high demand for teachers throughout the state and nation is met by a relative trickle of qualified teachers leaving colleges and universities.

• Professional development for teachers lacks consistency and focus, and it is inadequate to

meet the needs of teachers who must learn to educate a diverse population to reach high standards.

• The community does not trust the district, has little faith in its ability to improve, and

therefore withholds its support. A string of scandals involving real estate acquisition, environmental safety, and budgeting have damaged the image of LAUSD.

We need to recognize that meeting these enormous challenges requires focus, leadership and meaningful accountability at all levels. The Multiple District Plan outlined here is a strategy designed to provide these things. New language for a new vision… The pages that follow describe dramatic changes to LAUSD. Because of that, we need new names to describe new parts of the organization. Throughout this plan, we refer to the following: • “Central Support System”: the activities and offices that remain centralized under the

supervision of the general superintendent and the chief operating officer • “Local District”: the eleven local districts to be created have direct authority over sections

of the current school system . These are not just semantic differences. They represent a new way of operating and they are a part of what we will do to change the current situation in LAUSD.

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What parents say… “Parents feel out of the education loop… They are not informed nor trained about the District’s academic standards or assessment tools, graduation requirements, college admission requisites, and grade level expectations, as well as not contacted often enough about the progress of their child… Too often, administrators deal only with a small group of active parents and ignore or overlook the majority. Therefore, the larger group does not receive information on many issues affecting the entire student body… The style and manner of communication [from schools and from the district] needs an overhaul.”

What LAUSD teachers and administrators say… “If you really want decentralization to work, you must support the local administrators and make them believe that they will not have their decisions appealed or reversed. Teachers say that the District is moving too slowly in adding classroom space and repairing run-down facilities. Teachers want more money going directly to the classroom for salaries, textbooks and materials, technology (computers that work!), smaller class sizes, and more aides and support. Teachers will tell you the Los Angeles Unified School District is still wasting millions of dollars on top-down programs that have never been evaluated, in training that does not suit teachers’ needs, in over-testing of students, and in excessive paperwork.”

From a review of LAUSD’s management by Arthur Andersen… “Years of political in-fighting have left their mark on the District. For example, it has exacerbated the miscommunication and mistrust among the District's senior management resulting in a disparate and fractured organization. Further complicating matters is the District’s apparent distaste or inability to hold individuals accountable for their performance, particularly at the senior management level. Unfortunately, it is the students and other employees within the District who are most adversely affected by this situation. District productivity is hampered by political gamesmanship and the maneuverings of the Board, senior staff and their representatives. The lack of trust and respect among peers is evident through viewing their communications and looking at their actions towards each other.”

In Their Own Words: What Stakeholders and Observers Say About LAUSD

The common thread: The system lacks coherent

leadership and direction. If it is to improve, the fundamental culture of the central offices

must change.

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What We Will Do To Change the Situation Our plan is to implement three fundamental changes based on our guiding principles to the current LAUSD structure on July 1, 2000. The three fundamental changes, listed below, will result in a school system with a streamlined support structure and eleven local districts with substantial local control and determination. The primary focus will be on improving reading and literacy as a gateway to academic achievement in other areas and lifelong learning. Fundamental Change #1: Reconstitute the central offices as a tactical support, service and compliance monitoring system. There will be large reductions in central offices staff, with some being assigned to the newly formed local districts. Retirements and voluntary reductions will also be a significant component of the restructuring. Given the change in the role of central offices from decision-making center to service provider, the numbers and classifications of positions will change dramatically. Fundamental Change #2: Create eleven local districts. Give them control over resources, autonomy to make the vast majority of decisions about the instruction of children, and accountability for improving student achievement. Each Local District will serve 50,000 to 77,000 students, a size that permits a Local District to draw on a wide array of resources and attend to the needs of individual school buildings. It also allows for frequent and direct contact between the Local District superintendent and the general superintendent of schools. The Local District Superintendents will have authority and responsibility to target human and fiscal resources to improving student achievement. Advisory councils made up of parents, community and business leaders, and employees, will monitor the local districts’ progress.

Fundamental Change #3: Focus the local district’s instructional and professional development priorities on reading at all levels. The reading focus will build on important work already accomplished; standards for student knowledge have been set; the District Structured Reading Program is in place; and schools are choosing research based programs for the primary years. We will expand these efforts to all grades to ensure that children at all levels learn to read with power and purpose. The eleven local districts will have the resources necessary to organize this effort and will receive ongoing support from the Central Support System.

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Fundamental Change #1

Reconstitute the central offices as a tactical support, service and compliance monitoring system.

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Why We Need This Change All of LAUSD’s core constituencies take issue with the central offices for its defensiveness, lack of support, and unwillingness to embrace innovation based on research. Perhaps being on the “Hill” has nurtured a sense of entitlement to power and distance from constituencies that has not served the schools of the district well. There is among the District’s critics and friends alike a correct perception that the problems of the central offices are deep-rooted and can only be addressed by fundamentally changing the culture. The Los Angeles Unified School District has seen its share of reorganization plans over the years. However, none of these efforts have been successful at making long-lasting changes to the bureaucratic culture of LAUSD or eliminating the layers that stifle local decision-making. Frankly, these previous efforts have not gone far enough in specifically targeting the practices, processes and positions that have underpinned the LAUSD structure. As a consequence, once the reshuffling was completed and the public's attention shifted to other issues, the old ways emerged once again to dismantle whatever system of local control and autonomy that had been set up. As is the tendency in most organizations, power and authority in LAUSD seems to always find its way back to the top. Today, the accelerating rate at which old industries become outmoded and new industries emerge and develop has placed an unprecedented challenge on educational institutions. At the same time, the public is placing more demands on its schools at a time when school districts have become less able to meet those demands. Few highly centralized organizations, such as school systems, can be effective in an environment of constant change, high complexity and competitive pressure. That is why so many private companies and public organizations have adapted and developed decentralized systems. It has been a matter of survival. Schools systems are no exception. LAUSD must also change to survive and be effective in the new environment. “In school systems throughout the country, there is a tremendous lack of customer service at the district level. Over and over, this is the case.”

-- Marshall Smith, former Undersecretary, United States Department of Education

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Fundamental Change #1 Reconstitute the central offices as a tactical support, service and

compliance monitoring system While people in the local districts and school communities will have teaching and learning as the core mission, the support functions that remain centralized will be reconstituted as business enterprises whose continued existence depends on high customer satisfaction and the rapid and efficient delivery of goods and services. This requires a simple and fundamental change in practice: central office personnel will no longer issue edicts to schools or be entitled to their positions; instead, their continued employment will depend on providing tactical support, service and compliance monitoring services in a cost-effective and satisfactory way to the local districts and school communities. In line with this reconstitution, the Central Support System will have the following clearly defined and circumscribed categories of functions. 1. The support system will be responsible for monitoring and implementing standards for what

students should know and be able to do. The system will target resources in ways that support the accomplishment of standards and should hold schools and districts accountable for progress toward these standards. An annual report detailing the progress of each of the eleven local districts will also be the responsibility of the support system.

2. The support system will coordinate the collection of information from schools and the

dissemination of information, particularly data relevant to instructional improvement. This information system needs to reflect the core priorities of LAUSD and needs to be responsive to the needs of the eleven local districts.

3. The support system will conduct research and development to identify best practices from

across the nation and from the public and private sectors that work to improve reading and academic achievement.

4. The support system will be responsible for developing and implementing a technology plan

to increase its own productivity and enhance the capacity, reliability and usefulness of centralized data systems to the local districts.

5. The support system will coordinate basic operational services that would cost more if

provided separately in each of the eleven local districts. School police, transportation, and health services are some essential services that are cost-effective when provided centrally.

6. The support system will coordinate compliance with state and federal requirements, as well

as with Board of Education policies. The principle here is simple. To the extent possible, a function should be decentralized unless it meets one of three criteria: (a) it is more cost-effective to have it central; (b) it is needed as a safeguard to protect students’ access to an equal education; or (c) state, federal or Board of Education policy requires central monitoring of compliance. All Local District positions and activities must contribute to the primary goal of improving student achievement.

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There is a consensus that the current configuration of LAUSD does little to foster and mostly impedes responsible decision-making and accountability. At its worst, the many layers of bureaucracy and the muddled lines of reporting and decision making in LAUSD undermine and demoralize the many talented and dedicated educators in the District. LAUSD is not alone. Other school districts in the country face similar problems with organizing themselves in a manner that enables rather than squelches effective educational practice. Large private companies, too, have struggled where they have become too bureaucratic for effective and rapid decision-making. Unlike private companies, however, school districts do not face the relentless competitive pressures characteristic of most industries. Faced with these pressures, many private companies have either gone bankrupt or were forced to change rapidly and drastically in order to survive. Organizations that waited too long to make the necessary changes often had to make deeper, cuts. LAUSD can wait no longer to make the difficult but necessary changes. Objective The main purpose of the central offices reconstitution is to improve student achievement by shifting resources closer to schools and classrooms, where decisions regarding the use of these resources can be made more effectively. Maximum Decentralization To the extent possible, functions and the corresponding resources have been moved to the local districts. Based upon the Julian and Associates Report (see appendices), certain Personnel and Health and Human Services functions are being piloted in two local districts in order to allow for an evaluation and review of the decentralized model. Within 3 to 5 years most of these functions will be shifted to all of the eleven local districts to the extent that the results of the evaluation and review supports such a roll-out. Private Sector Senior Management Structure The reconstitution of the central offices involves the addition of senior management positions that correspond to positions in corporations and businesses. Positions for a Chief Operating Officer and Chief Financial Officer have already been established. The position of Chief Administrative Officer will be abolished June 30th. A Chief Information Officer (CIO) position will be created. This is a position that is relatively new to private companies as well, but as the importance and role of information increases in society, the CIO has become an integral part of senior management teams in many organizations. The Chief Information Officer position is being created on the basis of the first Mullinax report. The CIO will play a critical role in building a LAUSD system-wide information management capability. Specifically, the CIO will take the leadership role in working with staff to design and manage a LAUSD-wide information technology architecture and in clearly articulating how information and information technology plays a role in improving student achievement.

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In addition to the CIO, the establishment of the position of Chief Procurement Officer (CPO) is also being recommended at this time. These changes to the senior management are necessary because LAUSD needs to actively recruit people from outside of the District – not to rely solely upon insiders – to manage this 7 billion dollar public enterprise. The addition of these outside senior managers is expected to dramatically change the culture as the expectations, practices, and attitudes of successful corporate managers infuse the central offices. Board of Education This plan did not include any changes to the Board of Education offices and those offices reporting directly to the Board. Should the Board approve this plan, the Board is encouraged to review the appropriate offices from the perspective of the changes being implemented elsewhere throughout the organization. Selection of the General Superintendent The Board is currently seeking community input for the selection of the next General Superintendent and is preparing to begin an international search. The desired qualifications for the General Superintendent are available on the LAUSD website (www.lausd.k12.ca.us) and in the appendices. The Board is encouraged to seek qualified candidates for the General Superintendent position from both the public and private sector. Should the Board decide that a non-traditional candidate is the most qualified for the position of General Superintendent, certain senior management positions will need to be reclassified as deputy superintendent. Specifically, the Chief Operating Officer will become a Deputy Superintendent of Operations and the Associate Superintendent of Educational Services will become the Deputy Superintendent of Educational Services. Central Office Assignments Because nearly all departments and positions are impacted by the current reconstitution of the central office, it has been necessary to review all positions and job descriptions. Current employees will need to reapply for the remaining positions in the central offices and the new positions in the local districts. This process is made extraordinarily difficult because the District does not have a position control system that would allow for a complete and accurate listing of employees. In some cases, managers were either unwilling or unable to provide a list of all employees in their chain of command. This is a situation in desperate need of a remedy. Additional details regarding this problem can be found under the heading “Budgeted Positions.” Salaries and Benefits The budget reconciliation section (see appendices) will indicate the elimination of many positions, including deputy superintendents, associate and assistant superintendents, directors and coordinators. Because many of the centralized functions and resources will be moved to the local districts, a large number of central offices positions will no longer require the same level of

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responsibility and authority as before. In these instances, job responsibilities have been sufficiently reduced to warrant a change in position titles. Consequently, these position titles will no longer correspond to the current job titles of the people in those positions. Where these positions are already filled with current staff, the salary and benefits will remain at their current rate until the position becomes vacant, at which point the more appropriate salary level, indicated by the position titles in the organization charts, will be established. Clerical Support Unfortunately, some offices have more clerical support than necessary. There are offices where every certificated employee has one or more clerical positions in support. There is no need for this level of support. On average one clerical position can support three certificated or management employees. Granted, there will be some exceptions since some clerical positions are front line positions and some offices dealing with key issues have a high volume of telephone calls and contact with other offices or the public. These offices will need more depth of clerical support, and appropriate staffing levels will be determined accordingly. To the extent possible, classified staff will be reassigned or retrained. Fortunately, a number of schools need more clerical support. The experienced clerical staff of the central offices will have priority for these positions. An increase in security staff at elementary schools is also being considered in response to heightened concerns about safety. In order to achieve greater efficiency, the role of technology will be enhanced in all central offices. There will be greater use of voice-mail, local area networks, intranets, speech recognition and other dictation technologies by central offices staff. To support this effort, the District will provide a sufficient budget for equipment purchases and training to remaining central offices. Budgeted Positions In implementing position reductions as part of the District’s reorganization, it is important to recognize that the individuals filling the affected positions will not necessarily be those who are transferred to school or district offices. Also, the calculated savings from implemented position reductions may not reflect the true impact on the budget. As a result, some of the positions listed in this report may not match the names, types and numbers of employees being eliminated. The reasons for this are 1) the District does not presently have a position control system. This will result in discrepancies between the numbers and types of employee assignments and the numbers and types of budgeted positions; 2) individuals have “bumping” rights which may enable them to fill remaining positions of the same or similar classification; 3) individuals may be serving in positions other than those designated in the budget, due to reclassifications or other actions; 4) individuals may be time reported in accounts other than those reflected in the budget; 5) individuals may be funded through specially funded (“categorical”) programs which may be exempted from budget reductions.

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It is also essential to recognize that reducing high level positions will result in savings at a much lower level, due to the rights of employees to “bump” into lower-level assignments. The actual savings realized will be approximately those of the lowest-level positions from which an employees is bumped due to “bumping down.” Other Budgeted Items The various offices and units of the District have no uniform system of budget allocation for non-personnel expenses. There are no formula or guidelines for allocation of expenses in categories such as photocopying and reproduction, office equipment, office supplies, travel and other expenses. Allocation, in some cases, may be influenced by factors other than need. As a result, it is nearly impossible to calculate the potential cost savings of central offices restructuring at this time. Grants Grants should be for the purpose of serving children not providing jobs for adults. Due to time constraints, we were not able to fully examine the grants issue. During the next several months, meetings will be held with employees responsible for grants to determine how more money can be put back into the schools. The goal is to maximize the amount of grant money going to local districts and schools. This directive may jeopardize some funding, but the principle here is that teachers and administrators should be in schools serving children. In accord with this directive, no waiver can be extended that will allow bargaining unit members more than five years away from the schools or classrooms. General Fund Savings The exact amount of savings realized through the reconstitution of the central offices cannot be calculated for reasons stated elsewhere until all of the changes have been implemented and reviews of budgets and personnel completed. However, there will be an additional estimated $10 million additional available from the general fund through the streamlining of central offices. This money will be allocated on a per-pupil basis to the local districts. Categorical Funds There is approximately $3.5 million in discretionary funds available to the local districts from Title I, Economic Impact Aid (EIA), and Limited English Proficient (LEP) programs. Educational Services Of the divisions in the central offices, the Division of Instruction will undergo the most extensive reorganization. The purpose is to move critical resources closer to schools. The new division will be called Educational Services. This streamlined office will work closely with the local districts and school communities in their efforts to improve student achievement. The office will also deal with matters of state, federal and legal compliance, thereby freeing the local districts to concentrate on instruction.

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Comprehensive Counseling and Guidance Program The LAUSD endorses and supports the incorporation of an equitable, accessible and systematically planned, comprehensive counseling and guidance program for all students and parents. Every student should be guaranteed access to a credentialed school-site counselor. School counseling programs provide direct services to students, staff and the community. It is the responsibility of credentialed school-site counselors as part of a guidance team to ensure the academic, career/college and personal/social development of each student as delineated in the National Standards for School Counseling Programs and the Comprehensive Developmental Counseling and Guidance Reform Proposal as developed by the joint UTLA/LAUSD Task Force of 1994. Community Advisory Committee (CAC) This is a state-mandated committee. Special Education Multi-cultural Advisory Committee (SEMAC) The Special Education Multi-cultural Advisory Committee is involved in the training of 300 parents. Mission Statements, Functions, and General Comments for Remaining Central Divisions The appendices contain mission statements, functions, major units, and general comments for all Central Support System divisions and branches. The mission statements describe how each division or branch contributes to the overall mission of improving student achievement. The functions for each division and branch are categorized as tactical support, services, and compliance and monitoring in order to reflect the new role of central offices. The major units indicate the names of units or departments that are part of the chain of accountability within each division or branch. In some cases, these names will reflect the current usage, in other cases, there has been a renaming to capture the new role these units or departments will play. Finally, each will have an area with general comments regarding how that division or branch contributed to the current restructuring effort.

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Budget Implications of Central offices Restructuring

2000-2001 DISTRICT PROPOSED RESTRUCTURING SUMMARY (Regular Program and Specially Funded Program)

# of Positions Amounts

Closed Offices and Reduced Offices 802.11 $ 86,961,693

New Offices/Positions (469.00) (40,859,229)

Net Reductions (Savings) 333.11 $ 46,102,464

Positions Reassigned from Central Office to Local Districts and Schools 501.42 38,715,584

Total Positions Removed from Central Office

834.53 $ 84,818,048

* Note:

Includes Regular Program and Specially Funded Program positions and resources. Additional savings maybe realized after a review of the financial functions, grants, KLCS, legal offices and contracts with outside vendors.

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Fundamental Change #2 Create eleven local districts. Give them control over resources, autonomy to

make the vast majority of decisions about the instruction of children, and accountability for improving student achievement.

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Why We Need This Change

LAUSD has on many occasions attempted to create local structures designed to improve teaching and learning at the classroom level. Over the past thirty years, LAUSD has been organized into districts, regions, areas, and clusters in various efforts to give communities more access to and authority over their schools. But, in each case, the local offices lacked the authority and the control to make decisions on the spot with the resources needed to truly respond to local needs. Central office staff has never been held responsible for what should be their core task – assisting and supporting schools, teachers, administrators and parents in the raising of the academic achievement of all students. What is needed this time is a real commitment to local involvement and control with the purpose of improving achievement for all children. Budgets need to be in the hands of Local District Superintendents. These officials, with the advice of local advisory councils, should be making choices about how and where to allocate resources in order to boost achievement. “Genuine accountability is undermined in bureaucracies, where authority for decisions and responsibility for practice are widely separated, usually by many layers of hierarchy. Boards and top-level administrators make decisions, and teachers, principals, and students carry them out. When the desired outcomes are not realized, policy-makers blame the school people responsible for implementation; practitioners blame their inability to devise or pursue better solutions on the constraints of policy. But no one can be fully accountable for the results of practice when authority and responsibility are dispersed. Faceless regulations become the scapegoats for school failure because no person in the system takes responsibility for the rules’ effects on children.”

– Linda Darling-Hammond, Stanford University

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Fundamental Change #2 Create eleven local districts. Give them control over resources,

autonomy to make the vast majority of decisions about the instruction of children, and accountability for improving student

achievement. This plan forms eleven Local Districts with a superintendent for each who will report directly to the General Superintendent of schools. Each Local District will have a thirteen-member parent community advisory council comprised of no fewer than eight parents with the remaining members divided between community and business leaders, including one high school student. The advisory council will be representative of the diverse community they serve. In addition, each Local District Superintendent may appoint up to six ex-officio members to the council consisting of teachers, classified employees and administrators. Every three months the chairpersons from the eleven Local District councils will meet with the Board of Education in a special session to discuss the successes and challenges of the eleven Local Districts. The purpose of these councils is to provide the Local District Superintendent an opportunity to share and receive information, suggestions and ideas, and be a sounding board for the community, parents, and school staff. These councils will play a role in the review of the Local District Superintendent – primarily in the area of how effectively the Local District Superintendent engages, interacts, and communicates with the entire Local District’s community. By creating eleven largely autonomous Local Districts, LAUSD will increase flexibility in the use of resources to improve student achievement. Authority and responsibility for student performance will shift to decision-makers who are closest to students and the community. This shift from centralized control and regulation to service and accountability can ensure the success of the efforts and initiatives of school based educators and parents. It will also strengthen the bond between schools and communities, and build upon successful reforms and educational improvements of the past several years. Most importantly, it will enable staff to focus on reading/literacy instruction, a priority at this time, as a key to student success. All Local Districts will do the following to improve student achievement: 1. Ensure students learn to read so they can read to learn. 2. Set high standards for students and adults. 3. Provide additional support to students who need it. 4. Strengthen student transitions from the elementary school to middle school and middle

school to high school. 5. Engage parents as learning partners and as advocates for public education. 6. Integrate technology into the educational program.

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7. Use data to determine appropriate instructional practices and to influence decision-making. 8. Provide ongoing, innovative professional development and support for all staff. 9. Ensure adequate resources and opportunities for all students to learn. 10. Hold all employees accountable for educational progress and results in the area of their

specific responsibilities. Each Local District will be structured to place more authority and responsibility in the hands of key leaders and stakeholders. Central offices will provide tactical support to local districts. Additionally, the Local Districts may consider benchmarking their district against other Local Districts and other districts throughout the country in responsiveness, ability to cut red tape, support of reading instruction and improving student achievement.

The following page presents an organization chart for a prototype Local District.

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Local School District Prototype The formation of eleven semi-autonomous Local Districts creates the infrastructure that will enable LAUSD schools to provide every child the opportunity to learn and to develop reading skills that will provide lifelong enrichment and economic opportunities. However, this change will not automatically lead to increased student achievement. It is important to realize that the primary purpose of this change is to create a structure that will enable instead of stifle the positive contributions of parents, students, teachers and administrators, classified employees and the community at large. As is true of any change of this magnitude, a period of three to five years may be needed before measurable positive change will be observed. Therefore, the strong recommendation is to stay the course and allow time for successful outcomes to appear with minor modifications through the annual review process and major changes as a result of the more formal two-year review. The success of this multiple district structure is highly dependent on the leadership and quality of Local District Superintendents, who provide the connection between the schools, community, and Central Support System. As the leaders of the Local Districts, these eleven Local Superintendents set the tone for their respective Local District. Each Local Superintendent will have the authority, budget, and access to resources needed to be successful. That is why each superintendent will also be held accountable for the schools achieving measurable improvements in student learning. Decentralization and local control are the cornerstones of this Multiple District Plan. By decentralizing key instruction and operations functions, Local Districts will have the flexibility to utilize the resources necessary to improve student achievement. Local control is implemented by shifting authority and responsibility to decision-makers who are closest to the students and communities they serve i.e. Local Districts. This shift from centralized control and regulation to decentralization and local control empowers the very people who are most likely to understand what is needed to serve the students and families of their Local Districts, i.e. school based educators and parents. By strengthening the bond between schools, school families and communities, educators are enabled to build upon the successful improvements of the past several years and focus on reading, the priority at this time.

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LOCAL DISTRICTS–COMMUNITY LINKAGES

The Parent/Community Advisory Councils (PCAC) The Parent/Community Advisory Councils serve as conduits linking the Local Districts with the parents and community. The councils review the fiscal plans and have input into the performance review of Local District Superintendents. These councils will play a role in the review of the Local District Superintendents, primarily in the area of how effectively the Local District superintendent engages, interacts, and communicates with schools, parents and community members. Every effort will be made to ensure that the council membership includes parents of students with special needs and is representative of the gender, ethnicity and diversity of the Local District. The Local District Advisory Council (DAC) and the Local District Bilingual Bicultural Advisory Council (DBBAC) In addition to the Parent Community Advisory Councils, each Local District will have a Local District Advisory Council (DAC) and a Local District Bilingual Bicultural Advisory Council (DBBAC) formerly Zone councils. Ex-officio Members Ex-officio members of the Parent/Community Advisory Councils will include two teachers, two administrators and two classified representatives for each Local District. These members will provide support, advice, knowledge and resources regarding budget and instruction.

Selection Process for Parent/Community Advisory Council

Selection process for eight parent representatives and five community/business leaders in the District Advisory Council. Definitions • A parent, for the purpose of this council, is a parent of a student currently enrolled in a school

within the Local District, including natural or adoptive parent, legal guardian, or other person having primary responsibility for the support and welfare of the student. A parent is not a district employee.

• A community/business leader is not a district employee and is not a parent as defined for the purpose of this council. A community/business leader may be associated with a business or school within the geographic boundary of the Local District, a non-profit agency, a college or university, local government, etc.

• A high school representative, for the purpose of this council, is a full time student at one of the high schools within the geographic boundary of the Local District, who also serves as an elected class president.

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Why do we need Parent/Community linkages? Research states… “As complex and rapidly changing organizations, school systems themselves must be more risk-oriented, trusting in processes as well as people. They should increase their opportunities for learning by actively recruiting diverse expertise from other systems.” (Michael Fullan) “Engaging the public means just that. The process requires a constituency that is broader and more inclusive than the “usual suspects” with whom leaders and experts are accustomed to working. And sharing responsibility with this broader constituency is necessary to move from a critical or confrontational debate to meaningful participation.” (Deborah Wadsworth) “An effective group has a membership that is carefully selected according to several criteria. First, the members must bring an appropriate mix of knowledge and skills to successfully complete the task. Second, the group should be just large enough to handle the task. Finally, the composition of the group should be stable enough that the group can maintain its continuity of effort yet fluid enough to ensure that members do not all think the same way and discourage new or different ideas.” (Roger M. Schwarz) Proposed Plan for Formation of Local District Parent/Community Advisory Councils (PCAC) For the 2000-2001 school year, parent/community advisory councils will be formed within each Local District according to the criteria described below. The current Assistant Superintendents of Instruction will have the responsibility of reviewing the procedures used in the selection process for the new Local District Parent/Community Advisory Councils. In so doing, they must make every effort to ensure that the council membership includes parents of students with special needs and is representative of the gender, ethnicity, and diversity of the Local District. During the 2000-2001 school year, the Local District PCAC will develop guidelines and criteria for establishing permanent parent/community advisory councils within each Local District for full implementation in 2001-2002. All guidelines and criteria must support the general purpose and mission of the council. The purpose of the Local District PCAC is to support the Local District Superintendent by: • providing feedback on the development of Local District educational goals and plans as well

as the review of performance toward those goals within the Local District. • participating in the performance review of the Local District Superintendent . • serving as a communication link between the school communities and the Local District

Superintendent as well as the Board of Education.

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Parent Representation Parent representatives, for the Local District PCAC will be elected from the parent members of existing Cluster Instructional Cabinets. The number of parents elected to the Local District PCAC from the parent membership of Cluster Instructional Cabinets will depend on the number of clusters assigned to the Local District. This will also determine the number of remaining seats on the council available for community/business representatives. For example: • In District J, which will consist of three separate clusters, Bell, Huntington Park and South

Gate, three parent representatives would be elected from each of the three Cluster Instructional Cabinets for a total of nine parent representatives. Four community/business representatives would comprise the remaining council membership.

• In District F, which will consist of two separate clusters, Lincoln/Wilson and Belmont, four parent representatives would be elected from each of the two Cluster Instructional Cabinets for a total of eight parent representatives. Five community/business representatives would comprise the remaining council membership.

The term of office for parent representatives on the Local District PCAC will be determined by a random selection process, “drawing straws”. Half of the parent representatives (or 50% plus one in case there is an uneven number of parent representatives) would serve a one-year term through June 2001. Those serving on the Local District PCAC are eligible to run for office again after a one-year lay-off. The remaining parent representatives would serve a two-year term through June 2002. This structure would provide continuity in parent representation in this transition period from clusters to Local Districts as well as serving to build capacity and involve wider community representation in the Local District. Guidelines established for the permanent District Advisory Council would determine the selection process, number of members, and term of office for parent representatives beginning in 2001-2002. Community/Business Representation Community/business representatives to the Local District PCAC will be selected from a pool of eligible candidates by a committee comprised of the existing Assistant Superintendents of Instruction or designee, an elected community official solicited by the Assistant Superintendents of Instruction, and a parent representative of the council. It will be the responsibility of the existing Assistant Superintendent of Instruction to publicize the formation of the Local District PCAC and solicit possible candidates for membership on the council as community/business leaders. This could occur through written communication to agencies and organizations within the community or through publication in local newspapers. An eligible pool of candidates will be established and reviewed by the selection committee considering expertise and broad representation of community interests. The committee will then select the community/business representatives for the Local District PCAC.

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The number of community/business representatives will be determined by the number of seats remaining after the election of parent representatives. Half of the representatives (or 50% plus one in case of an uneven number), as determined by a random selection process of “drawing straws”, will serve a one-year term through June 2001. The remaining community/business representatives will serve a two-year term through June 2002. The high school student representative will be selected from among the high school junior class presidents. The process for selecting the high school representative will be decided by the class presidents and approved by the existing Assistant Superintendents of Instruction. The high school representative will serve a one-year term through June 2001. The following chart represents the proposed Local District PCAC membership for each Local District.

Local District PCAC Membership*

Districts

Total Number of Students

Number of High School Complexes (Number of Existing Clusters Represented)

Total Number of Parents Elected from Existing Instructional Cabinets (Number per Existing Cluster)

Number of Community or Business Leaders

Number of High School Student Representatives

Total Number of Members

A 67971 6 (3) 9 (3) 3 1 13 B 77441 5 (3) 9 (3) 3 1 13 C 68624 6 (3) 9 (3) 3 1 13 D 57803 6 (3) 9 (3) 3 1 13 E 67952 5 (2) 8 (4) 4 1 13 F 61182 3 (2) 8 (4) 4 1 13 G 60947 4 (3) 9 (3) 3 1 13 H 68877 3 (3) 9 (3) 3 1 13 I 50727 3 (2) 8 (4) 4 1 13 J 62114 3 (3) 9 (3) 3 1 13 K 67187 5 (3) 9 (3) 3 1 13

* Ex-officio members include 2 teachers, 2 administrators and 2 classified in each.

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The recommended timeline for the formation of the Local District PCAC follows. Recommended Timeline for Formation of Local District PCAC Action Date Responsibility of 1. Parent representatives to the May 1, 2000 - Assistant Superintendents of Instruction Local District PCAC June 1, 2000 are elected from Cluster Instructional Cabinets. 2. Assistant Superintendents of May 1, 2000 - Assistant Superintendents of Instruction Instruction publicize June 1, 2000 formation of Local District PCAC and solicits community/business interest. 3. Random selection process June 5-10, 2000 Assistant Superintendents of Instruction conducted to determine term of office for elected parent representatives. 4. Assistant Superintendents of June 15, 2000 Assistant Superintendents of Instruction Instruction name selection committee for community/ business representatives. 5. Selection Committee names June 16-28, 2000 Assistant Superintendents of Instruction community/business representatives to Local District PCAC and random selection process conducted to determine term of office. 6. High school junior class June 16-28, 2000 Assistant Superintendents of Instruction presidents select Local District PCAC representative from same group. 7. Local District PCAC July 2000 - Local District Superintendents establishes guidelines January 2001 (member selection process, number of members, term of office, etc.). 8. Membership selection process March 2001 - Local District Superintendents

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conducted for seats which will June 2001 be vacant as of July 2001. 9. Membership selection process March 2002 - Local District Superintendents conducted for seats which will June 2002 be vacant as of July 2002.

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LOCAL DISTRICT SUPERINTENDENT’S OFFICE The Local District Superintendent is the person with the greatest authority and responsibility in a Local District. He or she will assume decision-making authority and have flexibility in how resources and personnel are allocated to support student achievement. The Local District Superintendent will develop a fiscal plan for the Local Districts that will provide adequate levels of support to schools within the Local District. An ideal Local District Superintendent will be an instructional leader, an effective manager, and an effective communicator and collaborator. He or she will serve as the catalyst and focus energy to guide and support the Local District and school communities toward improved student achievement. Specifically, a desirable candidate for Local District Superintendent will have: 1. a capacity to lead with vision, values, and goal-setting capabilities. 2. the ability to show the way to educational excellence, equal educational opportunity for all

children, and productive use of the taxpayers’ investment in the schools. 3. a vision and ability to articulate what will be required of students in the 21st century; a

strong, demonstrated commitment to the mission of public education; demonstrated ability to manage a complex organization; and the ability to pull together into partnerships the diverse constituencies of the Local District.

4. had success at a school site as a principal. 5. demonstrated collaborative skills and improved student achievement on district and state

indicators. 6. demonstrated knowledge of instruction. 7. a vision that directly addresses practices for improving student achievement. 8. plans for being accessible and accountable and is a strong leader and manager of people. 9. the ability to identify and select a strong leadership team. 10. had responsibility for communicating positive stories about the District’s schools to the

media regularly. 11. implemented a monitoring and accountability system that identifies needs and provides

services to address those needs and challenges.

An Administrative Assistant assists the Local District Superintendent in coordinating all internal and external communications and ensures that information is disseminated effectively and in a timely manner to and from schools, parents and the Local District community. The Administrative Assistant will serve as liaison to the Local District PCAC and ensure appropriate communication is in place. Selection of the Local District Superintendents The process for selecting the eleven Local District Superintendents will be as follows: 1. Applications detailing job descriptions and desired qualifications of Local District

Superintendents will be available April 12 upon Board approval of this plan on April 11.

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2. Personnel Division will conduct paper screening of applications to determine if candidates meet specific requirements. 3. A seven (7) member interview panel for each Local District, made up of two (2) parents,

one (1) teacher, one (1) administrator, one (1) classified employee, one (1) high school student, and one (1) community representative, will be formed according to the following guidelines:

A. Parent members of the eleven interview panels will be selected by drawings. For

each of the eleven Local Districts, every school’s name will be placed in one of two containers. The first container will have names of Pre-K-6 and appropriate grade level special schools for that particular Local District. The second container will have names of all middle and high schools as well as option, span, continuation and special schools. One school’s name will be pulled from each container and these schools will select the parent representative for the Interview Panel for the proposed Local District. The principal of the selected schools will be responsible for monitoring and approving the process used to select the parent from his/her school. The process should be as inclusive as possible. There will be two parent members, one elementary and one secondary, on each of the eleven Interview Panels. These parents will represent all schools.

B. Teacher and administrator members of the selection committee may be selected by their respective union president. There will be one teacher and one administrator selected for each of the eleven Interview Panels. The person selected must be working at a school in the proposed Local District. Both the unions may, if they choose, participate in the Local District selection drawing process. If either or both choose the Local District process, for selection of the teacher or administrator representative, the Assistant Superintendent of Personnel must be notified on or before March 23, 2000.

C. The classified employee may also be selected by drawings. The containers of both the elementary and secondary schools will be combined and a school’s name selected. The principal and the school selected will be responsible for monitoring the process used by the classified employees to choose their representative. There will be one classified employee serving on each of the eleven Interview Panels. The classified unions may determine, if they choose, to select the one classified employee for each of the eleven Interview Panels. They then must notify the Assistant Superintendent of Personnel on or before March 23, 2000 of their decision. D. The student member will be selected from among high school junior class presidents.

The process for selecting the high school representative will be decided by the class presidents and approved by the Assistant Superintendent of Personnel. There will be one high school student on each of the eleven Interview Panels.

E. The community members will be selected by LEARN/LAAMP corporate personnel. The panel member selected must be a resident of or work in the particular Local District. There will be one community representative on each of the eleven Interview Panels.

F. No school may have more than one representative on the panel chosen for that Local District panel. If a school is selected twice or the employee chosen by UTLA or AALA represents a previously chosen school, the appropriate selection process must continue until a non-selected school is chosen.

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G. A person who applies for the position of Local District Superintendent may not serve on any Interview Panel.

H. The Assistant Superintendent of Personnel will be responsible for conducting all drawings. The drawings will take place at 450 North Grand Avenue in Room H-160. The date and time of the drawings will be announced over KLCS and available at each Local District school as well as published in local newspapers.

I. The Personnel and Legal offices will also review the panel members selected for each Interview Panel to assure that said panel represents the constituency of the Local District.

J. The selected panels must attend a training session conducted by the Personnel Office. Each panel will also have a trained facilitator selected by the Assistant Superintendent of Personnel to assist the panelists during the interview process. The Interview Panel will submit three to four candidates, in unranked order, to the Interim Superintendent of Schools for his consideration. The Interim Superintendent of Schools will make the final selection for each of the eleven Local District Superintendents.

4. A committee consisting of 66 members will be formed between March 23 and April 10.

The committee will receive orientation and training regarding expectations, legalities, and strategies for the selection process.

5. Interviews will be conducted with the candidates from May 22 through May 26. Four to five of the Local District sites will have interviews each day.

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LOCAL DISTRICTS–INSTRUCTIONAL SUPPORT SERVICES

The Instructional Support Services Unit works with the Local District Superintendents to provide maximum support to local schools. The Administrator of the unit is accountable for ensuring that all personnel and activities address the teaching and learning needs of the local schools. Instructional Support personnel provide direct assistance to instructional coaches and schools in curriculum, instruction, and assessment. The unit assists the local schools in interpreting State frameworks and instructional policies and in identifying and implementing research-based programs, strategies, and materials. In addition, the Instructional Unit uses student achievement data to focus local schools on instructional strengths and weakness and to provide appropriate intervention strategies and programs. Local schools are supported in their use of technology in instruction by an Instructional Technology Applications Facilitator (ITAF) group assigned to the Instructional Support Unit. The unit also coordinates professional development programs and activities, which contribute to continuous teacher and administrator growth. These include the support and implementation of the Intern, pre-intern, Beginning Teacher Support and Assessment Program (BTSA), Academies, and mentor teacher programs. On-going professional development and point credit classes are a part of the support function of this unit. The Instructional Support Unit provides technical assistance for categorical programs. This support includes providing current information regarding federal and state guidelines, assistance with monitoring such as Program Quality Review (PQR), Consolidated Compliance Review (CCR), and related areas of compliance. The unit assists the local schools in the implementation of other specially funded programs such as Gifted and Talented (GATE) and youth relations programs. The community/parent education component assists the local schools in coordinating all parent involvement and education activities. It provides training for Parent Centers, community representatives, and staff to ensure the alignment of all parent activities with the goals for student achievement. Also a counselor trained and skilled in human and intergroup relations is assigned to this component. Support personnel assigned to the Instructional Support Unit address the needs of special education students in the local schools. They provide instructional and technical assistance in all special education related issues. Assigned special education personnel work with school personnel and in particular with the newly assigned Elementary Instructional Specialists. Health and Human Services personnel in this unit work with the local schools and with the community to ensure that the barriers to student learning are addressed. This includes the coordination of all Local District, city and county services to support student needs in the health and human services arenas. An Organization Facilitator oversees all local human services initiatives i.e. Healthy Start, Cal Works, MediCal reimbursement, etc. A Local District Counselor (PSA) assists schools with strategies to improve student and staff attendance and reduce drop out rates.

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LOCAL DISTRICTS–SCHOOL SERVICES

School Services has a line-staff relationship to the Local District Superintendents. School Services is the direct line of accountability going up from the schools through the principals, to the School Services Coordinating Administrator and then to the Local District Superintendent. The School Services Coordinating Administrator serves to connect all the schools in Local Districts in order to maximize continuous instructional support to students throughout their educational experience. There will be elementary, middle, and senior high school principals. These School Services Coordinating Administrators function to communicate the Local District Superintendents’ visions for each respective Local District to the principals. The School Services coordinating administrators will help the Local District Superintendent in the following areas:

• collaborating to create a common vision and communicating expectations to students,

parents, and staff • working on a consensus regarding assessments to measure student progress • collaborating across grade levels and schools to coordinate curricula, learning goals,

standards, assessment practices, and intervention strategies • pursuing research-based instructional programs and teaching strategies • participating in innovative and ongoing professional development activities • engaging parents in supporting their children’s education at school and at home • focusing on student work and disaggregated data about student performance to improve

classroom, school, and Local District practice • enabling staff and parents to dialogue as critical friends about practice, standards, and

outcomes and • accepting responsibility and accountability for the student outcomes of all students in the

Local District. In addition, the School Services Coordinating Administrator has line responsibility for the performance of schools at his or her level. The School Services Coordinating Administrator will supervise and evaluate school principals. He or she will have comprehensive fiscal and instructional program responsibilities; maintain a focus on issues of equity and access as they relate to student achievement outcomes; coordinate all teaching and learning support to schools, and direct the efforts of Local District staff in planning and articulating Pre-K-12 subject matter instruction within school families. The School Services Coordinating Administrator will direct special efforts to low performing schools, articulate and coordinate activities to strengthen linkages to 2 and 4 year colleges and universities, ensure compliance with local, state and federal requirements, and report directly to the Local District Superintendent. The Elementary, Middle, and Senior High School Teacher Coaches model and teach instructional strategies and content in order to build capacity and instructional leadership; observe in classrooms and provide critical feedback/demonstrations; promote the process of inquiry through analysis of student work and best practices.

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Local Schools Principals and teachers bear the main responsibility for achieving a school's educational goals. Principals' evaluations will include the effective use of their decision making authority and leadership roles to achieve measurable improvements in school achievement through standards-based instruction. In addition, principals will be evaluated based on their ability to develop parent and community outreach programs and on the quality of their collaboration with staff and parents. Teachers will be responsible for creating an environment for increasing student achievement through standards- and content-based instruction through an emphasis on instructional practices that develop reading skills and comprehension in all subjects. The quality of collaboration with parents will also be reviewed. The District is committed to finding new ways to recruit and retain highly qualified teachers who will be able to deliver these educational services effectively.

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LOCAL DISTRICTS –BUSINESS SERVICES

The Local District Business Manager is responsible for management of all business-related (non-instructional) functions in the Local District. This will relieve the Local District Superintendent of the day-to-day supervision of these functions and enable him/her to focus on activities which more directly contribute to improved student achievement. The Local District Business Manager reports directly to the Local District Superintendent. The activities that will be managed by the Local District Business Manager include fiscal services, local procurement activities, oversight of the food services program, safety and environmental services and facilities management. The Local District Business Manager will also serve as a liaison to other central non-instructional services such as student transportation and personnel.

In order to be successful, the Local District Business Manager must be a business professional, with experience in a variety of business activities including contracting and finance. He or she must have excellent management, communication and analytical skills.

The fiscal services unit in each Local District will be led by a Fiscal Services Manager and will include at least one other fiscal specialist. The unit will provide direct fiscal assistance and advice to schools as well as budget and financial services to the Local District Superintendent. With the decentralization of much of the District’s resources, it is imperative that knowledgeable, proficient, financial professionals be available to the Local District Business Manager and Local District Superintendent in order to support fiscal decision-making. Technical supervision will be exercised by the Chief Financial Officer and Central Budget Division. Day-to-day supervision and direction will be provided by the Local District Business Manager.

The food services operation in the Local District will be supported by a small unit of Area Food Services Supervisors and Meal Compliance Audit Clerks who will report to the Local District Business Manager. They will provide assistance to local school principals and cafeteria managers in the efficient operation of the school food services program and will ensure that all federal meal guidelines are being met. Training and technical supervision will continue to be provided by the central food services support operation.

Local Procurement support will be provided by a Purchasing Services Coordinator. This position will be responsible for supporting school purchasing and contracting needs through providing technical assistance and advice. He/she will coordinate closely with the new central procurement group to maximize opportunities for schools to utilize master purchasing agreements and other vehicle to speed the acquisition of necessary supplies and services.

Each Local District will include an environmental health and safety unit responsible for training and advising local schools in safety issues, and responding to local emergencies. The local unit will have the full resources of the District’s Environmental Health and Safety function at their disposal whenever needed. Strong links to the Branch will be necessary to ensure compliance will applicable regulations and safety requirements. However, day-to-day supervision of these personnel will be exercised by the Local District Business Manager. Each Local District will be

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served by its own Maintenance and Operations Area, led by an Area Facilities Director. The maintenance area will provide traditional maintenance services, respond to trouble calls and will perform many of the scheduled Proposition BB repair projects planned at the schools, and provide technical oversight and training of custodians at local schools. The Area Facilities Director will coordinate closely with the Local District Business Manager regarding maintenance and operations issues.

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Local District Boundaries Each of these eleven Local Districts was designed to serve a manageable number of students. The size of these Local Districts allows them to draw on a wide array of resources and attend to the needs of individual school buildings. In addition, the design of the Local Districts maintains the integrity of existing student matriculation patterns*, clusters, LAAMP families, LEARN schools, School-Based Management schools, Charter schools and families, Magnet schools, and Alternative schools. While there is no perfect design for a Local District, they were constructed in a way to be sensitive to the number of students served, the number of schools and sites, future enrollment growth, the number and percentage of permanent teachers, the number and percentage of students receiving free and reduced price meals and delivery of services. It is expected that the number of schools and students in each Local District will change over time. This may require a reconsideration of the boundaries and/or number of Local Districts. In the near term, we are expecting that enrollment will grow in the west and south Local Districts A, C, D and K. This increase will in part be due to resident growth, but in addition, a substantial increase will be due to students transported from the Local Districts in the eastern and central parts of the district as part of the CAP (Capacity Adjustment Program). In three to five years when new schools are opened and occupied, there will be a shift in enrollment back to the eastern and central parts of the District requiring a re-examination of the boundaries and/or numbers of Local Districts. The following page describes each of the eleven Local Districts. A summary of the names of schools in each of the local districts is provided in the appendices. * (existing feeder patterns are sometimes split between schools due to overcrowding and geography)

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District A: This district is located in the northwestern portion of the San Fernando Valley, including the communities of Canoga Park, Chatsworth, Granada Hills, North Hills, Northridge, Porter Ranch, West Hills, and portions of Panorama City and Woodland Hills.

Local District Headquarters: TBD District B: This district is located in the easterly portion of the San Fernando Valley including the City of San Fernando, and the Los Angeles City communities of Arleta, Kagel Canyon, Lake View Terrace, Mission Hills, North Hollywood, Olive View, Pacoima, Shadow Hills, Sun Valley, Sunland, Sylmar, Toluca Lake, Tujunga, and portions of Panorama City, Studio City, and Valley Village.

Local District Headquarters: TBD District C: This district is located in the southern portion of the west and central portions of the San Fernando Valley, including the communities of Encino, Reseda, Sherman Oaks, Tarzana, Topanga Canyon, Van Nuys, Warner Center, Winnetka, and portions of Studio City, Valley Village, Woodland Hills.

Local District Headquarters: TBD District D: This district is comprised of the western area of the City of Los Angeles, south of the Santa Monica Mountains, including the City of West Hollywood, and the communities of Bel Air, Beverly Glen, Brentwood, Century City, Cheviot Hills, Fairfax, Hancock Park, Mar Vista, Marina del Rey, Pacific Palisades, Palms, Park La Brea, Playa del Rey, Rancho Park, Sawtelle, Venice, Westchester, and Westwood.

Local District Headquarters: TBD District E: This district covers the mid-city and northeastern portions of the City of Los Angeles, north and east of the Hollywood Freeway, including the communities of Atwater, Cypress Park, Eagle Rock, Glassell Park, Highland Park, Hollywood and the Hollywood Hills, Los Feliz, Mount Olympus, Mount Washington, Silver Lake.

Local District Headquarters: TBD District F: This district is located in the central and east-central portions of the City of Los Angeles, and includes: the communities of Boyle Heights, Chinatown, Echo Park, El Sereno, Koreatown, Montecito Heights, Westlake; Cal. State L. A.; the portion of L. A. County north of the San Bernardino Freeway to the boundary of Alhambra.

Local District Headquarters: TBD District G: This district is comprised of the portion of the City of Los Angeles that is roughly south of the Santa Monica Freeway, west of the Harbor Freeway and/or Vermont Avenue, north of El Segundo Boulevard, and bordered on the west by the cities of Inglewood and Culver City. This includes: the communities of Crenshaw, Hyde Park, Jefferson Park, Leimert Park; the Los Angeles County areas described as Athens, View Park, Windsor Hills, and a portion of Baldwin Hills; and the portion of the City of Hawthorne that is within the Los Angeles Unified School District.

Local District Headquarters: TBD District H: This district covers the central and eastern portions of Los Angeles city and county within LAUSD that are bounded roughly by the Santa Monica Freeway, Sixth Street, the Los Angeles River and the San Bernardino Freeway on the north, the LAUSD boundary on the east, the Los Angeles City/Vernon City boundary and Slauson Avenue on the south, and the Harbor Freeway on the west. This includes the L.A. County community known as City Terrace, most of East Los Angeles (which is county area, also), a portion of the City of Commerce, and the portion of the City of Monterey Park that is in the LAUSD (this includes East Los Angeles Community College).

Local District Headquarters: TBD

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District I: This district is comprised of the southern central part of Los Angeles City and the adjacent Los Angeles County areas that are bounded roughly by Vermont Avenue on the west, Slauson Avenue on the north, the Los Angeles County boundary and/or Alameda Street on the east, the Los Angeles Unified School District boundary and El Segundo Boulevard on the south. The area includes the Los Angeles city community of Watts and the Los Angeles county community known as Florence.

Local District Headquarters: TBD District J: This district is made up of the area known as ‘the five cities’ area, and includes: the cities of Cudahy, Huntington Park, and Maywood; the portion of the cities of Bell, Lynwood, South Gate and Vernon that are in the Los Angeles Unified School District; a portion of the City of Commerce; the Los Angeles county community of Walnut Park. It is bounded roughly by the Vernon city boundary on the north, the L. A. U. S. D. boundary on the east and south, and the Los Angeles County boundary and/or Alameda Street on the west.

Local District Headquarters: TBD District K: This district covers the portion of the Los Angeles Unified School District from El Segundo Boulevard south, including: the cities of Gardena and Lomita; the portions of Carson, Long Beach, Rancho Palos Verdes and Torrance that are within the LAUSD; the Los Angeles city communities known as Harbor City, Harbor Gateway, San Pedro, Terminal Island, and Wilmington.

Local District Headquarters: TBD

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Map of the Eleven Local Districts and the Communities they Serve

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Fundamental Change #3

Focus the district’s instructional and professional development priorities on reading at all levels.

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Why We Need This Change Four out of five fifth grade students in LAUSD cannot read at a level adequate for the challenging work that confronts them in middle school and high school. The majority of twelfth grade students lack the reading skills necessary to compete in a knowledge-based economy. These statistics represent an emergency. LAUSD’s failure to give more students sufficient reading skills speaks volumes about the system’s inability and unwillingness to focus on a few critical goals. We have inundated schools with so many jobs that we lose sight of their central academic function, which is to produce literate citizens. What is needed is an all-out commitment to focus on reading at all levels. Although reading aloud to students is helpful in developing academic language, the central importance of students reading widely at increasingly more challenging levels cannot be overemphasized. High-interest, low-vocabulary texts, although often appropriate for building fluency, are not as likely to produce growth in academic language. To obtain such growth, students must read a great deal at school and at home. Classroom and schoolwide strategies to encourage and inspire student independent reading are essential. Students should master skills in reading early and well so that they will be able to read independently. –Reading/Language Arts Framework for California Public Schools

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Fundamental Change #3 Focus the district’s instructional and professional development

priorities on reading at all levels. The Reading Focus Teaching all of our students to read well is the most important goal of the Los Angeles Unified School District. The primary purpose of the proposed organization is to improve student achievement, especially in reading, the gateway to success in school and in life. This focus on reading at this time provides the vision that will change the District culture and inspire all to new levels of effectiveness and excellence on behalf of student learning. The reading focus is not only inspirational but also practical. Reading is the fundamental skill for the entire educational endeavor in which we are engaged. A recent study of a large urban school district found that high achieving schools with the most significant gains in reading also made meaningful progress in mathematics, illustrating the impact of reading on problem solving. Similar connections can be made between reading and all of the other subjects – the arts, the humanities, the sciences, and physical education. Yes, even physical education, as studies show a positive correlation between reading ability and health. The emphasis on reading continues throughout a student’s experience in school. After a child learns to read, the skill must be continuously practiced and improved. So all of us are teachers of reading skills and comprehension in all core subjects and in all educational settings. Research has shown the importance of having a strong foundation in reading by the end of the third grade. After the third grade, it is important to build upon the solid foundation established in the early years and provide reading development throughout the remaining grade levels of schooling. The focus on reading ensures that students have the opportunity to attain the level of academic achievement and social development necessary to do well in school, higher education, the workplace, the family, and the community. The following are critical checkpoints for monitoring student success:

§ Ready to Read – Pre-K and Kindergarten § Ready for Success in School – Grades 1 and 2 § Reading by 9 – Grade 3 § Ready for Middle School – Grades 4 and 5 § Ready for High School – Grades 6, 7 and 8 § Reading for Life – High School and Adult Education

Starting With Standards It is the intent that the District’s standards for reading and other subjects serve as the starting point for all improvement efforts. The standards recently described as exemplary in a publication for educators, set forth what students should know and be able to do. The standards provide a direct response to the Andersen Audit assertion that the District is not “…governing and managing schools based upon what is most essential – attaining results of student learning

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and achievement.” Improving student achievement requires not only the identification of standards, but a comprehensive assessment to measure progress and a commitment to act on the results from the assessments. The comprehensive assessment system utilizes data from both the large-scale measures of Stanford Achievement Tests, Ninth Edition (SAT 9), Standards Test to Evaluate Performance of Students (STEPS) and Performance Assignments as well as District “Generic Scoring Guides” for individual class use to monitor progress and drive instruction in the classroom and influence the management of schools and Local Districts. Additionally, the Local Districts will implement the District Structured Reading Program K-5 to provide teachers with professional development that addresses the knowledge and skills to implement research-based instruction that will systematically improve and accelerate student achievement. Finally and crucially, the District is putting a system in place for holding ourselves accountable for results. The standards have been communicated to all constituencies and the importance of these standards in building an accountable educational system cannot be overestimated. For the first time, there is a common vision. In order to participate fully in an information age economy, in a world connected by technology and in the enterprise of lifelong learning, students must learn to read well. The District Reading Initiative In order to turn rhetoric into reality, the Board of Education has adopted two important policies on reading: • The District Structured Reading Program K-5 provides instructional guidance on

implementing standards-based, comprehensive reading programs. The guidelines require a minimum of two hours reading-language arts instruction each day, with an additional 30-45 minutes of English Language Development for English Language Learners.

• It is now required that certain schools adopt a research-based program from a list of three that are currently approved for children in kindergarten through grade 2.

These policies are backed up with significant new resources. Schools will have a Literacy Coach or a Facilitator to assist with the implementation of the new K-2 programs. In addition, professional development will be available to all teachers and principals. The emphasis of this initiative is now on the early grades. The extensive research on how children learn to read and the growing consensus on how to teach students to read will enable educators to move quickly to improve early reading instruction. An important component of the early reading program is a longer day for every kindergarten student. This responds to an exhortation from one LAUSD parent to “create an environment of prevention instead of intervention that is too little too late.” For the first time all beginning readers will have the opportunity to attend school for 40 additional minutes a day – or 20% more time for the alphabet, for books and for a better start in school. A policy that all children attend kindergarten should also be implemented. Finally, as classroom space becomes available, full day kindergarten should be made available.

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However, the pressing needs of the rest of our students, especially those who are struggling readers, cannot be ignored. The District’s standards-based promotion policies and intervention strategies are meant to ameliorate the lack of reading progress that puts far too many LAUSD children at risk. These efforts should be perceived as the first phase, providing a model of how to develop comprehensive reading programs that are constantly monitored and adjusted for effectiveness. From there, the Local Districts will build programs for all grade levels on a foundation that ensures that our children learn to read with power and purpose. Providing Tactical and Technical Assistance The role of the restructured Central Support System in the reading initiative will be consistent with its repositioning as an agency that provides tactical and technical support to the Local Districts. To assist Local Districts in keeping the focus on reading and student achievement, the Central Support System will: • continue to set standards for what students should know and be able to do in reading and all

subject areas and identify performance standards to indicate the degree of quality expected by students which will be aligned with state expectations.

• monitor student achievement using multiple measures and collaborate with Local Districts on ways to use the data to continuously improve learning outcomes.

• communicate board policies on reading and other related topics and work with the Local Districts to develop guidelines for implementing the policies.

• establish an accountability program identifying the responsibilities of the system, the school and of individuals – students, teachers, administrators, families and the community.

• collaborate with the Local Districts so that the special needs of students are addressed. • coordinate professional development activities. • prepare an Annual Report on Student Achievement. By fully collaborating with Local Districts in this fundamental initiative, the Central Support System will carry out its functions in a way that fosters a genuine sense of shared responsibility for achieving results. Those who work in the Central Support System will not think of it as the place where they work. The hearts and minds of central staff – and frequently their persons will be in classrooms and schools where they will serve as problem-solvers for the people who need their help. The Role of the Local Districts Representing the schools and students, the eleven Local Districts are “where the action is” in this reading initiative. The Local Districts will have the authority to make critical decisions on curriculum, instruction, and accountability. In terms of reading, the Local Districts will: • articulate measurable goals for all schools. • use data on student achievement to make decisions on the use of appropriate research-based

improvement practices. • implement standards-based curriculum and instructional programs. • ensure that comprehensive reading programs are implemented in all classrooms. • develop a plan outlining how resources will be used to improve student achievement.

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• provide appropriate professional development and parent education. • work closely and collaboratively with the communities served, keeping the focus on student

achievement. Research supports the assertion that decisions made by those most affected tend to be better ones. This new organization places decision-making closer to classrooms and schools, where the reading focus and attention to student achievement are most critical. Mission Possible Can LAUSD change its culture from within? There are many skeptics. There have been many re-organizations. This time, however, LAUSD insiders realize that the ways of the past will not lead students to the future. This new effort is different because the whole organization will be evaluated by one measure – student achievement, especially in reading. The people and ideas are here. It all starts with a child, words on a page, and a teacher. Just as teachers say a fluent reader has “cracked the code,” LAUSD can learn to learn again and transform itself into a responsive organization that broke the cycle of failure. Although the goals are ambitious, the LAUSD family can accomplish mission possible – every student in the Los Angeles Unified School District a successful reader and student.

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APPENDICES

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APPENDIX A: MISSIONS, FUNCTIONS AND COMMENTS FOR RESTRUCTURED CENTRAL SUPPORT SYSTEM

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EDUCATIONAL SERVICES DIVISION

The mission of the Educational Services Division is to develop and coordinate systematic support for the improvement of student achievement through the implementation of a standards-aligned Pre-K-adult curriculum, in collaboration with the eleven Local Districts and school communities. In accordance with General District policy and compliance regulations, tactical support and services will be provided through the branches of 1) Early Childhood Education, 2) Elementary Education/Professional Development/Language Acquisition, 3) Secondary Education/School Support Services, 4) Special Education, 5) Student Health and Human Services, 6) Specially Funded Programs and 7) Parent Community Outreach. TACTICAL SUPPORT • Develop in collaboration with Local Districts, a comprehensive educational program that

provides standards-based curriculum, instruction, assessment and promotion accountability programs.

• Develop policy to support coordinated and aligned parameters for implementing the General District’s educational program.

• Collaborate with Planning, Assessment and Research Branch and the Local Districts to continuously examine student achievement data and refine policy and procedures that directly contribute to improved performance of all students.

• Evaluate the Division of Educational Services and unit roles, responsibilities and compliance services as they relate to the Local Districts on a continuous basis.

• Provide support to local districts for potential charter petitions. SERVICES • Promote through the eleven Local Districts school sites, practices that resulted in improved

achievement of all students and demonstrated the importance of parents as partners in the education of their children.

• Provide focused professional development which recognizes that all children can succeed, especially Title I low income students, at-risk youths and students with special needs.

• Support Local Districts with the implementation of standards-based curriculum, instruction, assessment and promotional accountability programs.

COMPLIANCE • Monitor compliance within the Local Districts to ensure that General District policies and

federal, state and other regulatory agency requirements are met in the implementation of all educational programs.

MAJOR UNITS • Early Childhood Education • Elementary Education/Professional Development/Language Acquisition • Secondary Education/School Support Services • Special Education • Student Health and Human Services • Specially Funded Programs

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• Parent Community Outreach COMMENTS The consolidation of functions and responsibilities within the Educational Services Division is intended to improve the effectiveness and efficiency of providing support to Local Districts. The seven units will share the priority of developing, in collaboration with the Local Districts, core elements of the curriculum, instruction and assessment programs. Support for implementing those core elements at the local school site level will be provided through the deployment of staff and resources to the Local Districts. Direct support, through increased staff and resources, will now be provided for strengthening instructional implementation practices, which according to data and research, result in improved student achievement.

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ELEMENTARY EDUCATION, PROFESSIONAL DEVELOPMENT AND LANGUAGE ACQUISITION BRANCH

The mission of the Elementary Educational Program, Professional Development and Language Acquisition Branch is to develop and coordinate systematic support for the improvement of achievement of all elementary students through implementation of standards-aligned curriculum, instruction and assessment in collaboration with eleven Local Districts and school communities. TACTICAL SUPPORT • Develop standards-aligned curriculum and assessment which identify the core instructional

program at the elementary level and support articulation with preschool and secondary school programs.

• Plan and coordinate the development and implementation of instructional programs and assessments for English Language Learners (ELL) and Standard English Language Learners (SELL) in the Local Districts.

• Collaborate with Local Districts to continuously examine student achievement data and refine curriculum and instructional practices that directly contribute to improved performance of all students.

• Support Local Districts in professional development efforts, ensuring consistency in delivery, alignment with General District priorities and compliance with mandates.

• Collaborate with Local Districts to provide support to new teachers through the Beginning Teacher Support Program (BTSA), Peers Assistance and Review Program (PAR), National Board Certified Teacher Program (NBC) and the Design for Excellence Linking Teaching and Achievement (DELTA).

• Coordinate reading, math, language, science, social studies, visual and performing arts programs.

• Coordinate the implementation of Gifted and Talented programs with Local Districts. • Coordinate Local District’s structured reading program SERVICES • Provide support to the Local Districts regarding elementary educational programs and

standards-based promotion. • Provide information and training materials to the eleven Local Districts regarding English

Language Learner (ELL) and Standard English Language Learner (SELL) programs. • Provide Title I supplemental programs that focus on reading and mathematics so that at risk

students have access to the materials necessary for improved academic achievement. • Provide support to low achieving schools and their parents in order to build collaborative

responsibility for improved student achievement. COMPLIANCE

• Monitor compliance within the Local Districts to ensure that General District policies and federal, state and other regulatory agency requirements are met in the implementation of the elementary educational program (e.g. including but not limited to Title I, Bilingual, Chanda Smith, etc.).

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• Provide coordination, articulation and assistance to the eleven Local Districts relative to compliance with ELL and SELL program regulations.

MAJOR UNITS

Elementary Education • Language Acquisition • Professional Development COMMENTS The designation of the Elementary Educational Program, Professional Development and Language Acquisition Branch within the Educational Services Division is intended to provide the support staff and resources needed to focus on student achievement at the Local District and school site levels. The academic focus at the elementary level is very specific; to develop reading and mathematics competencies for all students. Within this organization, the coordinated support of Elementary Educational Programs, Language Acquisition and Professional Development will be directed toward the specific academic needs of students and the school procedures and classroom practices which will result in improved student achievement. A transition team will be established for the first year to deal with Summer School and Intervention Programs and related issues.

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SECONDARY EDUCATION AND SCHOOL SUPPORT SERVICES BRANCH

The mission of the Secondary Education and School Support Services Branch is to develop and coordinate systematic support for the improvement of achievement of all middle school and high school students through the implementation of standards-aligned curriculum, instruction and assessment in collaboration with Local Districts and school communities. It also provides support for an educational environment conducive to learning through school safety, emergency management and student leadership activities. TACTICAL SUPPORT • Develop standards-aligned curriculum and assessment which support the core instructional

program, including language arts, mathematics, history and science at the secondary level, in collaboration with Local Districts.

• Plan and coordinate the development and implementation of instructional programs and assessments for English Language Learners (ELL) and Standard English Language learners (SELL) in the Local Districts.

• Collaborate with Local Districts to continuously examine student achievement data and refine curriculum and instructional practices that directly contribute to improved performance of all students.

• Coordinate the implementation of Gifted and Talented programs and the Advanced Studies Program with the Local Districts.

• Support grants and partnerships efforts with colleges, universities, foundations and collaboratives to support the General District goals.

• Coordinate the implementation of National Science Foundation and Eisenhower Programs with Local Districts and schools.

• Collaborate with Local Districts as they work directly with site administrators on non-instructional issues such as safety, emergencies, student discipline appeals, hotline tips, personnel infractions and responses to crises.

• Coordinate the efforts of School Operations personnel with Local District Superintendents. • Develop procedures to implement earthquake/emergency preparedness efforts with Local

Districts. SERVICES • Provide support to the Local Districts regarding secondary educational programs. • Provide information and training materials to the eleven Local Districts regarding English

Language Learner (ELL) and Standard English Language Learner (SELL) programs. • Provide support to the Local Districts to implement graduation requirements at the senior

high school level in alignment with the General District’s promotion policies and the State’s high school examination.

• Coordinate the General District interscholastic athletic programs for 62 comprehensive high schools, span and magnet schools.

• Coordinate the Academic Decathlon program for 59 high schools at local, state and national levels.

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• Coordinate prevention and intervention programs to address issues concerning safe campus environments.

COMPLIANCE • Monitor compliance within the Local Districts to ensure that General District policies and

federal, state and other regulatory agency requirements are met in the implementation of the secondary educational program (e.g. including but not limited to Title I, Bilingual, Chanda Smith, etc.).

• Monitor compliance of Title IV and Title V issues (safe drug free schools and compliance for athletic personnel).

• Provide coordination, articulation and assistance to the eleven Local Districts relative to compliance with English Language Learners (ELL) and Standard English Language Learners (SELL) program regulations.

• Conduct Step 3 hearings for appropriate personnel. MAJOR UNITS Secondary Education • Middle School Programs • Senior High School Programs • School Services • Interscholastic Programs • Youth Relations and Crime Prevention • Academic Decathlon COMMENTS The designation of the Secondary Education and School Services Branch within the Educational Services Division is intended to provide the technical support and resources needed at the Local District level to implement standards-aligned instruction and assessment practices for all secondary schools. As a result of this organization, the specific needs of each secondary level can be specifically identified and addressed. Middle Schools will receive specific support to intensify the academic focus which is necessary to address low test scores. Senior High Schools will receive specific support to intensify the academic focus and efforts needed to address the number of students meeting “A-F” requirements, enrolling in Advanced Placement (AP) courses and succeeding on the High School Exit Examination and/or meeting proficiency requirements. The Secondary Education and School Services Branch will also provide support of operational activities that ensure a safe, secure environment within the Local District as well as coordination of non-instructional issues that occur within schools. A transition team will be established for the first year to deal with Summer School and Intervention Programs and related issues.

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SPECIAL EDUCATION DIVISION

The mission of the Special Education Division is to educate students with disabilities in compliance with their Individualized Education Programs (IEPs) in a least restrictive positive educational environment that supports student achievement, the development of maximum potential and preparation for adult living. TACTICAL SUPPORT • Administer After-School Preschool Programs. • Coordinate Preschool/Kindergarten Itinerant Teacher Services. • Prepare interagency agreements with Regional Centers and Head Start Agencies. • Provide technical assistance to local district staff. • Coordinate nonpublic agency services in the areas of Speech and Occupational and Physical

Therapy (OT/PT). • Seek information on national issues, programs, grants, etc., related to Special Education. • Develop alternative models of Special Education instruction and services and grant proposals

to fund such models. • Coordinate nonpublic schools/nonpublic agencies (NPS/NPA) programs and services. • Develop Master Contracts and Individual Service Agreements and provide technical

assistance and professional development. • Provide technical assistance to Charter schools related to special education issues. • Provide technical support to schools and offices on services to students with disabilities in

private schools. • Analyze data and recommend strategies to decrease due process requests. • Represent the General District at State hearings. • Provide technical support and administrative assistance to Local District Superintendents and

schools. SERVICES • Provide intake, assessment and placement of students in preschool programs. • Develop Individualized Education programs (IEPs) and share responsibility for delivery of

Special Education services to children. • Assign, supervise, evaluate and train personnel in Speech, Adapted Physical Education,

Assistive Technology, Occupational and Physical Therapy, Augmentative/Alternative Communication, Deaf and Hard of hearing, Visually Impaired, Audiology and Low Incidence.

• Provide classroom support to schools and staff for students with disabilities educated in the least restrictive environment (LRE).

• Provide training on Special Education Compliance Guide and individual assistance to schools.

• Assist parents in nonpublic school placement and nonpublic agency services. • Analyze drafts of Charter petitions for special education issues. • Seek dispute resolution prior to and at informal conferences and mediation. • Process reimbursement requests.

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• Develop local plan for Special Education. • Assist with parent/community activities. • Administer instructional program at hospital sites. • Assign, supervise, evaluate and train home/hospital personnel. COMPLIANCE • Expand and support joint programs that allow children with identified Special Education

needs who are not currently enrolled in a program, to be served in a natural setting or least restrictive environment as required in federal and state laws.

• Verify and monitor corrective actions from State review. • Investigate and prepare reports on compliance complaints referred to the local and general

districts. • Monitor NPS/NPA programs. • Develop and monitor General District policy for the provision of Special Education services

to students with disabilities enrolled in a private school. • Conduct annual Child Count of students with disabilities in private schools who are eligible

for Special Education services. • Prepare requested and mandated reports. • Monitor implementation of due process agreements. • Develop policies and procedures in compliance with legal mandates and the Chanda Smith Consent Decree. • Monitor budget transfers and reallocations. • Manage position control. MAJOR UNITS • Infant/Preschool Programs • Related Services • Instruction/Program Development/LRE Support/Technology • Compliance Monitoring and Professional Development • Nonpublic Schools/Agencies • Charter and Private Schools • Due Process • Policy Development/Legislation • Parent Involvement and Support/Operations • Home and Hospital Programs • Budget

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COMMENTS The following are issues that are important to the success of the new vision: • That the General Superintendent and the Local District Superintendents are committed both

to the philosophy and practice of valuing and including the needs of students with disabilities and staff who work with them in all aspects of Local District activities.

• That the instructional and professional development design for the General District and for the Local Districts be based on prevention, rather than intervention. That prevention-based professional development trains teachers on sound, proven best instructional practices, incorporating some of the strategies Special Education staff have used with students with learning disabilities, behavioral challenges, etc. This is essential to break a cycle of failure, Special Education identification, often minimal progress in Special Education and little opportunity to return to general education.

• That the Special Education Administrator in each Local District “be at the table” with the other senior Local District staff in order to achieve Special Education compliance in each Local District.

The following responsibilities of the Division of Special Education will move into the proposed Local Districts with continued central administration to be evaluated after one year to determine what functions can be more autonomous: • Infant/Preschool/LRE Support: Specialists and Program Specialists • Related Services: Specialists and Program Specialists • Compliance Monitoring and Professional Development: Compliance Specialists • Due Process: Specialists and Program Specialists • Nonpublic School: Specialists Three Special Education Service satellites are proposed for Special Education personnel to assist with: • Outreach to locate infants, children and students who may have disabilities • Conducting intake and assessments for infants and preschoolers and students with disabilities

in Head Start and other community preschool and child care programs • Services to infants with disabilities • Occupational and Physical Therapy (OT/PT) clinic-based services • A Deaf and Hard of Hearing (D/HH) sound suite for audiological testing • Related services personnel • Resource materials for Adaptive Physical Education/Low Incidence/Occupational and

Physical Therapy (APE/LI/OT/PT) equipment A Special Education administrative structure needs to be in place in each Local District to provide the support to schools and staff that the current School Support offices are providing, including, but not limited to, placement, transportation, location and relocation of classes, Special Education compliance, teacher assistance, professional development, etc.

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SPECIALLY FUNDED PROGRAMS DIVISION

The mission of the Specially Funded Programs Division is to ensure that supplemental instructional programs are provided to improve the academic achievement of children who are at risk of failing in order that they reach their optimal potential through Title I programs for literacy and math and Integration programs which address the five harms of racial isolation; low academic achievement, low self-esteem, lack of access to postsecondary opportunities, interracial hostility and intolerance, and overcrowded conditions. TACTICAL SUPPORT Title I: • Provides support to Local District professional development compliance teams in all aspects

of comprehensive program planning in meeting state and federal regulations. • Reviews completed documents for appropriateness, compliance and consistency with

California Department of Education mandates. • Provides eligible private-school children with Title I educational services or other benefits

that are equitable with those provided to eligible public-school children. • Organizes and facilitates the Program Quality Review (PQR) process for selected schools

annually.

Integration: • Coordinates production of Choices/Opciones, informational brochure and application. • Coordinates application and selection process for new students and student transportation. • Provides customized sessions and experiential opportunities for students to acquire

knowledge, attitudes and skills to live effectively in a diverse society. Teachers and parents may also participate with students.

• Utilizes Milepost Test and Stanford 9 Test results to provide analysis and direction to schools and Local Districts for supporting low academic achievement.

• Participates in and analyzes study of School Readiness Language Development Program (SRLDP) student outcomes conducted by Program Evaluation and Research Branch.

SERVICES Title I: • Interprets and explains federal/state compliance policies and programs to parents and staff. • Coordinates personalized academic tutoring for group home residents. • Plans and presents staff development in cooperation with Local District personnel related to

School Based Coordinated Programs (SBCP) and Coordinated Compliance Review (CCR). • Consults with private school officials to determine identification of needs, services offered

and assessment of services provided. • Supervises and provides instructional support to teachers and teacher assistants. • Conducts mandated training for schools selecting Title I Schoolwide Program option. • Works with school teams to plan strategies that result in improved student achievement.

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Integration: • Plans and coordinates Local District Magnet principal and coordinator meetings to distribute

student rosters and discuss program guidelines. • Conducts Local District Magnet informational meetings and coordinates a television program

to advertise the programs. • Provides school-site Discretionary funds. • Coordinates all logistics for student activities including orientation, transportation, meals,

certificates, etc. • Provides resources which are replicable for expansion, such as twenty professional

development days, Discretionary funds, nursing and counseling time. • Provides five (5) New Teacher Orientation Meetings and four (4) central staff development

sessions based on expressed needs during the year. In addition, conducts a voluntary Principals’ meeting for review of operational and instructional information.

• Provides transportation for Saturday sessions. COMPLIANCE Title I: • Reviews budget adjustment requests from schools for Title I, Economic Impact Aid-State

Compensatory Education (EIA-SCE) and School Improvement. • Collaborates with California Department of Education, Department of Children’s Services

and County Probation Department to ensure that program and budget guidelines are met. • Monitors compliance with state guidelines and General District policy. Integration: • Monitors Magnet Integration State guidelines and expenditures of Integration Discretionary

Funds and U.S. Department of Education Magnet Schools Assistance Program Grant funding.

• Monitors program integrity and adherence to the curriculum focus and expenditures. • Monitors for program fidelity. MAJOR UNITS • Title I Compliance

Budget/Common Pages Neglected/Delinquent Youth Programs Coordinated Compliance Review (CCR)/SBCP Private Schools Program School Plans/Program Quality Review

• Integration PHBAO Voluntary Programs Student-to-Student (STS) Ten Schools Program (TSP) Integration Compliance SRLDP PHBAO Counseling Support Young Black Scholars

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Permits With Transportation (PWT) COMMENTS For over twenty years, the General District’s Court-ordered Desegregation and Voluntary Integration Programs have provided growth for students in academic achievement through instructional programs initiated by the Office of Student Integration Services. The programs are sequential and language based and provide tactical and technical support to ensure Court-ordered compliance at the General District, State and Federal levels. The Title I Office has served as an advocate for instructional improvement for Title I low income, at risk youth and assisted schools and central offices in developing and implementing supplemental programs, grades Pre-K through 12, that are consistent with state and federal compensatory education program laws to improve student achievement. Under the new reorganization plan, these two offices will merge to form the Specially Funded Programs Division which will ensure that all Title I and Integration Programs comply with Federal, State and General District policies/regulations and Court-ordered mandates. Central Support System Staff will consist of one director of Specially Funded Programs, one coordinator of Title I Programs, one Coordinator of Integration Programs, one Compliance Coordinator and support staff for each major Title I Program and Integration Program unit. All Title I Programs will continue to be implemented in District schools and all operations and instruction activities will be under the direction of the Local District Superintendents. Operations and instruction activities for Magnet schools and the twelve schools participating in the Ten Schools Program will also be under the direction of the Local District Superintendents.

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EARLY CHILDHOOD EDUCATION DIVISION

The mission of the Early Childhood Education Division is to provide each family a safe and nurturing environment in which their children will have access to quality care and education so that each child will contribute to and benefit from our diverse society. TACTICAL SUPPORT § Articulate with K-Adult Programs beginning with a smooth transition for Pre-K students to

Kindergarten. • Interpret policies and guidelines for Early Childhood Education (ECE) Division Programs. • Analyze data and use to improve instructional programs. • Plan, organize, implement and monitor professional development for all ECE Division

Programs in the eleven Local Districts. • Respond to maintenance and alteration & improvement needs of Children’s Centers. • Supervise and monitor student achievement. • Supervise and evaluate Children’s Centers administrators. • Collaborate with Adult Education for Family Literacy Programs. • Process applications for various Child Development permits and evaluate transcripts. • Provide support to Children’s Centers and other ECE Division Programs.. • Work with Human Resources Division to assign certificated and classified staff for ECE

Division Programs. • Provide guidance and assistance to Children’s Centers administrators to improve the

performance of staff who provide services to children. • Establish and implement policies and procedures relating to technical aspects of Children’s Centers and ECE Division Programs. • Collaborate with Special Education on Preschool Inclusion Programs. • Apply for grants to support Child Development Programs. • Collaborate with L.A. Child Guidance on early intervention mental health pilot programs. • Provide new staff training for ECE Division Programs. • Work with Human Resources Division to analyze and evaluate qualifications for head

teachers and site administrators. SERVICES • Administer, formulate, interpret and implement ECE Division Programs as required by law. • Allocate ECE Division budgets. • Provide on-site professional development for ECE Division Program staff and parents. • Respond to parent/community concerns and requests. • Provide Early Childhood Education services for low income families and PHBAO schools in

the Los Angeles Unified School District community. • Collaborate with community to expand services for low income families. • Serve as liaison to city, county, and state child care and development agencies. • Articulate ECE Division programs for K-Adult Programs and community agencies.

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• Provide funding for and monitor services to ECE Division Programs in the eleven local districts, including nurses, mental health consultants and audiometrists.

COMPLIANCE • Monitor and evaluate program implementation and compliance with State and Federal

mandates and Los Angeles Unified School District Board of Education policies. • Provide assistance to sites to ensure compliance with Title 5 and Title 22 regulations for

Child Development Programs and Integration Court-ordered mandates for School Readiness Language Development Program (SRLDP).

• Prepare reports to meet Title 5 and Title 22 mandates to continue funding. • Sponsor UTLA Article XXX Committee and Local 99 Subcommittee. • Monitor compliance with State guidelines for budget expenditures. • Assist ECE Programs with preparation for Consolidated Compliance Review (CCR). • Prepare mandated personnel reports for Department of Social Services and State Department

of Education. • Apply for licenses from Department of Social Services and respond to citations. MAJOR UNITS • Children’s Centers • Kidcare • School Readiness Language Development Program(SRLDP) • Infant Preschool Special Education COMMENTS The new vision is to consolidate all LAUSD Early Childhood Education (ECE) Programs and create an Early Childhood Education Division to support the eleven local districts. This reorganization will facilitate the planning of an ECE instructional program that will focus its resources on research-based, developmentally appropriate reading and math preparation for successful life-long learning. The ECE Division will provide the tactical services noted previously, as well as the instructional support to the eleven local districts, each of which may have 50 or more ECE programs. The ECE Division will consist of a minimal central offices staff including a Director, one Coordinator of Instruction/Operations, one Coordinator of SRLDP, one Coordinator of Special Education Infant Preschool, one Coordinator of Instruction and six advisors. In addition, five ECE Division Coordinators will be assigned to work directly with two (or in one instance three) of the new local districts. The ECE Division will be committed to strengthening the link between ECE Programs and the elementary schools to ensure continuity of instruction. The following changes are proposed: • Reconfigure Children’s Centers to serve only preschool children and Kindergarten students

who would attend before/after their regular school day. • Establish a four/five year plan to staff SRLDP classes with teachers who have Child Development permits, thus releasing elementary teachers to K-5/6 schools.

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• Align the Infant Preschool Special Education services by making them part of the ECE Division. • The ECE Division Administrators will work with the eleven local districts to:

− Offer ECE professional development − Articulate with K-Adult schools − Provide parent education support − Ensure compliance with State and federal guide lines − Serve as needed to support ECE programs and provide a seamless link to the K-Adult Programs

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COMMUNITY/PARENT/SCHOOL EDUCATIONAL SUPPORT BRANCH

The mission of the Community/Parent/School Educational Support Branch is to develop resilient learners through support of a school environment where all students are challenged, expected to achieve and have equal access to the curriculum. Parents and schools will form partnerships where students from diverse cultural and economic backgrounds will have an encouraging learning environment at home; one which is deeply involved with the school and less subject to the harmful effects of racism and classism. TACTICAL SUPPORT • Work directly with Local District Superintendents and other offices to frame professional

development and compliance information training for teachers, administrators and classified staffs.

• Provide cross-cultural expertise and intervention coordination and consultation in the areas of human relations and diversity issues to support classroom learning and teaching.

• Provide curricular expertise in identifying and aligning multicultural curriculum content to State/District standards and frameworks.

• Collaborate with Local Districts to create a learning structure for parents that reinforces and enriches students’ classroom learning experiences; implement Parents as Partners Weingart grants and disseminate information regarding best practices.

• Support District Reading Plan and promote literacy through the training of parents. • Collaborate with Local Districts to inform and train parents. Support grade level standards

and performance-based assessment efforts through the following: inform and train parents on grade level standards and implications of the standards-based promotion policy, strengthen the parent involvement component of intervention programs and training on intervention options, and provide training on grade level standards, assessment, test data and the relationship to student progress.

SERVICES • Collaborate with the Local District Superintendents, to initiate workshops for experienced

administrators in assessing their own human relations skills and leadership abilities in promoting, among their teaching staffs, the will to believe their students are capable of learning and they, as teachers, are capable of teaching.

• Collaborate and network with local, state, federal and private community agencies and elected officials to share and obtain resources and support.

• Increase media and technological literacy using multicultural content to support instructional goals of the Local District.

• Collaborate with Local District to conduct orientations, assist in elections and training for the Local District Advisory Committee (DAC) and the Local District Bilingual Bicultural Advisory Committee (DBBAC).

• Coordinate elections, training, monthly meetings and activities of the Parent Collaborative. • Partner with the Los Angeles County Office of Education (LACOE) to promote student

achievement, through such efforts as the Parent Reading Coaches Program.

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• Maintain and support, through the Local Districts, the development of Parent Centers as a hub for parent and community outreach.

• Process fiscal documentation for parent involvement activities. • Assist Local Districts to meet parent involvement benchmarks and implement state grants

related to parent involvement. • Assist Local District Superintendents with the collection and analysis of data related to

parent involvement benchmarks and to complete reports and certifications related to parent involvement requirements.

COMPLIANCE • Monitor programs in Local Districts to ensure that the appreciation of cultural diversity,

conflict resolution, anti-hate/bias and violence prevention are imbedded and part of the total fabric of the instructional program.

• Respond to requests from Local District Superintendents for assistance in determining the implications for instructional compliance, including but not limited to implications for infusion into the curriculum and coordinated professional development with an emphasis on cultural diversity, conflict resolution and mediation; dissemination of technical compliance information regarding federal, state, and local mandates; and elimination of hostile barriers to racial/cultural environments.

• Work with Local District Superintendents to frame professional development and compliance training for teachers, administrators and classified staffs.

• Prepare appropriate instructional materials and bulletins related to initiatives taken by the General Superintendent and Board of Education.

• Ensure compliance with legal mandates at the federal and state levels and assist school staff in the implementation of the Local District parent involvement policies including the following: Uniform Complaint Process, Coordinated Compliance Review Process,

Categorical Program Councils, Master Plan, and Title V. • Implement the Chanda Smith Consent Decree through the following: maintain a parent

information helpline, document Compliance and Monitoring Implementation Plan No. 4 and Individualized Program Implementation and provide parent education workshops related to special education as stipulated in the Communications Implementation Plan.

MAJOR UNITS • Intergroup Relations • Parent Community Services COMMENTS A reality-based, cost effective plan which recognizes that addressing the issues of equity, violence, bias, cultural diversity, character development and conflict resolution are at the core of providing environments free of fear where teachers can teach and students can learn is one which places services closer to schools. It is recommended that the Office of Intergroup Relations be merged with the Parent/Community Services Branch to form the Community/Parent/School Educational Support Branch. These offices often work on parallel issues with overlapping functions and responsibilities. By merging these offices, there may be sufficient personnel to supplement each local district’s staff, without needing additional personnel to address the issues

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as previously stated. Each new Local District would have an administrative team assigned to work on a day-to-day basis with its instructional staff to ensure that these important issues are addressed by integrating them into the educational and instructional support offered by the local districts to their schools. Outreach centers would be established in each of the Local Districts. Parent Associates, who are currently assigned at large, would staff each of the centers and report to the Local District Superintendent to support instructional initiatives established by the General Superintendent. The qualifications for the position of Parent Associate should be reviewed and in the future include, as a desirable qualification, that a Parent Associate be a parent of a student currently in an LAUSD school. A Specialist will provide technical support to each Local District. The Specialist would serve as a resource for Local District staff on instructional initiatives as they relate to parents, and be responsible for making presentations at Local District training sessions, conferences and meetings, providing information on these initiatives and how they relate to parents. An Administrator, with the assistance of Parent Associates and Specialists will provide support with compliance issues. Through the Local District outreach centers, support will be provided to local schools in their efforts to build strong and effective home-school partnerships by: • Informing parents of the Local District instructional focus on reading and math. • Providing training for parents on what the Local District reading and math programs should

look like in the classroom. • Interpreting student assessment data. • Working with teachers to effectively communicate with parents. • Providing parents with strategies to help their children at home. With the merging of the Office of Intergroup Relations and the Parent/Community Services Branch, the staff of the new Community/Parent/School Educational Support Branch, within each Local District, will consist of three administrators, one specialist, two secretaries and two office assistants. Their major responsibilities would be to provide tactical assistance to the new Local Districts.

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STUDENT HEALTH AND HUMAN SERVICES DIVISION The mission of the Student Health and Human Services (SHHS) Division is to support the local school districts by creating a multi-disciplinary team of professionals who collaborate with families, schools and communities to facilitate the equitable access to health, mental health and human services (Learning Support) necessary to maximize student achievement. TACTICAL SUPPORT • Respond to needs of Local District Superintendents. • Respond to legislation. • Recruit specialty personnel. • Monitor federal, state and district compliance issues. • Develop policy bulletins. • Develop and provide professional development within specialty area. • Liaison with universities, California Commission on Teacher Credentialing and other

licensing and regulatory bodies. • Act as LAUSD point of contact for large public and private agencies. SERVICES • Nursing Services • Psychological Services • PSA Services • AB 922 Unit (Students who have been expelled and/or assigned to Community Day

Schools.) • Student Discipline Proceeding Unit • Child Abuse and Prevention • Health Partnerships • Medical Services • Counseling Services • Mental Health Services • Integrated Services Unit COMMENTS All units within the Student Health and Human Services Division contribute to student achievement directly or indirectly, (facilitation of partnerships), by addressing basic needs and barriers to learning. Their contributions will be maximized through decentralization; supervisors will be closer to the point of service; opportunities for integration of services provided at schools, including special education, will be maximized; professional development on “Learning Support” will be integrated with instruction; and a stronger connection made with local resources. SHHS personnel can increase their support to student achievement by teaching, supporting and nurturing student behaviors that are necessary for learning.

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OFFICE OF THE CHIEF OPERATING OFFICER The mission of the Office of the Chief Operating Officer is to provide leadership and direction to Facilities Services, Environmental Health and Safety, Human Services, and the Planning, Assessment and Research divisions in order to serve local districts and school communities in their efforts to improve student achievement. TACTICAL SUPPORT • Provide advice and recommendations to the Board, the Superintendent and staff in the areas

of facilities, human services, and planning/assessment/research. • Provide leadership and direction to Facilities Services, Environmental Health and Safety,

Human Services, and the Planning, Assessment and Research functions. • Focus staff efforts and attention on improvement of academic achievement and the role

support functions have to play in that improvement. • Interface with local elected officials and other governmental agencies regarding all

operations within the COO’s purview. SERVICES • Provide support, technical advice and guidance to the Local District Business Managers in

the areas of Facilities Services, Environmental Health and Safety, Human Services, and the Planning, Assessment and Research functions.

• Develop and recommend creative solutions to the pressing problems of adequate classroom space and funding for new construction and modernization.

• Develop and recommend collective bargaining proposals; participate in, and oversee negotiations with union representatives.

• Develop and recommend staffing strategies, employment and performance incentives and other measures designed to attract and retain qualified teachers, and to improve academic achievement.

• Develop and provide meaningful analyses and reports on student achievement for purposes of identifying effective strategies for improvement.

COMPLIANCE • Monitor and ensure compliance with Department of Toxic Substances Control requirements

for safe school sites. • Ensure compliance with the staffing and facilities requirements of the Rodriguez Consent

Decree. • Ensure all required reports of student enrollment, achievement, etc. are filed with the

appropriate governmental agencies in a timely manner. MAJOR UNITS • Planning, Assessment and Research • Human Services Division • Facilities Services Division including Environmental Health and Safety

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COMMENTS The Chief Operating Officer will take the lead on issues of collective bargaining and facilities, two of the most pressing areas facing the District today. Direct supervision of the Planning, Assessment and Research functions will give the COO the information systems support to analyze student performance, classroom space and demographic data in order to make recommendations on collective bargaining and accountability. The Local District Business Managers will receive technical support and guidance from the Chief Operating Officer.

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PLANNING, ASSESSMENT AND RESEARCH

The mission of the Planning, Assessment and Research support system is to deliver relevant and timely planning, information, and research in the areas of school utilization, student enrollment, program evaluation, student testing, data analysis and other programs that impact the learning environment and academic achievement of LAUSD students. In addition, this office will propose to the Board of Education and Local Districts policies that are consistent with research studies and findings. TACTICAL SUPPORT • Develop policy research for Local Districts in order to implement research-based best

practices for improving student learning outcomes. • Design and conduct evaluation studies of programs in terms of effectiveness on reading

literacy and learning outcomes in all subject areas. • Recommend continuation, modification, or elimination of programs based on the results of

program evaluation studies. • Interact and communicate with all appropriate units and individuals to define LAUSD policy

as it relates to student achievement. • Facilitate school and Local District access to the Student Information System (SIS) and

Longitudinal Data System (LDS) to provide meaningful data to support instructional decision-making at the board, district, and school level.

• Oversee the migration of the SIS and LDS from the current outdated platform to an up-to-date platform that will support web-based, on demand access to users in the local districts and central offices.

• Update the district’s student-ID system to enhance the district’s ability to develop longitudinal student databases.

SERVICES • Publish and disseminate the results of evaluation findings to Local Districts and school

communities. • Assist Local Districts in planning for and providing suitable classroom space and positive

learning environments for LAUSD students. • Coordinate Capacity Adjustment Program (CAP) to relieve overcrowding. • Coordinate the Open Enrollment Program. • Assist Local Districts in the planning and implementation of calendars and new schedule

designs to relieve overcrowding, increase learning outcomes, provide professional development and attract and retain high-quality teachers.

• Coordinate enrollment roadshows to insure accurate and timely information so that schools can efficiently plan for student enrollments, school capacities, traveling student programs, special education classes, class size reduction, standards-based promotion and staffing requirements.

• Collect, monitor, and verify student and school level data via the Student Information System (SIS) for policy and decision-making purposes.

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• Coordinate all student/school data collection/distribution activities to minimize impact at schools (e.g., CBEDS, R-30 Language Census, OCR Report, etc.).

• Administer the School Information System (SIS) to support the board, district, and school data needs (e.g., enrollment, intervention data, test results, instructional program information, etc.)

• Administer and coordinate the district’s testing programs (LAS, BINL, SAT9, STEPS, Performance Assignments, Aprenda, SABE, etc.)

• Process, verify and return student assessment results to schools and parents. • Update of district bulletins • Approve/deny all external/internal surveys to schools if not on approved survey list. COMPLIANCE • Monitor the compliance of the Local Districts with the requirements of the Rodriguez

Consent Decree. • Conduct annual review of Local District performance. • Meet the Local District’s reporting requirements for compliance evaluation and the

monitoring of specially-funded and English Language Learner programs. • Conducts mandated state and federal surveys (e.g., California Basic Educational Data

Systems (CBEDS), R-30 Language Census, OCR Report, EIEP Survey, etc.) • Monitor and submit the annual R-2 Administrator-Teacher Ratio. • Conduct Local District mandated surveys and other data collection requirements (e.g.,

LEARN Stakeholder’s Survey). MAJOR UNITS • Policy Research and Development • School Management Services • Program Evaluation and Research • Information Services • Student Assessment • Student Information Systems COMMENTS Consolidation of Testing and Assessment, Research and Evaluation, Student Information Systems and the Information Center Branch provides schools with a single contact regarding student information. This allows for support for current levels of data needs without resorting to proportional increases in staff. This office will become a nucleus for the collection, analysis, distribution, and evaluation of student and school information.

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HUMAN SERVICES DIVISION The mission of the Human Services Division is to provide quality services and to recruit, select and retain the most qualified staff, certificated and classified, who will effectively educate, support and serve as positive role models for our diverse student population. TACTICAL SUPPORT Certificated Personnel: • Recruit, interview, select, and assign all non-management full-time and substitute teachers,

support services personnel and special education personnel for Pre-K-12 positions for regular and extended year programs.

• Provide advisory and technical assistance regarding certificated personnel matters and administrative selection and assignment policies and procedures.

• Coordinate the assignments of retired administrators for interim school site vacancies. • Administer language fluency and mini-California Basic Educational Skills Test (CBEST)

examinations. • Administer mini-CBEST examinations to out-of-state teachers or teachers with no recency of

teaching. • Administer contracting process for non-management, non-classified teachers, and support

services personnel. • Conduct physical examinations and TB tests for new candidates and for current employees. • Verify eligibility of Pre-K-12 and special education teachers for transfers. • Process Medical Appeals and Hardship Exemptions. • Provide support to LAUSD Multilingual Teacher Training. • Administer the Paraeducator Career Ladder, the Paraprofessional Teacher Training Grant and

Apprentice Teacher Programs. • Coordinate personnel policy development and administration relating to classification and

compensation for classes in the certificated and unclassified service. • Provide data and data analysis relative to salaries and other personnel matters, particularly as

needed for collective bargaining. • Conduct examinations for the promotion of school-based administrators and for senior and

contract management non-school certificated positions. • Coordinate actions to allow for special joint venture assignments. • Evaluate, write, interpret, support/oppose legislation of interest to the District in personnel

matters; testify before governmental bodies. • Respond to requests (including subpoenas) for information for/from certificated personnel

folders; serve as District custodian for certificated personnel records. Classified Personnel: • Develop and provide a professional development program for classified employees. • Recommend and implement changes in laws, rules, guidelines and procedures related to

selection practices. • Consult with and advise Local District Superintendents on Personnel Commission guidelines. • Actively recruit, through newspapers and job fairs, to fill available positions.

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• Review personnel assignments for compliance with law and rules. SERVICES • Assist administrators in the resolution of personnel problems involving interpretation,

application or violation of collective bargaining agreements, Board Rules and/or General District policy.

• Conduct training for schools with staff selection options (e.g., LEARN/SBM). • Provide information to prospective applicants regarding certificated promotional

opportunities. • Provide advice, guidance and information regarding General District employment eligibility

standards, employment process, and placement and assignments. • Provide information to school site administrators and teachers regarding credential

authorizations and mis-assignments. • Provide information regarding General District employee health issues. • Counsel and refer employees for additional medical services and evaluation. • Provide advice, guidance and information regarding implementation and interpretation of the

District’s Teacher Transfer Program. • Provide CBEST and Multiple Subject Aptitude Test (MSAT) test preparation seminars. • Provide Paraeducator Career Ladder On-Campus Advisor services. • Develop and maintain classification and salary plans for the certificated service. • Maintain, develop, publish and distribute Personnel Policy Guides and Operating Procedures. • Coordinate retirement information and retirement counseling programs for certificated

employees; provide technical assistance on State Teachers Retirement System. • Calculate and publish certificated and unclassified salary schedules and rates. • Provide counseling to new and continuing General District employees in matters relating to

salary rating-in and salary advances. • Process verification forms for student loan programs. • Provide technical assistance and serve as a resource in matters pertaining to reasonable

accommodation, medical exemption, industrial disability retirement, STRS disability retirement benefits and readers for legally blind teachers.

• Determine and process initial salary placement of new teachers. Process claims for additional coursework and salary advances for continuing certificated employees.

• Provide assistance, guidance and training for Professional Growth Advisors for credential renewal.

COMPLIANCE Certificated Personnel: • Maintain required personnel records and data for certificated teachers and management

employees. • Monitor compliance with Education Code, collective bargaining unit agreements, Board

Rules and General District policies related to certificated personnel matters to ensure equitable application.

• Implement Reduction in Force and reassignment of certificated management and UTLA bargaining unit employees.

• Apply/monitor U.S. Immigration Naturalization (INS) laws and regulations regarding employment eligibility.

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• Implement Chanda Smith recruitment activities and substitute assignments as prescribed by the Chanda Smith Consent Decree Human Resources Plans 3, 4, and 7.

• Monitor employees on temporary contracts. • Verify CBEST compliance. • Monitor credential expiration dates of all certificated employees. • Monitor and report school site mis-assignments to County and State. • Fingerprint all new and returning employees. • Implement and monitor Rodriguez Consent Decree. • Monitor all special education full-time and substitute assignments. • Monitor position allocations based on enrollment and budget authorizations. • Monitor transfers, leaves, assignments, promotions, demotions, terminations and separations

for all certificated employees. • Verify/monitor TB testing compliance for new and continuing employees. • Monitor schools for compliance with Teacher Integration Program mandates as related to

school staffing. • Review and monitor Medical and Hardship appeals and exemptions. • Monitor all Return Rights, Continuous Service and Integration Program transfers. • Administer the Paraeducator Career Ladder articles of the LAUSD-Local 99 Collective

Bargaining Agreements for Units B and F. • Draft and publish clear, accurate and timely employer notifications required by law and

coordinate the dismissal, discipline, termination, non-reelection and demotion of employees. • Coordinate processing of all Board Rule 133 charges or complaints against employees and

communicate results of investigation, as appropriate. • Interact with law enforcement agencies in matters relating to applicant and/or employee

criminal investigations; conduct background checks of applicants, employees and volunteers. • Coordinate the process for classified and certificated reasonable accommodation, Act of

Violence and Certificated Industrial Injury/Illness Leave. • Evaluate and process claims to implement the Blitzer-Summe Salary Settlement Agreement. Classified Personnel: • Classify or reclassify positions; determine salary levels for new classifications; establish

minimum qualifications and develop job descriptions. • Recruit classified employees and develop and administer civil service examinations,

proficiency tests for instructional aides and foreign language fluency tests. • Process assignment transactions for classified employees and maintain employment records;

provide retirement counseling and maintain liaison with Public Employees Retirement System (PERS).

• Hear and decide appeals from disciplinary actions, medical disqualifications and civil service examination results.

MAJOR UNITS • Employment Services: Certificated/Classified • Recruitment and Retention • Classification and Compensation • Affirmative Action

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• Personnel Commission • Staff Relations • Equal Opportunity Section • Teacher Credentialing Unit • Master Plan Verification Unit COMMENTS A centralized Human Services organization with a decentralized mind-set and delivery system will maintain the efficiency and uniformity needed to contribute to the instructional goals of the eleven local districts without jeopardizing issues of compliance, interpretation and application of the Collective Bargaining Agreements, Board Rules, Consent Decrees and personnel policies. The findings of the Julian & Associates review of the Personnel Division cited the critical need for the establishment of integrated technological capacities within the division and recommended a reorganization of both certificated and classified personnel functions under an Associate Superintendent. However, it is also recommended that personnel functions be decentralized beginning on a pilot basis, with full phase in implementing over three to five years based on a multi-faceted evaluation of the pilot program. The Human Services Division, in line with these findings, recommends instituting two pilot personnel service centers in proposed local districts A and B and local districts G and I. Two Personnel Field Specialists and two Personnel Clerks will staff each service center. Each center will service 136 schools and 6600 teachers in the San Fernando Valley, and 80 schools and 5227 teachers in South Central. The following are the functions within each pilot personnel service center: • the specialist will be responsible for the referral of the teacher candidates and

placement/assignments of teachers in schools. • the specialist will act as liaison/ombudsman for principals and teachers on issues related to

certificated personnel • the centers will receive technical and supervisory support from the central offices. The Human Services Division, with input and assistance from the respective Superintendents, will conduct an initial evaluation of the centers and their staff within the first six months of implementation and again at the end of the school year. In addition, the Human Services Division supports assigning one Staff Relations Coordinator in each of the local districts or in the personnel service centers, where feasible, in order to provide direct services to the schools and Local District Superintendents. The two classified Labor Relations Representatives will be assigned so that each serves 5 – 6 local districts. Overall coordination would be maintained by the Staff Relations Administrative Coordinator, housed centrally, who will provide direction and communication through electronic means and weekly meetings with Coordinators in the field. No new funding is required for the aforementioned configurations.

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Existing Personnel Commission staff is also organized to support the new vision for the General District. Recruitment, testing, fingerprinting, processing and initial orientation for school based employees is performed at three decentralized Classified Personnel Offices located in the Valley, East and Mid-Cities. It is recommended that two offices be reopened to provide these services in the West and South areas of the General District. The Child Development Division Personnel Unit, which recruits and processes both certificated and classified personnel, will report directly to the Human Services Division beginning, July 1, 2000. The Master Plan Verification Unit, which monitors and verifies the payment of Master Plan differentials and stipends to certificated personnel, will report directly to the Human Services Division beginning, July 1, 2000.

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FACILITIES SERVICES DIVISION School Construction, Modernization, Maintenance and Cleaning

The mission of the Facilities Services Division is to deliver essential, cost effective services that sustain, improve and increase substantially the physical learning environments for students and staff. TACTICAL SUPPORT • Assist in developing and updating the Facilities Master Plan for school construction. • Manage a program of community outreach to assist in the identification of potential school sites

and provide a forum for community input on school design. • Acquire land for new construction, additions and modernization. • Develop and maintain specifications for the construction and modernization of schools. • Manage the competitive bidding process for school construction and modernization; provide

inspection services. • Manage the school modernization program so that schools are upgraded for access, technology,

and safety. • File all appropriate applications with the State for the District’s fair share of State school

construction/modernization funds. • Analyze District demographic data to project enrollment growth, identify areas of

overcrowding, assist in the determination of where new schools should be built, and recommend/analyze alternate means of relieving overcrowding.

• Oversee the implementation of repairs and improvements to schools funded with BB Bonds. • Provide direction and oversight to field staff engaged in the cleaning of classrooms, support

areas, and restrooms to maintain an educational environment conducive to learning. • Assist Child Development in expanding programs by providing either portable or permanent

facilities. • Provide asset management analysis for best utilization of existing District-owned properties. • Develop policies for environmental assessment of potential school sites. • Develop and monitor policies to ensure the safety of students, staff and the community

during regular school operations as well as during construction and repairs. • Set standards, review and approve the safety of supplies and materials to be used in District

schools and offices. • Work cooperatively and proactively with federal, state and local regulatory agencies to

ensure the District meets all applicable safety standards in its operations • Develop and monitor the implementation of campus safety programs • Coordinate districtwide emergency response team SERVICES • Assist schools in relieving overcrowding by the acquisition and placement of portable buildings

so that students can participate in smaller classes or students at schools with enrollment growth may remain at their neighborhood school.

• Manage and provide technical support to the community outreach program for site selection in local school communities.

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• Assist schools in planning and implementing improvements paid with funds the school has raised or received such as Proposition K, BB Bond matching funds, Ann and Kirk Douglas Foundation, Hollywood Beautification, and Cool Schools.

• Schedule, manage, and oversee the work of the year-round school specialized cleaning crews. • Maintain school facilities and grounds so that staff and students are in a comfortable learning

environment. • Provide technical support to principals regarding school-based custodians. Assist in personnel

matters and proficiency of work. • Monitor implementation of the Integrated Pest Management Program at local schools. Provide

technical assistance to schools in practices that will reduce the use of pesticides and herbicides. • Lease classroom and office space for District programs as well as provide civic center permits

for use of schools by the community. • Assist schools in developing and monitoring local school safety programs and analyzing

workplace hazards. • Provide training to schools and offices in safety practices, safety audit techniques and

ergonomics. • Coordinate emergency response teams for districtwide and local school emergencies. • Manage the environmental site assessment process for potential new school sites. • Monitor construction program and contractor safety practices. • Coordinate hazardous materials and waste handling, storage, transportation, testing, analysis,

clean-up and monitoring for all schools and offices. • Administer the drug and alcohol testing program for those employees required. • Provide medical surveillance for employees in the following areas of occupational exposure:

asbestos, lead, chemicals/solvents, noise and respiratory protection. • Provide asbestos-containing material identification and cataloging, maintenance and

abatement, and oversight of contracted abatement. COMPLIANCE • Provide access compliance to school sites and offices as required by the Division of the State

Architect. • Test fire alarm systems on a regular basis as required by the Fire Department. • Provide alterations for staff and/or students, that are requested, on an individual basis, to enable

them to function more effectively in their classroom or office as required by the Americans with Disabilities Act.

• Monitor compliance with the State school building program. • Assist in the development of accessibility standards in conjunction with the Chanda Smith

Consent Decree. • Monitor size of sites acquired and playgrounds developed to conform to the requirements of the

Rodriguez Consent Decree. • Review and evaluate environmental impact reports and air toxic surveys and conduct

environmental assessment of new, existing and leased sites. • Review proposed District and other agency projects to determine the environmental effects

on District facilities and schools. • Provide regulatory review of all environmental health and safety programs. • Provide notification to regulatory agencies and comply with enforcement actions and orders.

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• Work in partnership with the DTSC in the review of the environmental assessments of existing and potential school sites.

• Provide medical surveillance for District employees in the following areas of occupational exposure: asbestos, lead, chemicals/solvents, noise, and respiratory protection.

• Administer the drug and alcohol testing program for employees required to have a commercial driver’s license and perform safety-sensitive functions.

• Provide asbestos-containing material identification and cataloging, maintenance and abatement and oversight of contracted abatement.

MAJOR UNITS • School Building Planning and Construction (New Facilities) Design Master Plan/Demographics Real Estate Community Outreach Project Management Grants and Funding Applications • Facilities Modernization and Inspection (Existing Facilities) Design Public Works Contracting Inspection Relocatables Leasing • Maintenance and Operations Maintenance Services (11 Maintenance Areas) Operations Services Central Facilities Services (Central Shops – Specialized Services) • Environmental Health and Safety COMMENTS The Division is continuing the process started in September 1999 when we began to move resources from the Central offices into the Maintenance and Operations Areas (M&O Field Offices) to work more directly with the schools. To support the District reorganization, four new M&O Areas will be established so that each Local District will be served by its own M&O Area. In addition, 219 positions will be moved from central services to the M&O Areas including 78 roving gardeners (will be 100 on July 1, 2000). Of course, their functional responsibilities will move with them. Each M&O Area will be managed by an Area Facilities Director. The position of Area Maintenance and Operations Director will be eliminated. In addition each of the M&O Areas will be staffed with two Area Operations Supervisors (one for days and one for evenings), rather than the three or four currently in each Area. Once each of the four new M&O Areas is staffed, there will be a net loss of 10 management positions. The existing crafts positions will be reallocated among the eleven Local District M&O Areas based primarily upon square footage and enrollment.

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The new organizational unit of School Building Planning and Construction will assist local communities in identifying school sites, establish specifications for the construction of schools, and through contractors, will manage construction projects. The new organizational unit responsible for modernization and other improvements to existing sites will provide public works bidding services for all facilities projects, manage the Relocatable Building Program (portables), manage the modernization program and manage other BB, Safety & Technology and related improvement projects at local schools, and provide leasing services for administrative sites and school needs (such as auxiliary parking facilities). It is anticipated that additional realignments of responsibilities may be necessary to optimize the delivery of facilities services. In some areas, a senior facilities consultant may be necessary to ensure that potential school sites are identified and negotiated on an expedited basis. The new Chief Facilities Executive will be responsible for making additional adjustments, as needed. The Environmental Health and Safety Branch has been realigned to become a part of the Facilities Services Division. The Branch has been augmented by the addition of the Asbestos Technical Unit and the CEQA Unit which were formerly in other branches within Facilities. The District’s Emergency Response Team has also been moved to this Branch. In support of the eleven Local Districts, the branch will transfer safety officers and environmental health technicians to the field offices, under the day-to-day supervision of the Local District Business Manager. Technical direction and supervision will continue to be provided by the Environmental Health and Safety Branch. A net total of 27 central positions are being eliminated. Specifically, the Laboratory Services function will be eliminated, and all such work will be outsourced. Additional positions in the Asbestos Technical Unit will also be eliminated and the work outsourced. However, additional contract services resources will be needed to engage highly qualified firms to perform not only these functions, but to conduct program development activities for a variety of mandated environmental programs which the District does not currently have. Those contracts will be managed centrally.

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OFFICE OF THE CHIEF FINANCIAL OFFICER The mission of the Office of the Chief Financial Officer is to provide oversight for all finance and business related operations of the District and ensure that resources are effectively received, allocated, disbursed and accounted for to carry out the educational and support activities of the local districts. In addition, the office seeks to create an entrepreneurial environment that encourages cost-effective linkages and partnerships with the private sector that benefit the local districts and school communities. TACTICAL SUPPORT • Provide financial advice to the Board, the General Superintendent and staff in the effective

utilization of the District’s resources. • Provide leadership and direction to the Accounting, Budgeting and Business functions of the

District. • Interface with the business and banking communities to solicit support, involvement and

advice in the financial management of the District. • Ensure that the budget is a timely and accurate reflection of the priorities and goals of the

Board and General Superintendent SERVICES • Oversee the preparation, implementation and production of all budget documents, with an

emphasis on making them understandable and informative to the Board and the public. • Oversee the financial planning activities of the District to ensure that financial modeling of

alternative spending plans can be performed as an aid to decision-making. • Monitor the District’s financial performance which includes reporting financial results of

investments and controlling the District’s financial resources. • Ensure that schools receive the financial reports and planning tools they need to effectively

manage their resources in a timely manner. • Oversee the business operations of the District to ensure that appropriate services are being

provided in a cost-effective and efficient manner. • Provide technical and strategic assistance, training and guidelines for Local District Business

Managers. COMPLIANCE • Ensure that all required financial reports are appropriately filed. • Ensure compliance with the funding and programmatic constraints of the various funding

sources. • Monitor and ensure compliance with various consent decrees. MAJOR UNITS • Accounting and Disbursements Division • Budget Services and Financial Planning Division • Business Services Division

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• Financial Planning Division COMMENTS The Business Services Division has been realigned to report to the Chief Financial Officer. The Local District Business Managers will receive technical support and guidance from the Chief Financial Officer. The Strategic Financial Planning Unit will be eliminated and their functions transferred to the Budget Services and Financial Planning Division. There will continue to be personnel dedicated to providing strategic financial data to the Board and the General Superintendent. Various financial functions and positions are being transferred to the finance group from facilities services. These positions will be absorbed into Budget Services and Accounting and Disbursements, as appropriate to their actual functions. The Chief Financial Officer will present a plan for reductions and consolidations to the budgeting and financing functions to the Board of Education on May 15, 2000.

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BUSINESS SERVICES DIVISION The mission of the Business Services Division is to deliver business services that directly support and enhance the learning environment in a responsive and cost effective manner, while providing accurate data to the local districts and school communities. TACTICAL SUPPORT • Support student learning and health by developing and administering a food services program

that provides healthy, nutritious meals and snacks at local schools. • Maximize participation in the free and reduced price meal program for those youngsters most

at risk for not getting adequate nutrition at home. • Assist the District in providing an appropriate learning environment for each student by

providing safe and efficient bus transportation services for 65,000 students each school day, including CAP students, magnet students and special education students.

• Support learning outside the regular classroom by providing bus transportation for 86,000 curricular and extra-curricular student trips per year.

• Develop and administer a procurement program that provides schools with cost effective goods and services, local flexibility (to the extent possible under existing laws and Board policies), and maximum availability of critical items through a central warehouse.

• Develop and administer an employee health benefits program that provides quality health care to attract teacher and classified applicants, and to support and enhance employee morale, health and attendance.

• Deliver 80,000 to 90,000 pieces of mail per day to all District schools and offices. SERVICES • Prepare and serve over 710,000 student meals per day. • Provide snacks for after-school programs. • Offer a program of free breakfast/snack to all students taking the Stanford 9 or other

language equivalent test. • Obtain, stock and deliver a variety of necessary goods and services including paper, pencils,

toilet paper, crayons, sports equipment, and fresh fruits and vegetables, etc. • Provide assistance and advice to schools in the preparation of personal and professional

services contracts for local school services. Execute contracts on their behalf. • Prepare and disseminate to schools and offices, the guidelines and procedures for

procurement, to ensure adherence to state laws and board policies. • Negotiate master agreements with vendors such as copier manufacturers and computer

providers, to enable schools to purchase in an expeditious and cost-effective manner from these vendors.

• Provide assistance to employees in their enrollment in the District’s health plans; assist in their understanding coverage issues and limitations.

• Administer the health benefit program; work closely with the Health Benefit Committee in plan design and vendor selection.

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• Provide workers compensation coverage (through a third party claims administrator) to all employees, including payments and services to injured workers; advice to supervisors of injured workers; and an Early-Return-to-Work program.

• Provide liability insurance coverage (through a third party claims administrator) to all schools and offices.

• Administer the unemployment insurance program, process employee claims and represent the district in hearings.

• Provide district mail services on a daily basis to all schools and offices. • Provide reprographic services. COMPLIANCE • Monitor school and office compliance with applicable procurement laws and Board policies. • Ensure that meals served in the food services program are in compliance with nutrition

guidelines of the USDA and the American Heart Association. Further, ensure the program is in compliance with state and federal regulations, county health and sanitation standards and district policies.

• Monitor and audit student applications for free and reduced price meals to ensure federal guidelines are applied correctly and uniformly.

• Ensure that required audits and actuarial studies are performed on the self-insurance funds on a timely basis.

• Ensure that federal, state and other regulatory agency requirements are met in the administration of the health benefits program, the workers’ compensation program, the liability insurance program, and the unemployment insurance program.

• Operate five major garage facilities required to service over 3,300 district-owned buses, trucks, and automobiles. Provide a continuous program for the training of bus drivers that exceeds the requirements mandated by California law.

MAJOR UNITS • Business Manager • Administrative Services Branch Health Insurance Services Insurance Services Workers’ Compensation and Early Return to Work Mail Services Reprographics Services • Earthquake Recovery Program FEMA Grant Management Hazard Mitigation/Job Cost Coordinator & USDE Grant Management • Food Services Branch Cafeteria Equipment Section Compliance and Accountability Newman Nutrition Center & Manufacturing Kitchen (preparation of meals, bulk recipes, etc.) Nutrition Services & Test Kitchen (recipe development, food testing) Special Projects, SFS Computer, Systems & Cafeteria Training Personnel Services Cafeteria Supervisors

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• Procurement Branch Contracts Services Warehouse Purchasing Truck Operations Textbook Management Services • Transportation Branch Pupil Transportation Section Safety Center & Personnel Section Budget & Accounting Section Automotive Maintenance Section COMMENTS In support of the new vision for LAUSD, the Business Services Division will reorganize and shift Central offices resources to the eleven local districts as follows:

• A new Procurement Branch will be formed, combining the Contract Section and the Purchasing Branch. The new Procurement Branch will deploy a Purchasing Services Coordinator to each of the eleven Local Districts to serve as the purchasing and contracts specialist under the direct supervision of the Local District Business Manager. This position will act as direct liaison with the Procurement Branch. This action will not require a budget augmentation; there will be no backfilling of Purchasing Services Coordinators in the Central Support System.

• The Food Services Branch will assign 27 Food Services Supervisors (2-3 per district) and

16 Meal Compliance Audit Clerks (1-2 per district) to the Local Districts. Additionally, 11 new Food Services Staff Aides will be assigned to the new Local Districts. They will oversee the food services program within their Local District. This action will not require general fund budget augmentation, but will be funded through the Cafeteria Fund.

• The Transportation Branch will designate management “point persons” for each of the

eleven Local Districts who will be responsible for handling all transportation issues of the Local District. Each Local District having their own exclusive “point person” is not feasible since bus routes cross district and complex lines.

• The insurance functions, reprographics and the mail units will be reorganized under a

new Administrative Services Branch. The Contract and Insurance Services Branch will be eliminated.

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The Business Services Division has identified 67.5 positions that may be eliminated as part of the 10% reduction, not including those transferred to the Local Districts.

• Central Office – 1 position • Contract & Insurance Services Branch – 3 positions • Food Services Branch – 3 positions • Purchasing Branch – 7 positions • Transportation Branch – 53.5 positions

The Accounting Departments have also been shifted to the Local Districts.

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ACCOUNTING AND DISBURSEMENTS DIVISION The mission of the Accounting and Disbursements Division is to effectively receive, disburse and account for funds to meet the needs of educating all students. This division will ensure that local districts and school communities are provided with the resources and information necessary so that they may focus on the mission of instruction. TACTICAL SUPPORT • Safeguard the District’s assets through the establishment and monitoring of the District’s

internal control system. • Provide financial data on expenditures to the Board, General Superintendent, staff, schools

and the public in order to assist in both strategic decision-making and local spending decisions.

• Provide financial accounting reports to government agencies, grant organizations and others to meet legal requirements, granting agency requirements and to facilitate analysis of District/program expenditures.

• Project expenditures for the current fiscal year to ensure the District has sufficient resources to meet its obligations.

• Manage the District’s long-term financing program to maximize resources available for key endeavors while ensuring the District’s debt ratio is within prudent limits.

• Establish and manage the District’s cash management and investment policies to maximize revenue while safeguarding assets.

• Collect District developer fees on residential and commercial/industrial development projects that are within District boundaries.

• Perform specialized accounting and statistical reporting. • Coordinate inter-agency collection requirements with staff from the City of Los Angeles. • Provide general/technical information to department of Building and Safety staff,

developer/owners and others. • Process waivers and developer fee refunds. • Plan and direct activities of the Division and coordinate these activities with other District

offices and outside agencies. • Serve as liaison with District’s outside agencies. • Administer the District’s Developer Fee Program. • Coordinate personnel activities of the Division. SERVICES • Provide payroll services for over 70,000 employees; support local timekeepers. • Provide and maintain records of vacation time, illness time and other employee benefits. • Transmits employee data and payments to STRS, PERS, and health benefit providers as well

as to the IRS, State Franchise Tax Board, and other appropriate agencies. • Process employees’ voluntary deductions to organizations including credit unions, banks, tax

shelter annuities and the United Way.

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• Review and pay all vendor and contractor invoices, upon identification/review of the appropriate contract or purchase order, and upon approval by the local school or site administrator that the District received the goods or services invoiced.

• Receive, deposit, and provide appropriate accounting for all District income. • Provide local schools and other administrators with financial reports on all expenditures. • Provide job cost accounting services to distribute the costs of various activities (such as

student transportation and school repairs) to the appropriate funding sources. • Prepare mandated cost claims to the State of California to recoup monies the District has

spent in order to comply with various State mandates. • Encumber funds on behalf of schools and offices to assure the District has sufficient

resources to pay for obligations made through contracts and purchase orders. • Control the District’s perpetual inventory to conform with sound accounting principles. • Provide training to local school and administrative staff in payroll and other accounting

functions. COMPLIANCE • Ensure that the District’s and local schools’ accounting and payroll practices conform with

State and Federal laws and regulations, as well as Generally Accepted Accounting Principles (GAAP)

• Manage the District’s account code structure to conform with applicable regulations. • Maintain expenditure controls to ensure that funds spent conform with the requirements of

the funding source (e.g., Title I funds are spent only for appropriate resources). • Submit all required financial reports to various Federal, State, and local governmental

agencies. • Ensure the completion and filing of the District’s Comprehensive Audited Financial

Statement MAJOR UNITS • Division Central Office • Controller • Business Accounting Branch Central Services (including long-term financing function) Accounts Payable Stock Accounting Job Cost Accounting • General Accounting Branch Central Services Financial Reporting Section General Ledgers Section Mandated Cost Accounting Unit Specially Funded (Grants) Accounting Section Standardized Account Structure Task Force

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• Payroll Services Branch Central Services Payment Section Retirement/Deduction Section Accounting and Communication Section Training and Customer Service Coordination • Developer Fee Program Office COMMENTS The Accounting and Disbursements Division reports to the Chief Financial Officer. No organizational realignment is recommended.

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BUDGET SERVICES AND FINANCIAL PLANNING DIVISION The mission of the Budget Services and Financial Planning Division is to accurately provide the schools, students, the community, the administration, and the Board of Education with budget, financial planning, and related services in a manner that maximizes, distributes, and safeguards the resources available to carry out the educational and support activities of the District. It is also to communicate with the local districts and school communities in a consistent, timely and user-friendly manner. TACTICAL SUPPORT • Prepare the District’s budget in accordance with the educational priorities of the Board of

Education and General Superintendent. • Develop revenue projections based upon the Governor’s Budget, the federal budget,

inflationary assumptions and various other financial data. • Develop expenditure projections based on collective bargaining agreements, program

requirements and educational initiatives approved by the Board of Education and the General Superintendent.

• Provide budget documents to the Board, the General Superintendent, and the public in order to facilitate an understanding of the District’s goals and priorities, as they are expressed in our budget.

• Prepare multi-year budget and expenditure projections to assist decision-makers in the allocation of resources.

• Collect and report student enrollment and attendance data, to ensure maximum revenue from the State and other agencies.

• Develop and analyze budget estimates for proposed new and existing initiatives to assist decision-makers in weighing alternatives.

• Support the Board and General Superintendent in evaluating the budget implications of various collective bargaining proposals.

• Develop strategies for implementing Per Pupil Budgeting on a districtwide basis; administer that program.

• Develop enrollment projections to assist in long term financial and facilities planning. SERVICES • Assist schools in the development of local school spending plans in the Per Pupil Budgeting

Program. • Assist all schools in developing spending plans for discretionary resources. • Allocate resources to school accounts and provide program information on the purpose and

restrictions applicable to each funding source. • Assist schools and offices in the preparation of the financial sections of grant funding

applications and in the budgeting of those resources when grants are awarded. • Prepare the Consolidated Application including estimation of entitlements, development of

school ranking data, recommendation of the allocation of program funds, and providing other budget services for the Title I, Bilingual and School Improvement Programs.

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• Develop and disseminate budget planning resources to schools including cost data worksheets, budget planning worksheets, and various financial guides.

• Develop and disseminate policies and procedures for student body finance functions to ensure financial integrity and to conform with applicable laws and Board policies.

• Provide training to local school personnel in per pupil budgeting, categorical program budgeting, and student body finance.

• Work with Charter Schools in developing budgets and financial procedures. • Provide ad hoc financial analysis at the request of the Board, General Superintendent, and

staff. COMPLIANCE • Ensure all budget documents are prepared and filed in accordance with applicable laws and

regulations. • Review and assist in the development of school calendars to ensure instructional minutes

requirements are met. • Monitor school compliance with financial procedures as related to student body funds. • Monitor school compliance with categorical program budget/financial requirements. • Analyze financial data to determine local school compliance with the Rodriguez Consent

Decree. • Ensure budget allocations conform with the applicable funding source (e.g., Adult Education,

Child Development, Food Services, etc.) and program requirements (e.g., Class Size Reduction).

MAJOR UNITS • Budget Director • Budget Services Branch Budget Development Adult Education Fiscal Unit Child Development Fiscal Unit Special Education Fiscal Unit • Financial Planning Branch Financial Planning Unit Pupil Statistics Unit • Special Projects Unit

Compensatory Education Fiscal Services Student Body Fiscal Services Per Pupil Budget Fiscal Services

COMMENTS To support the decentralization, 40 existing positions (including 28 cluster fiscal specialists, 9 budget clerks and 3 other clerical support positions) will be reconfigured and reallocated to the eleven local districts. Each Local District will have at least one Fiscal Services Manager and one fiscal specialist position. Depending upon the number and type of schools in the Local District, additional fiscal specialist or budget-clerical positions will be allocated. Staff will effect the reallocation of these positions within the existing dollars.

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These field financial personnel will be under the day-to-day supervision of the Local District Business Manager. Technical supervision will continue to be provided by the Budget Services and Financial Planning Division. With respect to the central operations, the three branches which formerly managed the cluster fiscal specialists (Compensatory Education Fiscal Services Branch, Student Body Fiscal Services Branch and the Per Pupil Budget Fiscal Services Branch) will be combined into a single “special projects” unit. Their technical expertise in functional areas will continue to benefit the District and are not recommended for decentralization at this time. It is anticipated that appropriate reallocations of functions and realignment of salaries will take place for the personnel combined in the new Special Projects Unit.

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CHIEF INFORMATION OFFICER The Chief Information Officer will provide leadership and vision to the information technology function in planning, directing and managing technology endeavors, and providing a framework and delivery system to support local district and central information needs. TACTICAL SUPPORT • Provide vision and leadership to the Information Technology Division. • Work closely with the Board of Education, Superintendent, Local District Superintendents

and field personnel to understand their information needs and develop strategies to meet those needs.

• Develop and update the District’s Information Technology Plan providing a framework for application development, prioritization of projects, purchasing guidelines and the use of technology in the classroom.

• Develop and manage the annual IT operating and capital budgets and continuously review for cost cutting and avoidance opportunities.

• Provide districtwide direction in the development and enforcement of Information Technology policies, standards, practices and security measures.

• Plan, manage and control the IT staffing requirements. Ensure the development, success and accountability of all internal and external (consultants) IT staff.

• Maintain knowledge of developments in the area of systems and technology to assure that new developments are considered and incorporated into future systems where applicable.

• Remain appraised of the progress on all major projects, paying particular attention to any developing problems and participating in the timely problem resolution. In connection with this responsibility, communicate to senior management any significant developments or deviations from plan.

SERVICES • Direct the design, development and maintenance of all internal information systems (people,

process and technology). • Direct the development and implementation of the communication network. (Wide Area

Network). • Provide assistance to Local District Superintendents and staff in meeting their information

needs. COMPLIANCE • Ensure the production of various reports to meet regulatory requirements. • Ensure federal e-rate requirements are met in our application and implementation processes. • Monitor LAUSDnet users’ compliance with Acceptable Use Policy. • Monitor software copyright compliance.

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MAJOR UNITS Information Technology Division • Instructional Technology Branch • Data Processing Operations • Information Systems Branch • Systems Software and Security Administration • Administrative Support (includes District Telephone unit, District Radio unit, division

personnel and budget functions)

COMMENTS A new position of Chief Information Officer is being established to provide leadership to the technology function. This key position will be responsible for both the technology delivered and the quality of the information it provides.

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INFORMATION TECHNOLOGY DIVISION The mission of ITD is to integrate people, processes and technology to provide the most effective technology solutions. Through its Instructional Technology Branch, ITD will also provide leadership and training in the use of technology as a classroom tool to enhance literacy and to deliver quality instruction for students. TACTICAL SUPPORT • Support District administrative and management functions through the development and

maintenance of computer systems. • Support District decision-making functions through the purchase, development and

implementation of query and reporting tools that access District databases. • Provide a communications infrastructure through a District wide area network (WAN). • Develop specifications and support schools in the development of local area networks

(LANs) that interface seamlessly with the WAN. • Manage the District’s E-Rate application process and work cooperatively with the BB Bond

Program to implement Safety and Technology projects that provide the most advanced communication technology (WAN and LAN) to each and every District classroom.

• Develop and update the District’s Information Technology Plan providing a framework for application development, prioritization of projects, purchasing guidelines and the use of technology in the classroom.

• Develop and maintain the LAUSDnet as a communication tool, instructional tool and training tool.

SERVICES • Provide data processing services to users of all District systems. • Provide and maintain LAUSDnet with appropriate security. • Provide computer help desk services (hotlines) for users of District systems at all local

schools and offices. • Modify, update and/or replace administrative systems as needed to meet user needs. • Provide and manage District technology training centers. • Provide staff development support to assist teachers in using technology as part of literacy

development and to enhance the learning process. • Develop and update courses of study dealing with technological education. • Provide technical support for technology personnel based in the local districts (Instructional

Technology Application Facilitators – ITAFs). • Evaluate and coordinate the acquisition of District and State approved instructional media. COMPLIANCE • Produce various reports to meet regulatory requirements. • Ensure federal e-rate requirements are met in our application and implementation processes. • Monitor LAUSDnet users’ compliance with Acceptable Use Policy. • Monitor software copyright compliance.

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MAJOR UNITS • Instructional Technology Branch • Data Processing Operations • Systems Software and Security Administration • Administrative Support (includes District Telephone Unit, District Radio Unit, division

personnel and budget functions) COMMENTS A new position of Chief Information Officer will be established to provide leadership to the technology function. This key position will be responsible for both technology delivered and quality of the information it provides. The Instructional Technology Branch is moving from the District’s Division of Instruction to ITD to integrate this function. The Information Center Branch and Student Information Systems functions are moving to Planning, Assessment and Research. For the short term, staff in these units will continue to maintain the student data systems. This responsibility will transfer back to ITD with the identification, hiring and training of qualified classified staff for this purpose. The 27 Instructional Technology Applications Facilitators will be reassigned from the clusters to the eleven local districts. Staff further proposes that we begin a three-year process to provide local districts with the resources to support their own electronic repair needs. They may do so by hiring District repair staff or by outsourcing. The Demographics function has been transferred to central Facilities Services. It has also been proposed that the Office Machine Repair function be eliminated and that offices needing these services do so on an outsourced basis. The Master Plan Verification Unit has been transferred to the Human Services Division.

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PUBLIC INFORMATION The mission of the Public Information support system is to communicate timely and accurate information to the district communities for the purpose of building public awareness and support for LAUSD’s programs and schools, thus contributing to the district’s mission to provide a learning environment that benefits all children. In addition, this office will celebrate the achievements of the various members of the LAUSD family and provide encouragement to those who set high standards and achieve them. TACTICAL SUPPORT • Provide strategic support, analysis and feedback to the Board Members, General

Superintendent, executive staff, local districts and schools on how to best work with the media.

• Provide strategic support, analysis and feedback to the superintendent, board members, executive staff, local districts and schools on how to use internal and external publications to share accurate information with the community served by LAUSD.

SERVICES • Handle the media relations needs of the district. Write press releases and media advisories,

plan and execute press conferences and media availabilities, coordinate media opportunities at various school sites, provide liaison services to government officials, organizations and other interested entities working with the district.

• Assist the General Superintendent and executive staff by development talking points, preparing statements for electronic and print media and assisting with speaking opportunities.

• Coordinate release of information to employees and staff utilizing several internal print publications and the electronic forum “LAUSDnet”.

COMPLIANCE • Respond to requests for Public Information as required by the Public Information Act. • Make information about LAUSD available to the general public and to the media relative to

budget, demographics, school sites, staffing, structure and policies. COMMENTS KLCS is currently being reviewed by KCET. After review, decisions regarding possible reductions or consolidations will be made.

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GENERAL COUNSEL It is recommended that the Office of the General Council be reviewed. It is further recommended that the Office of the General Council present a plan for reorganization of Legal Services to the Board of Education and the General Superintendent.

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SCHOOL POLICE The mission of the School Police support system is to promote student achievement by l) promoting a safe educational environment for all, free from the fear of crime and victimization, 2) identifying and solving problems by forming partnerships, and 3) providing professional police services for the Los Angeles Unified School District family and community, using dynamic and proactive techniques. TACTICAL SUPPORT • Provide foot beat officers to campuses experiencing or threatened by crime perpetrated by

students or others, which affects the instructional program. • Provide patrol services to schools and facilities not provided foot beat officers, as well as in

support of campuses with foot beat officers, during times of high activity. • Provide follow-up investigations of crimes committed against students, staff or District

property, arrest perpetrators of crimes, provide security for special events and extra curricular programs, serve search warrants and arrest warrants as a part of investigations, provide traffic enforcement in response to problems affecting students’ safety while commuting to and from school, or parking which negatively impacts campus safety.

• Provide police/security services to the Community Adult School Program. SERVICES • Provide information to students, staff, parents and community regarding school-related law

enforcement matters, and serve as law enforcement consultants in the development of local school site safety plans.

• Coordinate with federal, state and city agencies whose services impact school safety. • Serve as mentors during after school programs and coordinate delivery of Police Activity

League programs on school sites. • Provide plant security aides as appropriate to schools and offices. COMPLIANCE • Administer the California Safe School Assessment program, which is a state mandated crime

reporting system designed to provide crime data to the Board of Education and to local school sites on a semi-annual basis.

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ADULT AND CAREER EDUCATION The mission of the Division of Adult and Career Education (DACE) is to provide the diverse population we serve with quality lifelong educational opportunities that will empower each student to contribute to and benefit from an ever-changing society. The division is to be responsive and work collaboratively with the new Local Districts. TACTICAL SUPPORT • High School Concurrent Program – An intervention program that offers students the

opportunity to earn and make up high school credits for graduation and acquire a job skill. Classes are offered after school and on Saturdays. The program’s individualized learning labs are utilized by students who are off-track and by students during intersessions, resulting in an increase in attendance.

• Family Literacy – Available at various division schools, the family literacy program empowers parents with the skills and confidence to be their children’s first and most important teachers, while the children increase their development and social skills that prepare them for academic and social success in school.

• Alternate Education and Work Center (AEWC) – This program is operated at 23 centers throughout the district. The program reconnects high school dropouts to organized instruction.

• Vocational Programs – Offered through the Regional Occupational Program (ROP), these programs enhance the opportunities for academic offerings and provide students with on-the-job training they need to enter and advance in the work force.

• Parent Education – This program’s curriculum teaches parents the value of having children develop effective study skills in the primary grades. It also emphasizes the parents’ critical role in reinforcing reading at home.

• Parent Education for LEARN schools – This curriculum prepares parents to assist their children with studying for their Advanced Placement (AP) tests and succeeding in them. It also teaches parents the importance of being involved in their children’s school activities for the overall success of their children’s education.

• Community-Based English Tutoring (CBET) – This program promotes accelerating Limited English Proficient (LEP) students’ English language acquisition, while enhancing the tutors’ English language/tutoring skills.

COMMENTS The DACE’s organizational structure already resembles that of a Local District in the proposed Multiple District Plan. Each of the principals in the division schools is responsible for the efficient administration of his/her own budget allocation (in teacher hours). Likewise, each school is responsive to the population it serves and offers educational and job training programs that best fit the needs of the communities. Principals are responsible for hiring their own teaching staff and accountable to the communities they serve as well as to the Assistant Superintendent. Division office staff members provide support to the schools, and their effectiveness in providing this support is evaluated by the division’s Assistant Superintendent of schools.

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GOVERNMENT RELATIONS The mission of the Office of Government Relations is to develop a legislative strategy which addresses the key objectives of the General Superintendent and to implement a plan that will influence the political climate of legislative bodies in favor of the General District’s objectives. TACTICAL SUPPORT • Assume responsibility for communication of legislative agendas and the outcomes to the

General Superintendent and Board of Education. • Coordinate with the eleven Local District Superintendents and their respective councils, with

the interest of promoting inclusiveness, collaboration and action planning. • Advocate for the enactment of law and budget provisions at state and federal levels to fund

the restructuring objectives and formulate an action plan that will promote, amend or defeat legislation as it effects the General District.

• Provide support to the Local District Superintendents regarding government relations. • Represent the General District’s interest to public officials and organizations. • Identify opportunities for enhancing the General District’s revenues through the

implementation and grant opportunity. • Draft legislative proposals as directed. • Coordinate with Local District Superintendents, a dialogue with elected officials in order to

promote LAUSD reform. SERVICES § Provide interpretive material and assistance regarding the status and enactment of pertinent

legislation to the Local District Superintendents. § Coordinate with Local District Superintendents and their respective advisory councils, with

the intent of promoting inclusiveness, collaboration and action planning. COMMENTS The new Office of Government Relations will report directly to the General Superintendent and the office will have seven positions headed by a Director of Government Relations (DGA), who serves as the head lobbyist in both Sacramento and Washington, DC. The Sacramento office is staffed by a Legislative Analyst who maintains data and research on the General District’s legislative priorities. The office has been streamlined resulting in an estimated cost savings of one million dollars.

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CHANDA SMITH COMPLIANCE The mission of the Chief Advisor, Chanda Smith Consent Decree, is to institute sustained systemic compliance with federal and state special education mandates through Districtwide implementation of a coordinated, feasible, cost effective plan or plans developed and implemented to address the needs of students with disabilities and their families. TACTICAL SUPPORT • Promote positive public relations for district staff to establish and sustain LAUSD’s

obligations for compliance, including the Chanda Smith Consent Decree, in order to meet the instructional needs of students with disabilities.

• Provide technical direction to responsible LAUSD staff relative to interpretation of implementation plan requirements and scheduled activities to satisfy them.

• Initiate and coordinate LAUSD staff input regarding Implementation Plan development. • Educate the public to understand the role of special education and the needs of special

education students. SERVICES § Advise the General Superintendent of issues and resolutions to establish coordinated,

systemic compliance with special education mandates, including those identified in the Chanda Smith Consent Decree; recommend actions for expediting compliance, including proposed revisions to the Consent Decree process.

§ Prepare responses for revisions, additions, deletions of Implementation Plan activities as they are required by compliance mandates and as they support feasibility and coordination of approved plan implementation.

§ Design and revise procedures for communicating mandatory activities, completion dates, and processes for certification and collection of evidence by District staff; recommend procedural revisions to the Chief Advisor as identified.

COMPLIANCE • Advise the General Superintendent of the issues and strategic resolutions necessary to

establish systemic compliance with federal and state special education laws and regulations. • Identify, analyze and determine feasible, coordinated cost effective strategic plans and

mechanisms to systemically address system-wide compliance with federal and state special education laws and regulations, including specific issues identified as recommendations in the Chanda Smith Consent Decree.

• Implement adopted/court-ordered Chanda Smith Consent Decree Implementation Plans by communicating mandatory tasks, completion dates, and process for certification and collection of evidence of completion by responsible district staff; monitor completion of required implementation activities.

• Oversee Consent Decree Implementation Plans, including systematically maintaining evidence of completion of activities, evaluating the Plans’ effectiveness in achieving compliance and proposing revisions as necessary, managing communications and public notices for presentation of Implementation Plans for both public comment and review by the

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Board of Education, and instituting and coordinating the Plans’ distribution for district staff in accordance with the requirements of the Consent Decree.

MAJOR UNITS Chief Advisor to the Superintendent • Plan Analysis, Coordination, and Implementation • Plan Implementation and Monitoring • Plan Communication and Consent Decree Operations • District and Division of Special Education Project Implementation • Research, Analysis, and Evaluation COMMENTS The Chanda Smith Office will report to the General Superintendent and collaborate with Local District Superintendents for two years until the Local Districts are in compliance with the consent decree. This office maintains the responsibility for coordinating and communicating the District’s issues and needs to the District’s legal representation, the Consent Decree Administrators, and Plaintiffs’ Counsel. The need for systematic mechanisms which support facilitation of the Implementation Plans at any level other than the Central Office level are presently insufficient and unaddressed at this time. These functions should be addressed within the reorganization of the District through the establishment of field and school level support Implementation Plan facilitators.

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APPENDIX B: GENERAL SUPERINTENDENT DESIRED QUALIFICATIONS, RECOMMENDATIONS OF THE

CITIZEN’S SELECTION COMMITTEE

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RECOMMENDATIONS FROM THE CITIZENS' COMMITTEE ON SELECTION CRITERIA PRESENTED TO THE LOS ANGELES CITY BOARD OF

EDUCATION ON FEBRUARY 1, 2000 Members of the Board of Education Los Angeles Unified School District: Ladies and Gentlemen: We are pleased to transmit the Report of the Citizens' Committee on Selection Criteria. It responds to your charge to us to recommend standards to be applied in assessing candidates for appointment as Superintendent of the Los Angeles Unified School District. We urge that the standards we recommend be adopted by the Board for use by the Search Committee. The Committee's assignment has been to listen to the community and gather various perspectives on what a new Superintendent needs to bring to the District. Our 14 members agree that our work, while demanding, has been a great metaphor for cooperation within a diverse group. This diversity -- of ideas, professions, innovations, cultures -- represents the essential strength of Los Angeles. The efficacy of public education at all levels is being challenged. If we are to improve teaching and learning, collaboration among diverse groups is essential. Because it is the metropolitan area richest in cultural and linguistic diversity, the recruitment of outstanding leadership for the public schools in the Los Angeles region will be seen across the nation as a bellwether for the future of American public education. After sponsoring eight public forums across the District, conducting extensive written and telephone surveys, and deliberating at length among ourselves, the Citizens' Committee has identified the following core principles with respect to Superintendent selection: • The overriding characteristic which will be required of a successful Superintendent is the

ability to lead -- to show the way to a new era of excellence in education in the Los Angeles region and in large urban districts everywhere. This leadership must come in several dimensions, from a compelling vision of the future of public education in this region to the capacity to develop and carry out practical strategies to realize that vision.

• The ability to devise ways to attract, develop, and retain excellent teachers should be the most important single capacity sought in the appointee. No plan to restructure or otherwise improve student performance is going to work if the adults at the front of the classrooms are ill-prepared and ill-equipped to teach.

• Another essential foundation stone for a successful superintendency is the capacity and commitment to form strong and permanent partnerships between the school system and the parents of its students, with mutual accountability for improving student achievement.

• If public confidence in the District is to be restored, the Superintendent must have the managerial capacity to use money and other resources effectively and accountably in the context of a large, complex organization. The capacity of the new Superintendent to communicate and to form strategic partnerships with other leaders and groups will also be crucial because the District's fate is hostage to many funders and others inside and outside of the area.

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If this region is to realize its potential to become the great metropolis of the new Century, it must look to its schools as the guardians and shapers of its most precious treasure. We believe that the stage is set for a new, transforming era in public education in this region. Whether it is achieved will depend heavily upon the care with which the new Superintendent is selected. We have done our best to identify the principal standards which should be used to make this critical selection. Our recommendations are offered unanimously. They reflect not only our personal conclusions, but the opinions and priorities of the majority of the thousands of area residents who were good enough to provide them to us in the course of our public hearings and surveys. We very much hope that the Board will find it possible to approve these standards for use in the search. We thank you for the opportunity to serve. Sincerely, Members of the Citizens' Committee William Allen Edward J. Avila Karen Bass Mark Billson Morgan Binswanger Katie Braude Yvonne Chan Raunda Frank Gohar Galyan John Hyland Edward Kaz Charles Kim Lynda Levitan Arturo Vargas

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REPORT OF THE CITIZENS' COMMITTEE ON SELECTION CRITERIA INTRODUCTION

The Citizens' Committee on Selection Criteria was appointed by the Board of Education of the Los Angeles Unified School District on December 9, 1999. Its charge was to recommend to the Board a set of criteria to be employed in the assessment and selection of a new Superintendent. Each of the seven members of the Board appointed two members of the Committee, producing a total membership of 14. Committee members were drawn from many walks of life, many geographic sectors of the region, and numerous cultures and communities. Students, parents, teachers, principals, community and business leaders, and others were included. Committee-sponsored activities were independently determined and carried out by the group, with no influence from the Board or any other outside source. The Committee was asked to submit a Report containing its recommendations and associated observations by February 1, 2000. This is that Report. The Committee has sponsored an extensive outreach effort to gather the opinions of parents, teachers, and other stakeholders in the future of the region's schools. These steps included: • Eight widely advertised public forums, held at eight high schools across the District, at which

all attendees were invited to speak their minds, as well as to complete a survey form seeking their opinions concerning priorities among possible selection criteria.

• Direct mailing of opinion survey forms to 10,000 individuals in a series of samples of parents, teachers, business leaders, teachers' union leaders, professional associations, and others.

• Very broad additional distribution of the survey instrument through its publication in returnable form in the newspapers of largest circulation in the region and in several more specialized papers which serve individual cultural communities.

• A statistically sound random telephone survey of 500 parent households containing one or more child enrolled in an LAUSD school.

• In addition, the Committee has sought and received the advice of leading academic experts in public education and, more specifically, on the demands and opportunities presented to school superintendents in large urban districts.

The pages that follow contain the Committee's thoughts and recommendations after reviewing the opinions and suggestions it has received. The section immediately below summarizes the challenges and opportunities that would be presented to any new Superintendent by current and potential conditions in the region and the District. The section that then follows presents the Committee's recommended selection criteria. The final section provides a brief summary of the leading indicators of stakeholder opinion with regard to priority selection criteria, as shown by the results of the Committee's surveys and public hearings. The Los Angeles Regional Setting: A Preamble The Committee believes that the choice of Superintendent should be made in full recognition of the unique combination of challenges and opportunities that the Los Angeles area presents. This area has some similarities with other major metropolitan regions and school districts, but it also has important differences. The distinguishing features that are most important to recognize are the following:

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1. The Los Angeles educational community represents an outstanding opportunity for a Superintendent wishing to contribute to the advancement of student achievement in large, complex urban areas.

2. Situated on the Pacific Rim, Los Angeles will be the educational frontier in the 21st Century, the role played by the Atlantic Seaboard, centered in New York, during the 20th Century. It is in the Los Angeles area that the most crucial educational issues facing the nation will be addressed and resolved. Already serving the second largest student body in the nation, the District will grow substantially in enrollment in the coming years, further increasing the national significance of the region's educational success.

3. The key to all major improvements in the quality of education and resulting improvement in student performance is the recruitment, development and retention of excellent teachers. While blessed with many such teachers, the District suffers from chronic problems in securing qualified teachers, and then in retaining them after major investments have been made in their training. The new Superintendent has the opportunity to develop a plan to increase the supply of fully trained teachers, and to encourage those who gain valuable experience in the District to remain here throughout their professional careers.

4. Among the central issues which the new Superintendent will face is the raising of student achievement in those groups of students who have been historically ranked as low achievers. Prior generations of educators have often assumed that low achievement for some is inevitable. The new Superintendent has the opportunity and the challenge to correct this erroneous assumption.

5. The Los Angeles educational community serves a majority population of students whose first language is Spanish and whose academic achievement reflects neither their rich culture and intellectual heritage, nor their innate potential. Cada niño puede superar. The new Superintendent has the opportunity to establish policies and practices which ensure a dramatic rise in the academic achievement of these students and all those whose first language is other than English.

6. The Los Angeles Unified School District serves a population of African American students whose average level of achievement does not reflect their often demonstrated potential for academic excellence. The new Superintendent has an opportunity and a requirement to establish policies, practices, and procedures that generate academic success for African American students regardless of their socio-economic status. This is a critical part of the challenge to ensure that the institution equitably serves all students.

7. The students enrolled in the District include many whose parents came to the United States seeking better life opportunities for themselves and their children. Particularly when this immigration occurred after the child had reached preadolescence and acquired basic cultural orientation and language skills in a different setting, special educational needs are created which must be met if these youngsters are to have a fair chance in life. The new Superintendent will have the opportunity and challenge of adjusting the services and practices of the District to meet these special needs and promote their academic success.

8. The future of excellence in education is directly linked to the use of technology in contemporary society. We are entering an era in which there will be two classes: those who understand how to make effective use of information technology in their everyday lives and careers; and those whose lives and careers are limited and constrained by lack of this knowledge. The Superintendent has the opportunity to vigorously support and nurture the fullest implementation of technology use in the public schools.

9. Students in the Los Angeles area face a social environment of enormous complexity which requires them to have a strong repertoire of social skills and interpersonal decision-making

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abilities which can guide them in making personally responsible and constructive decisions. The Superintendent has the opportunity to vigorously develop and support health and human relations skills.

10. Conditions, challenges and appropriate responses to them necessarily vary across a District as large and diverse as ours. While maintaining the overall quality of the educational experience, the new Superintendent can show how specific approaches and services can be tailored to fit local conditions by respecting local autonomy and school-based management.

11. As one of the world's largest elementary and secondary education complexes, the District is also a business enterprise of major proportions with an annual budget in excess of $7 billion and more than 75,000 full-time equivalent employees. The new Superintendent will have the opportunity to modernize, tighten and streamline the processes, procedures and support systems of the organization to make it a national model of the efficient, accountable use of resources in furtherance of excellence in education. Not the least of this challenge will be the need to deal with extensive needs for school construction, renovation, and much enhanced maintenance.

12. The people of the Los Angeles area love their children. Parents hunger for exceptional teachers and schools and are anxious for the next Superintendent to succeed. The wellsprings of concern and willingness to cooperate in the common cause of building education excellence are there for the new Superintendent to tap.

Recommended Selection Criteria In the light of the contextual factors stated above, and after reviewing all of the expressions of community opinion it has collected, the Committee recommends that the standards stated below be applied in assessing candidates for appointment as Superintendent. The Committee does not delude itself that any single candidate will have a proven record of demonstrated capacity that is equally strong in all areas of concern. Since, as noted above, the superintendency of this District is a unique challenge, no one who has not been in the position has had an opportunity to create a record of equally demonstrated capability in all of the areas where one might be desired. The Committee assumes that the Search Committee, and then the Board in making its selection decision, will assess the degree to which the evidence suggests that a given candidate possesses each desired characteristic, with the understanding that every candidate is likely to be stronger in some areas than others. The Central Criterion: The Capacity to Lead The Committee has concluded that leadership capability is the common thread that runs through all of the more specific selection criteria that it recommends. Webster defines to lead as "to show the way, to conduct.” The capacity most needed in the next Superintendent is the ability to show the way to educational excellence, to equal educational opportunity for all children, to productive use of the taxpayers' investment in the schools, and to renewed public confidence in the system to which we entrust the future of our children. At the end of the day, the tale will mainly be told by the capacity of the next Superintendent to inspire, to motivate, to persuade, and to move people to recognize what can be achieved through common dedication and effort. A true leader can draw out strengths and capabilities far beyond what most people imagine they possess. Working with other leaders and an effective supporting cast, such a leader can transform both the atmosphere in which a problem is addressed and the constellation of forces and tools that can be brought to bear to resolve it. It is this capacity to bring out the best in the Los Angeles regional community that is most needed in the next Superintendent. The Committee has no doubt that the human and material resources necessary to transform the

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performance of the District are present in the area. What is needed is the vision, the will, and the talent to mobilize these resources behind a sustained, comprehensive, inclusive campaign to make the Los Angeles Unified School District the best provider of public education in the United States. The overriding test of a candidate's suitability for this appointment should be, in the Committee's opinion, whether the sum total of his/her leadership qualities meets this very demanding standard. All of the more specialized criteria that follow are intended as partial indicators of this overall capability. Leadership Category A: Vision, Values, and Goal-Setting Capabilities The ideal Superintendent should have as many as possible of the following characteristics and capacities: • The vision to articulate what will be required of students to succeed in the 21st Century

environment in terms which will persuade the public to support the educational investments necessary to equip them to do so.

• Compassion for students, as demonstrated by specific actions and commitments, including, where necessary, the ability to put students' interests first and stand up to powerful individuals and interest groups.

• A deep commitment to the principle that parents are equal and accountable partners in improving student achievements, and that their views and priorities must be solicited and respected.

• Rock solid personal integrity, as demonstrated throughout his/her career. • The ability to articulate how improvements in student achievement will be made and

measured. • The ability to develop strategies to recruit, develop, and retain excellent teachers. • A focus on high standards of excellence for all students, no matter what intervening

conditions may exist. • A commitment to motivate and actively nurture high morale among all staff, while setting

clear performance goals and standards of accountability to which all employees are held. • Familiarity with the critical issues facing large urban school districts, and with real

conditions at the classroom level. • The capacity to develop attainable short- and long-term goals, which lead to visible, tangible,

and significant advances in: Student achievement...Classroom instruction...School administration...District management.

• Expertise in communication with parents and other key constituencies, including the capacity to articulate what it takes for all students to be successful learners.

• An open, creative approach to problem solving, management and advancement of the art of education, with the entrepreneurial instincts necessary to conceive and press forward with promising new approaches.

Leadership Category B: Advocacy for Public Education • A strong and well-articulated commitment to the mission of public education, and to the

principles of academic excellence, and social equity which it entails. • The capacity to serve as a strong spokesperson and forceful advocate for the District and the

interests of its students in the public arena and in multiple decision-making forums, public and private.

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• The skills and sensitivities necessary to deal with sources of funds and other forms of support at the Federal, State and local government levels.

• The ability to persuade outside funders of the need to invest in a large-scale enterprise. Leadership Category C: Management of Complex Organizations • The demonstrated ability to assemble and hold accountable an effective management team in

the context of a large, complex organization. • The demonstrated ability to use money and other resources effectively and accountably. • The capacity to maximize the impact of expenditures on improving conditions at the

classroom level. • A record of transforming a large organization in some significant respects. • Experience relevant to the business and financial management requirements of a large,

complex organization in urgent need of management reform. • The will and capacity to allocate resources equitably among competing needs and

constituencies. • The qualities needed to address and resolve pressing facility maintenance, renovation and

construction needs. • The ability to improve the day-to-day operational functioning and efficiency of a large,

complex organization. Leadership Category D: Building of Strategic Partnerships • The demonstrated ability to engage diverse constituencies as strategic partners in achieving a

common vision, including as many of the following groups as possible: o Students, parents, and community members from diverse cultural backgrounds. o Employees at all levels of an organization, including leaders and members of employee bargaining units. o Leaders of corporations and private foundations. o Government officials at the local, regional, State and Federal levels.

• The capacity to build bridges linking diverse communities within a large organization and its stakeholder groups.

• A willingness to develop an ongoing dialogue with teachers as partners in the implementation of District goals.

Major Themes of Stakeholder Opinion As noted above, the Committee has sampled stakeholder opinion in a number of ways. The same basic survey instrument was used in both the written and telephone surveys. The most striking result is the level of agreement among all respondents reached by all means that top priority should be assigned to two particular standards of assessment, in the following order: • The capacity of the candidate to state how excellent teachers are to be attracted, developed

and retained, and how progress toward this goal should be measured. • The candidate's capacity to state how money and other resources will be effectively and

accountably used, and how progress on this front will be measured. Of the 25 possible selection criteria tested in the survey process, none of which were regarded as at all undesirable, these two criteria invariably rose to the top. The Committee feels very confident in reporting that they are in fact the leading priorities in the minds of most stakeholders

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with deep interest in the future of the schools. Nearly as striking was the finding that the top six criteria tested were also the same across parent respondents. The top two were always those stated above. The next four, though not always in the same exact order, were the following criteria: • The capacity of the candidate to state ways in which campuses will be kept clean and safe,

and how to measure progress toward this end. • The commitment of the candidate to consider parents equal and accountable partners in the

effort to improve academic performance. • The candidate's capability to be an effective spokesperson for the District and the interests of

its students. • The ability of the candidate to deploy resources so as to achieve maximum impact on

classroom conditions and activities. Teacher respondents to the survey showed many areas of agreement with parent opinion and that of respondents who were neither parents nor teachers. On average, teachers readily accepted the primacy of the top two criteria identified above, and agreed that deployment of money for maximum effect on classrooms also belonged in the top six. However, by a small margin they favored the following three criteria as the other components of the top six: • The familiarity of the candidate with issues and challenges facing LAUSD and other large

urban school districts. • The ability of the candidate to provide instructional leadership and vision. • The candidate's capacity to develop and hold accountable an effective management team. In general, survey respondents tended to group the same subset of criteria at or near the top of the list, the same subset somewhere in the middle, and the same subset at the low end. While no criterion tested was rated at an average level below "B+" on an academic A-F scale, the preferences revealed in the surveys were reasonably regular across groups. Sentiment expressed in the course of the eight public meetings was, of course, less easy to capture or classify. The themes sounded in each meeting, together with the excellent presentations provided by the academic experts who were invited as keynote speakers at three of the sessions. A summary of their comments notes that the common thread is urgency -- a sense that corrective action is desperately needed if children are not to be lost in the problems that now beset many schools. There was as much commentary on current school conditions in each meeting as there was suggestion of selection criteria. The overall message was a strong, insistent cry for reform of the system to adjust to the changing needs and challenges of its students. Just as compelling was the feeling that neither parents nor teachers have been accorded the respect that they and their opinions have a right to receive from the institution in which they have so much invested, and in whose success they must play so great a part. We urge Board members and other readers of this Report to review the many other themes sounded in the course of these eight public sessions in order to get a true sense of the tenor of community opinion at this critical point in the life of the District.

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Closing Remarks The Citizens' Committee has learned much in the course of preparing itself to develop recommended selection criteria. But perhaps no lesson has been so compelling as the depth of community concern about the quality of the schools and the strength of the determination to do something about it. Much will be expected of the next Superintendent, but much will also be readily given in the form of parent, teacher, and community support for fundamental reform of the system if the community is persuaded that it holds genuine promise for better and more equitably distributed teaching and learning. Widespread anxiety is a two-sided coin; it can be destructive or it can motivate people to take effective action. The factor that determines which side dominates is the quality of the leadership that responds to the challenge. No single individual will embody that quality so much as the new Superintendent. Our recommended selection criteria are offered unanimously, and in the belief that they not only represent the personal conclusions that Committee members have reached in the course of our work, but the opinions and priorities of a majority of the thousands of parents, teachers, and other stakeholders in the school system who have taken the time to share them with us. We urge the Board of Education to review these criteria carefully and then to adopt them for use by the Search Committee as it begins its critically important work. With that Committee go our very best wishes and hopes for every success. We thank the Board of Education for the opportunity to serve.

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APPENDIX C: CONCEPT PAPER FOR CHANGING THE LOS ANGELES UNIFIED SCHOOL DISTRICT

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Concept Paper for Changing Los Angeles Unified School District: Multiple District Plan *

(Presented to the Board of Education Jan. 11, 2000, by Adviser to the Superintendent Ramon Cortines)

The Los Angeles Unified School District is in crisis. What is needed in response to this crisis is not more of the same but a break from the past. The initiative introduced here will dramatically change the current structure of the District. Under this Multiple District Plan, the majority of functions currently provided by the central offices will be transferred to eleven, largely autonomous districts. These eleven local districts will be held accountable for improving student achievement and providing rapid and effective response to local concerns. The central offices will exist primarily to provide tactical support and services to the eleven districts. The yardstick for measuring success at all levels - from the classrooms, to the schools, new districts and central offices - will be the academic achievement of all students, including those in every ethnic and socio-economically disadvantaged subgroup. Background for Change Los Angeles has some excellent schools and a number of indicators show that District students are performing better. Average scores of District students on the SAT 9 have increased 2% in each of the last two years. Student and staff attendance is up. More students are taking Advanced Placement courses. In addition, 168 teachers have achieved the prestigious distinction of certification from the National Board for Professional Teaching Standards, and they are just a fraction of the District's many dedicated, highly-qualified teachers, administrators and support personnel who are committed to improving student achievement. These achievements need to be celebrated. At the same time, the District's achievements are overshadowed by some serious problems. Student achievement is still unacceptably low. One-fourth of the District's teachers lack adequate qualifications. The District has been taken to task for its handling of real estate acquisition, environmental safety, budgeting, and other functions. Coverage of the District in the press is almost always negative and on occasion outright hostile. We need to recognize that these problems are symptoms of a more general problem involving the management of the District. In a 1997 review of the management practices of the District commissioned by the Los Angeles Board of Education, Arthur Anderson Consulting delivered a stinging and harsh indictment of the District. The Anderson Report characterized the District's management in the following manner:

"Years of political in-fighting have left their mark on the District. For example, it has exacerbated the miscommunication and mistrust among the District's senior management resulting in a disparate and fractured organization. Further complicating matters is the District's apparent distaste or inability to hold individuals accountable for their performance, particularly at the senior management level. Unfortunately, it is the students and other employees within the District who are most adversely affected by this situation. "District productivity is hampered by political gamesmanship and the maneuverings of the Board,

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senior staff and their representatives. The lack of trust and respect among peers is evident through viewing their communications and looking at their actions towards each other. Congenial talk with limited real action and an abundance of protective memos seems to be the modus operandi. This environment is very inefficient and characterized by limited cross-functional collaboration between divisions. The Board, senior staff and divisions work most effectively together in crisis-type situations where they rally for the good of the District, temporarily setting aside their own priorities. Cross-divisional communication and collaboration are not regularly initiated processes, but rather requirements in a crisis, and limited in the everyday work environment."

The report suggests correctly that the problems of the LAUSD are deep-rooted and can only be addressed by fundamentally changing the District culture, a view shared by the District's critics and friends alike. A Vision for Change Fortunately, a consensus has emerged around a vision for the new District culture. In general, there is agreement that the new vision should emphasize the following:

• child and family concerns over adult concerns • results over process • genuine communication over superficial congeniality • risk-taking and responsibility over protective memoranda • teamwork and interdependency over turf-building and in-fighting

The "Report on Accountability" by the Parent Collaborative of the Superintendent's Task Force on Accountability in 1998 suggests the following changes:

• need for better communication between schools and the public • need to change the culture of the principal as the authority and instructional leader • more positive reports and recognition for outstanding teachers and students

Above all, the new District culture should be more inviting and responsive to the students, parents and community. The District must no longer exist as a closed system where decisions and authority flow from a central offices power structure; rather, the District must be an open system that serves the needs of all of its students, including those with special learning and language needs, while at the same time recognizing the cultural diversity of the students we serve. In short, the setting of educational goals and the strategic planning for accomplishing these goals should be a feedback loop encircling and interconnecting the students, schools, teachers, administrators and the General Superintendent along with all other stakeholders. The Multiple District Plan The Multiple District Plan will create eleven districts with a superintendent for each who will directly report to the General Superintendent of Schools. Each district will have a thirteen-member parent/community advisory council comprised of no fewer than eight parents with the remaining members divided between community and business leaders. In addition, each district

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superintendent may appoint up to six ex-officio members to the council consisting of teachers, classified employees, and administrators. Every three months the chairpersons from the eleven district councils will meet with Board Members in a special session to discuss the successes and challenges of the eleven districts. The advisory councils will play a role in the performance reviews of the district superintendents. These reviews are to be made available to the public and posted on the LAUSD website. This plan is the first step in a process that will dismantle the old District culture and create the basis for lasting educational change. The recommendations in this proposal will shift funds and authority to the newly formed districts while creating a central office that provides tactical support and services to the districts. Building from the cluster model, we have constructed a District organizational model that has as its primary goal improving student achievement through an emphasis on reading in all core subjects. Granted, this District organizational model alone will not, in and of itself, raise student achievement, but it will lead to greater responsiveness to the children, families, and communities; more collaboration among administrators, teachers and parents; and increased accountability for results. We are also proposing a new system for staffing the new district offices. Certificated personnel, including teachers and administrators from elementary, middle and senior high schools, will be assigned to either two- or three-year staggered terms at the eleven district offices and then will be returned to their previous school-site assignments. This will allow a greater number of personnel to bring the recency of their classroom or administrative experiences to these offices, thus providing a flow of fresh ideas in the delivery of instructional methodology and management support services. In addition, a core staff with expertise in essential areas will have the opportunity to move from schools, clusters and the central offices to serve at the local districts. Within each district, clear lines of authority and responsibility will be established to ensure appropriate accountability. District superintendents report directly to the General Superintendent of Schools and develop strategic plans for their districts collaboratively with stakeholder groups. The evaluations of their effectiveness will be completed by the General Superintendent of Schools based upon achievement of educational goals, effective use of delineated authority, responsiveness to schools' needs, and field and central offices staff recommendations. Each district superintendent will respond to the needs of students, parents and the local area community and have the authority to take the appropriate action.

• Principals and teachers bear the main responsibility for achieving a school's educational goals. Principals' evaluations will include the effective use of their decision making authority and leadership roles to achieve measurable improvements in school achievement through standards-based instruction. In addition, principals will be evaluated based on their ability to develop parent and community outreach programs and on the quality of their collaboration with staff and parents. Teachers will be responsible for creating an environment for increasing student achievement through standards- and content-based instruction through an emphasis on instructional practices that develop reading skills and comprehension in all subjects. The quality of collaboration with

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parents will also be reviewed. The District is committed to finding new ways to recruit and retain highly qualified teachers who will be able to deliver these educational services effectively.

• Student Health and Human Services personnel will effectively provide educational, psychological and medical support to the districts, schools, and communities they serve.

• Children Centers will effectively provide the early childhood K-12 experience. Adult and Career Education will play an integral role in the recruitment, training and instruction of adult learners.

• Classified employees, both directly and indirectly, also play a critical role in the student achievement of the District. Therefore, the ultimate goal of improving student achievement will require a team effort that fully involves all employees.

• Central offices staff will provide tactical support to the schools and the district superintendents. Their effectiveness in providing this support and service will be evaluated by the district superintendents and schools. The overall performance evaluation will be made by the General Superintendent of Schools.

This plan will require the effective use of current human and financial resources. Redirection of central offices positions will occur by identifying office and unit functions that can be consolidated with other departments or shifted to the districts. The number of central offices positions which will be assigned to the newly formed districts is currently being reviewed. Financial resources will be reallocated to the level accountable for results. In addition, the Chief Operating Officer, the Chief Financial Officer, and staff will establish appropriate levels of funding for the district offices. Every two years each district will undergo a formal review process by the General Superintendent of Schools; informal reviews will be conducted annually. The goal of these evaluations will be to celebrate and institutionalize the successes achieved and to forcefully address the identified challenges and make the appropriate changes. Of course, obvious problems will be addressed immediately at the district office level. How Is This Plan Different? The consolidation of clusters into districts is not a new idea. When discussing his reorganization plan in November 1999, Dr. Zacarias stated his goal to "improve student achievement through a significant management restructuring of the school district using a private sector model." Indeed, for several decades up until the mid-90s, the District had been organized into regions similar to the ones being proposed here. The District's experience with clusters over the past several years has demonstrated that although the clusters created smaller organizational entities within the District which were often successful, the large number, 27, caused unanswered challenges in:

• student access and equity issues among clusters • leadership anomalies • communication disconnect with parents, teachers and administrators • lack of unity of purpose in resolving defined problems and achieving District goals • responsibility with little authority

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For the first time in the District's history, this plan initiates a process that will eventually create locally controlled sub-districts that are able to take advantage of economies of scale and protect common interests through a streamlined service-oriented central office. This plan establishes clear lines of authority and accountability between the General Superintendent of Schools and the district superintendents. Central offices functions will focus on tactical support and services to the eleven districts. The districts will receive the funding for programs as well as the authority to implement these programs. The district superintendents will be responsible for aligning the fiscal operations of the districts with the goals of improving student achievement. This model, for the most part, maintains the integrity of LAAMP families, clusters, LEARN schools, School-Based Management, charter schools, magnet schools, alternative schools, other reform models as well as traditional matriculation patterns. Additionally, the districts are constructed in such a way as to be sensitive to the number of students served, the number of schools, future growth, special circumstances and delivery of services. Process of Implementation The Board of Education will receive the final plan on March 14, 2000. This plan will include organization charts, numbers of personnel, missions, roles, and responsibilities of various offices. We are working on all aspects of the plan and attempting to answer as many questions as possible. However, we may never be able to answer all questions in detail or provide enough specifics. Any effort to create significant organizational changes, such as the ones being initiated here, requires that we be fluid and flexible enough to respond to daily, monthly or annual developments. Therefore, these plans are a beginning, not an end. Given the unpredictability of day-to-day operations and significant events, it is expected that these plans will evolve in response to the challenges and circumstances that lie ahead. During the past several months, we have been talking to a great number of people who are interested in improving the education of the District's children, including parents, business people, teachers, administrators, community members, union officials, and elected officials. We will continue to have these inclusive discussions over the next several months. In the meantime, the following timeline has been developed to guide this process over the next several months. Our goal is to have the eleven districts operational by July 1, 2000.

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Recommended Timeline Concept Paper to Board of Education and Public at a Special Board of Education

Meeting ........................................................................................................................ January 11

Public Review and Comments on the Concept Paper.............................. January 11-February 28

Chief Financial Officer and Chief Operating Officer Begin Planning

and Development to Move Resources Closer to Schools and Districts .......... January 12-June 30

Develop Realignment Proposal to Move Central Office Functions

Closer to Schools and Districts ......................................................................January 12-March 1

Preliminary Identification of New District Office Sites .................................January 12-May 26

Meetings with Union Leaders and the Parent Collaborative ..................................January 17-28

Multiple District Plan Submitted to Special Committee of the Whole..........................March 14

Central Office Reorganization Plan Submitted to Special Committee of the

Whole .............................................................................................................................March 14

Public Review and Comments on the Draft Plans ................................................... March 14-31

Appropriate Notification Sent to Potentially Affected Certificated and

Classified Employees ........................................................................................March 15-June 30

Multiple District and Central Office Reorganization Plans Submitted to

Board of Education for Approval..................................................................................... April 11

* Applications Available for Selection of District Superintendents ...................April 12-May 26

* Applications Available for Positions in the 11 Districts....................................April 12-May 5

* Non-School Based Staff Receive Information Regarding Assignments ...........April 12-May 5

* Assignment of Central Office Contract Management Personnel.............................April 17-21

* Selection of Personnel for 11Districts ..................................................................... May 10-19

** Selection of District Superintendents.............................................................................. July 1

Multiple District and Central Office Reorganization Plans Implemented ........................... July 1

Performance Evaluation of 11District Superintendents Submitted to the

Board of Education ...................................................................................................May 1, 2001

* assuming Board of Education approval of the reorganization plan on April 11 ** selection made by the incoming General Superintendent of Schools

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Conclusion The success of this plan can have an enormous impact on the more than 710,000 students of the District, both during their time in school and throughout their adult lives. The impact extends beyond the city of Los Angeles since the District's boundaries encompass Cudahy, Gardena, Huntington Park, Lomita, Maywood, San Fernando, Vernon, West Hollywood and nineteen parts of other municipalities. If LAUSD is successful, then the city of Los Angeles and the adjacent areas we serve will also be successful. As people across the country have discovered, their futures are tied inextricably to the quality of their local educational systems. Whether the need for change is identified by parents, teachers or others, it is obvious that change is necessary to improve student achievement and to restore public trust. Whenever change occurs, there is understandable concern: change is difficult. However, if we truly believe our goal is improving student achievement, then reorganizing central offices to effectively accomplish that goal is paramount. It is the right thing to do.

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APPENDIX D: SUMMARY OF THE JULIAN REPORT

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SUMMARY OF FINDINGS FROM THE PERSONNEL SERVICES REPORT BY JULIAN & ASSOCIATES

The firm of Julian & Associates was retained by LAUSD to conduct an external and expeditious review of the Personnel Services Division. The purpose of the review was to focus on how Personnel Operations could be effectively provided and/or improved in the event of District reorganization. The major findings and observations are summarized here. Consolidation and Integration of Classified and Certificated Functions Findings and Observations:

a) There exists a solid working relationship between present leaders of certificated and

classified personnel. b) Classified employee program functions under statutory provisions governing a merit system

in California schools. c) Classified personnel functions were reported to be less responsive and sensitive to the needs

of the field than its certificated counterpart. This is probably due to the compliance orientation of this civil service type system.

d) A new on-line system has been instituted for certificated personnel. Establishment of a District-wide system, as difficult as it may be, will provide timely placement of qualified personnel.

e) Compared to a 1989 baseline, both offices are understaffed. As staff decreased in the past ten years, the services provided by this office has increased without corresponding implementation of automation technology. Consequently, there is a high volume of paper and pencil activities that could be rationalized with appropriate technologies.

f) There is a need to address why there has been a delay in implementing position control in the District.

g) Another problem created by a lack of automation is proper placement of personnel. Recommendations This section of the report deals with generic issues that are equally important for certificated and classified personnel functions: attitude, responsiveness, staffing levels, improved efficiency (through better information technology systems) and a personnel accounting system. Although further study and research will be helpful in reaching a final decision, there appears to be no substantive downside to combining the classified and certiciated personnel divisions under a single administrative office. Research is replete with references to employee morale and satisfaction being directly related to how people perceive themselves to be valued and treated. The Los Angeles Unified School District cannot overvalue the importance of a singular attitude of concern and appreciation for all employees. Consequently, a reorganizing of both personnel functions under a Chief Personnel Office is recommended.

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Centralized or Decentralized Personnel Functions Findings and Observations: a) As expected, field administrators generally do not favor a centralized personnel function and

central administrators do. b) The advent of integrated sophisticated technology functions in the District could resolve the

issue of central versus local personnel functions. c) Concept of priority staffing was supported by local administrator in difficult to staff areas but

loathed by administrators who thought qualified teachers were being turned away from teaching in Los Angeles.

d) Centralized functions were effective in staffing hard to staff schools. e) Centralized functions can produce problems with vacancies and may not be sensitive to

applicants’ preferences. f) The establishment of a decentralized personnel function based upon electronic access to a

central database is not without significant logistical problems. Adequate space locations for the multiple districts will be needed, along with the appropriate network connections, and state-of-the-art hardware.

g) Potential decentralization problems are not limited to logistical issues. Providing eleven districts within the District with a full scope of personnel services through a complement of personnel administrators, technicians and clerks seems impractical. It would require an expansion of staff that cannot be justified, regardless of the number of existing personnel staff members that could be redeployed. A workable solution would be to provide a small cadre of personnel employees to the local districts with extensive Los Angeles Unified School District. These employees will have the experience to quickly find answers to personnel questions/problems although they may not know the answers themselves.

Recommendations

The sooner the establishment of the integrated technological capacities described herein is accomplished, the sooner a more efficient delivery of human services can occur. Such a system must be established now.

Because of logistical problems and other problems, it is not recommended that the General District’s personnel functions be decentralized at this time – at least not completely. What the District should do for next year is to pilot a decentralized personnel function in two or three of its Local Districts, including an area for which recruitment has been traditionally difficult. Based upon the outcome of that pilot, a better decision can be made on the question of decentralization for the future. That evaluation process should be multi-faceted.

Specifically, two or three of these Local Districts must be equipped with the online capabilities and data base information described above; and be staffed with a small nucleus of classified/certificated personnel expeditors who know how to get quick and accurate solutions/answers to personnel problems/questions. Within these 2 or 3 Local Districts, it is recommended that the General District allow the staff to determine the advisability of priority staffing.

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Additionally, it is recommended that the General District require all of its Local Districts to collect various types of data designed to reveal why employees are leaving the Local Districts.

Conclusion

Time constraints did not permit the type of analysis of the District’s personnel functions that might have been desired. Perhaps that type of analysis would be more valuable at a later date if the recommendation for a pilot of decentralized personnel services in two or three Local Districts is implemented.

Given the constraints that have existed, the activities of the personnel departments within the District have been quite good. The recommendations contained herein are intended to make them better.

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APPENDIX E: DISTRICT DEMOGRAPHICS AND SCHOOL LISTS

DEMOGRAPHICS FOR LOCAL DISTRICTS

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OCT 99 NO. NO. #PERM TOTAL %PERM FREE RED %FR/RD ENROLL LOCNS SCHS TCHRS TCHRS TCHRS LNCH LNCH LNCH DISTRICT A 68266 85 68 2220 3239 68.5 31195 3289 51.8

DISTRICT B 77045 80 69 2340 3706 63.1 55237 4007 78.5

DISTRICT C 68178 88 73 2213 3338 66.3 38042 3043 62.2

DISTRICT D 57695 93 76 2148 2878 74.6 25250 2316 48.6

DISTRICT E 67243 71 61 2166 3351 64.6 50708 2973 80.2

DISTRICT F 60329 66 56 1961 2930 66.9 45013 1852 79.3

DISTRICT G 60988 70 55 1783 3044 58.6 49096 1854 84.6

DISTRICT H 68489 66 56 2075 3345 62.0 58543 1737 89.8

DISTRICT I 51731 52 44 1340 2517 53.2 41919 835 85.8

DISTRICT J 61933 41 36 1831 2977 61.5 51537 2414 88.4

DISTRICT K 66857 82 70 2291 3294 69.6 38995 3861 65.3

DEMOGRAPHICS FOR LOCAL DISTRICTS

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PAC LARGEST ALAS ASIAN FIL ISL HSP BLACK OW ETHNICITY DISTRICT A 359 6712 1948 186 36116 4731 18149 HISPANIC

DISTRICT B 280 1498 972 110 62903 2941 7932 HISPANIC

DISTRICT C 231 4130 1566 232 39120 5214 17664 HISPANIC

DISTRICT D 220 5061 704 193 23882 14211 13420 HISPANIC

DISTRICT E 220 4311 2799 97 49166 4627 5935 HISPANIC

DISTRICT F 136 5212 1075 56 50399 1916 1384 HISPANIC

DISTRICT G 94 204 96 49 31327 28876 264 HISPANIC

DISTRICT H 50 208 49 29 65181 2717 133 HISPANIC

DISTRICT I 38 81 35 28 37280 14143 40 HISPANIC

DISTRICT J 96 121 54 31 60607 365 429 HISPANIC

DISTRICT K 292 2181 3909 1498 38692 13337 6806 HISPANIC

SUMMARY OF MAGNET SCHOOL & CENTER COUNTS

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# MAG. # MAG. DISTRICT SCHS CTRS

A 2 17

B 0 11

C 2 15

D 6 17

E 1 10

F 2 10

G 4 15

H 0 10

I 1 8

J 0 5

K 2 12 Totals 20 130

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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A C ADDAMS HS A C EINSTEIN HS A C LEONIS HS A C OWENSMOUTH HS A C STONEY POINT HS A C WEST GRANADA HS Subtotal - - - - - - - - - - - - 6 A E ANDASOL EL A E BECKFORD EL A E BURTON EL A E CALABASH EL A E CANOGA PARK EL A E CAPISTRANO EL A E CASTLEBAY LN EL A E CHASE EL A E CHATSWORTH EL A E DANUBE EL A E DARBY EL A E DEARBORN EL A E EL ORO EL A E GERMAIN EL A E GLEDHILL EL A E GRANADA EL A E HAMLIN EL A E HART ST EL A E HASKELL EL A E HAYNES EL A E JUSTICE EL A E KNOLLWOOD EL A E LANGDON EL A E LASSEN EL A E LIGGETT EL A E LIMERICK EL A E LOCKHURST EL A E MAYALL EL A E MONROE NEW PC #1 A E NEVADA EL A E NOBLE EL A E PARTHENIA EL A E PLUMMER EL A E POMELO EL A E RANCHITO EL A E SAN JOSE EL A E SUNNY BRAE EL A E SUPERIOR EL A E TOPEKA DR EL A E TULSA EL

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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A E VAN GOGH EL A E WELBY EL A E WOODLAKE EL Subtotal - - - - - - - - - - - - 43 A EC GLEDHILL MATH/SCI MG A EC HASKELL MATH/SCI MAG A EC SAN JOSE HG MAG A EC WELBY WAY G/HA MAG Subtotal - - - - - - - - - - - - 4 A ES BALBOA G/HA MAG A ES VINTAGE MATH/SCI MAG Subtotal - - - - - - - - - - - - 2 A J COLUMBUS MS A J FROST MS A J HALE MS A J HENRY MS A J HOLMES MS A J LAWRENCE MS A J NOBEL MS A J PORTER MS A J SEPULVEDA MS Subtotal - - - - - - - - - - - - 9 A JC COLUMBUS MS M/S/MED A JC FROST MS COMP/M/S MG A JC HENRY MS COMP/M/S MG A JC HOLMES INT HUMAN MAG A JC LAWRENCE MS G/HG/HA A JC NOBEL MATH/SCI MAG A JC PORTER G/HA MAG A JC SEPULVEDA G/HA MAG Subtotal - - - - - - - - - - - - 8 A O AGGELER HS A O CDS AGGELER Subtotal - - - - - - - - - - - - 2 A S CANOGA PARK SH A S CHATSWORTH SH A S EL CAMINO REAL SH

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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A S GRANADA HILLS SH A S KENNEDY SH A S MONROE SH Subtotal - - - - - - - - - - - - 6 A SC CANOGA PK ENV/SCI MG A SC GRANADA HLS/CSUN MAG A SC KENNEDY SH ARCH/URBN A SC MONROE LAW/GOV MAG A SC MONROE POLICE ACD MG Subtotal - - - - - - - - - - - - 5 District A Total - - - - - - - - - - - - 85

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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B C EARHART HS B C EVERGREEN HS B C LEWIS HS B C MISSION HS B C MT LUKENS HS Subtotal - - - - - - - - - - - - 5 B E APPERSON EL B E ARMINTA EL B E BEACHY EL B E BRAINARD EL B E BROADOUS EL B E BURBANK EL B E CAMELLIA EL B E CANTERBURY EL B E CARPENTER EL B E COLFAX EL B E DYER EL B E EL DORADO EL B E FAIR EL B E FENTON EL B E FERNANGELES EL B E GLENWOOD EL B E GRIDLEY EL B E HADDON EL B E HARDING EL B E HERRICK EL B E HUBBARD EL B E LANKERSHIM EL B E MACLAY PRIMARY CTR B E MONTAGUE EL B E MORNINGSIDE EL B E MOUNTAIN VIEW EL B E O MELVENY EL B E OSCEOLA EL B E OXNARD EL B E PACOIMA EL B E PINEWOOD EL B E PLAINVIEW EL B E RIO VISTA EL B E ROSCOE EL B E SAN FERNANDO EL B E SATICOY EL B E SHARP EL B E STONEHURST EL B E STRATHERN EL B E SUNLAND EL B E SYLMAR EL

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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B E TELFAIR EL B E TOLUCA LAKE EL B E VAUGHN EL B E VENA EL B E VICTORY EL B E VINEDALE EL Subtotal - - - - - - - - - - - - 47 B EC BROADOUS MTH/SCI MAG B EC CANTERBURY G/HA MAG B EC VENA G/HA MAG Subtotal - - - - - - - - - - - - 3 B H CARLSON HSP SCH(K-12 B H LOWMAN SP ED CTR B H MONTAGUE SPECIAL ED Subtotal - - - - - - - - - - - - 3 B J BYRD MS B J COMMUNITY CHARTER MS B J MACLAY MS B J MOUNT GLEASON MS B J OLIVE VISTA MS B J PACOIMA MS B J REED MS B J SAN FERNANDO MS B J SUN VALLEY MS Subtotal - - - - - - - - - - - - 9 B JC BYRD MATH/SCI MAG B JC PACOIMA COMP/MTH MAG B JC PACOIMA TV/TH/FA MAG Subtotal - - - - - - - - - - - - 3 B S NO HOLLYWOOD SH B S POLYTECHNIC SH B S SAN FERNANDO SH B S SYLMAR SH B S VERDUGO HILLS SH Subtotal - - - - - - - - - - - - 5 B SC NHHS/LA ZOO BIOL MAG B SC NO HOLLYWOOD HG MAG

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

148 of 191

B SC POLY MATH/SCI MAG B SC SAN FERNANDO M/SC MG B SC SYLMAR MATH/SCI MAG Subtotal - - - - - - - - - - - - 5 District B Total - - - - - - - - - - - - 80

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

149 of 191

C C ALISO HS C C GREY HS C C INDEPENDENCE HS C C LONDON HS C C ROGERS HS C C THOREAU HS Subtotal - - - - - - - - - - - - 6 C E ANATOLA EL C E BASSETT EL C E BERTRAND EL C E BLYTHE EL C E CALAHAN EL C E CALVERT EL C E CANTARA EL C E CHANDLER EL C E COHASSET EL C E COLDWATER CYN EL C E DIXIE CANYON EL C E EMELITA EL C E ENCINO EL C E ERWIN EL C E FULLBRIGHT EL C E GARDEN GROVE EL C E GAULT EL C E HAZELTINE EL C E KESTER EL C E KINDERGARTEN LRN ACD C E KITTRIDGE EL C E LANAI EL C E LEMAY EL C E LORNE EL C E MELVIN EL C E MONLUX EL C E NAPA EL C E NESTLE EL C E NEWCASTLE EL C E RESEDA EL C E RIVERSIDE EL C E SERRANIA EL C E SHERMAN OAKS EL C E SHIRLEY EL C E STAGG EL C E SYLVAN PARK EL C E TARZANA EL C E TOPANGA EL C E VALERIO EL C E VALERIO NEW PC

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

150 of 191

C E VAN NUYS EL C E VANALDEN EL C E WILBUR EL C E WINNETKA EL C E WOODLAND HILLS EL Subtotal - - - - - - - - - - - - 45 C EC KESTER G/HA MAG C EC LORNE MATH/SCI MAG C EC MONLUX MATH/SCI MAG Subtotal - - - - - - - - - - - - 3 C H LEICHMAN SP ED CTR C H LOKRANTZ SP ED CTR C H LULL SP ED CTR C H MILLER HS C H WEST VALLEY SP ED Subtotal - - - - - - - - - - - - 5 C J FULTON MS C J MADISON MS C J MILLIKAN MS C J MULHOLLAND MS C J NORTHRIDGE MS C J PARKMAN MS C J PORTOLA MS C J SUTTER MS C J VAN NUYS MS Subtotal - - - - - - - - - - - - 9 C JC MADISON M/S/MED MAG C JC MILLIKAN PER ARTS MG C JC PORTOLA HG MAG C JC VAN NUYS M/SC MS MAG Subtotal - - - - - - - - - - - - 4 C S BIRMINGHAM SH C S CLEVELAND SH C S GRANT SH C S RESEDA SH C S TAFT SH C S VAN NUYS SH Subtotal - - - - - - - - - - - - 6

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

151 of 191

C SC BIRMINGHAM JOURN MAG C SC CLEVELAND HUMAN MAG C SC GRANT COMM MAG C SC RESEDA ENV/PHY SC MG C SC RESEDA POLICE ACD MG C SC VAN NUYS M/SC SH MAG C SC VAN NUYS MEDICAL MAG C SC VAN NUYS PER ARTS MG Subtotal - - - - - - - - - - - - 8 C SP SOCES MAG C SP VALLEY ALTERN MAG Subtotal - - - - - - - - - - - - 2 District C Total - - - - - - - - - - - - 88

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

152 of 191

D C CHEVIOT HILLS HS D C DEL REY HS D C INDIAN SPRINGS HS D C PHOENIX HS D C TEMESCAL CANYON HS D C WHITMAN HS Subtotal - - - - - - - - - - - - 6 D E 98TH ST EL D E BEETHOVEN EL D E BRADDOCK DRIVE EL D E BROADWAY EL D E BROCKTON EL D E CANFIELD EL D E CANYON EL D E CARTHAY CENTER EL D E CASTLE HTS EL D E CHARNOCK ROAD EL D E CLOVER EL D E COEUR D ALENE EL D E COWAN EL D E CRESCENT HTS EL D E FAIRBURN EL D E GRAND VIEW EL D E HANCOCK PARK EL D E KENTER CANYON EL D E KENTWOOD EL D E LAUREL EL D E LOYOLA VILLAGE EL D E MAR VISTA EL D E MARQUEZ EL D E MARVIN EL D E MELROSE EL D E OVERLAND EL D E PACIFIC PALISADES EL D E PALMS EL D E PLAYA DEL REY EL D E RICHLAND EL D E ROSCOMARE EL D E ROSEWOOD EL D E SHENANDOAH EL D E SHORT EL D E STERRY EL D E STONER EL D E VAN NESS EL D E VINE EL D E WALGROVE EL D E WARNER EL

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

153 of 191

D E WEST HOLLYWOOD EL D E WESTMINSTER EL D E WESTPORT HTS EL D E WESTWOOD EL D E WONDERLAND EL Subtotal - - - - - - - - - - - - 45 D EC BRADDOCK ES G/HG/HA D EC LOYOLA PER ARTS MAG D EC MARVIN DUAL LANG MAG D EC WESTMNSTR COMP SC MG D EC WONDERLAND G/HA MAG Subtotal - - - - - - - - - - - - 5 D EN BELLAGIO NEWCOMR CTR Subtotal - - - - - - - - - - - - 1 D ES BRENTWOOD SCI MAG D ES COMMUNITY SCHOOL MAG D ES OPEN CHARTER MAG SCH D ES PASEO DEL REY NAT SC Subtotal - - - - - - - - - - - - 4 D H BLEND EL D H MCBRIDE SP ED CTR Subtotal - - - - - - - - - - - - 2 D J BANCROFT MS D J BURROUGHS MS D J EMERSON MS D J MARINA DEL REY MS D J MARK TWAIN MS D J PALMS MS D J REVERE MS D J WEBSTER MS D J WRIGHT MS Subtotal - - - - - - - - - - - - 9 D JC BANCROFT PER ART MAG D JC BURROUGHS G/HA MAG D JC MARINA DEL REY PA MG D JC PALMS G/HA MAG D JC REVERE MATH/SCI MAG

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

154 of 191

D JC WRIGHT M/S AERO MAG Subtotal - - - - - - - - - - - - 6 D O W HOLLYWOOD OPPT CTR Subtotal - - - - - - - - - - - - 1 D S FAIRFAX SH D S HAMILTON SH-COMPLEX D S PALISADES CHRTR HS D S UNIVERSITY SH D S VENICE SH D S WESTCHESTER SH Subtotal - - - - - - - - - - - - 6 D SC FAIRFAX VIS ARTS MAG D SC HAMILTON HUMAN MAG D SC HAMILTON MUS ACAD MG D SC PALISADES MTH/SCI MG D SC VENICE FOR LANG MAG D SC WSTCHSTR M/S AER MAG Subtotal - - - - - - - - - - - - 6 D SP LACES MAG D SP WESTSIDE LDRSHIP MAG Subtotal - - - - - - - - - - - - 2 District D Total - - - - - - - - - - - - 93

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

155 of 191

E C HIGHLAND PARK HS Subtotal - - - - - - - - - - - - 1 E E 24TH ST EL E E 3RD ST EL E E ALDAMA EL E E ALLESANDRO EL E E ALTA LOMA EL E E ANNANDALE EL E E ARAGON EL E E ARLINGTON HTS EL E E ATWATER EL E E BUCHANAN EL E E BUSHNELL WAY EL E E CHEREMOYA EL E E CLIFFORD EL E E DAHLIA HTS EL E E DAYTON HEIGHTS EL E E DELEVAN DRIVE EL E E DORRIS PLACE EL E E EAGLE ROCK EL E E FLETCHER DR EL E E FRANKLIN EL E E GARDNER EL E E GARVANZA EL E E GLASSELL PARK EL E E GLENFELIZ BLVD EL E E GRANT EL E E HOBART BLVD EL E E IVANHOE EL E E LATONA EL E E LOCKWOOD EL E E LOS ANGELES EL E E LOS FELIZ EL E E MAYBERRY EL E E MICHELTORENA EL E E MONTE VISTA EL E E MT WASHINGTON EL E E QUEEN ANNE EL E E RAMONA EL E E ROCKDALE EL E E SAN PASCUAL EL E E SANTA MONICA EL E E SATURN EL E E SELMA EL E E TOLAND WAY EL E E VALLEY VIEW EL E E WILSHIRE CREST EL

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

156 of 191

E E WILTON PL EL E E YORKDALE EL Subtotal - - - - - - - - - - - - 47 E EC ALLESNDRO COOP LR MG E EC BUCHANAN MTH/SCI MAG E EC EAGLE RCK G/HA EL MG E EC EAGLE ROCK HG EL MAG Subtotal - - - - - - - - - - - - 4 E EJ PIO PICO EL Subtotal - - - - - - - - - - - - 1 E H WIDNEY HS Subtotal - - - - - - - - - - - - 1 E J BURBANK MS E J IRVING MS E J KING MS E J LE CONTE MS E J MOUNT VERNON MS Subtotal - - - - - - - - - - - - 5 E JC EAGLE RCK G/HG/HA MG E JC LE CONTE INT HUM MAG Subtotal - - - - - - - - - - - - 2 E S EAGLE ROCK HS E S FRANKLIN SH E S HOLLYWOOD SH E S LOS ANGELES SH E S MARSHALL SH Subtotal - - - - - - - - - - - - 5 E SC FRANKLIN MATH/SCI MG E SC HOLLYWOOD PER ART MG E SC LA MATH/SCI MAG E SC MARSHALL HS G/HG/HA Subtotal - - - - - - - - - - - - 4 E SP ARROYO SECO ALTERN

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

157 of 191

Subtotal - - - - - - - - - - - - 1 District E Total - - - - - - - - - - - - 71 Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

158 of 191

F C CENTRAL HS F C EAGLES ACAD-HOLLYWD F C NEWMARK HS F C PUEBLO DE L.A. HS Subtotal - - - - - - - - - - - - 4 F E 10TH ST EL F E 9TH ST EL F E ALBION EL F E ALEXANDRIA EL F E ANN EL F E BELLEVUE AVE PRIMARY F E CAHUENGA EL F E CASTELAR EL F E CITY TERRACE EL F E COMMONWEALTH EL F E EL SERENO EL F E ELYSIAN HEIGHTS EL F E ESPERANZA EL F E FARMDALE EL F E GATES EL F E GLEN ALTA EL F E GRATTS EL F E GRIFFIN EL F E HILLSIDE EL F E HOOVER EL F E HUNTINGTON DR EL F E KENNEDY EL F E LOGAN EL F E LORETO EL F E MULTNOMAH EL F E MURCHISON EL F E PLASENCIA EL F E POLITI EL F E ROSEMONT EL F E SIERRA PARK EL F E SIERRA VISTA EL F E SOLANO EL F E UNION EL F E WHITE HSE PL PRIMARY Subtotal - - - - - - - - - - - - 34 F EC MULTNOMAH ENV SC MAG F EC MULTNOMAH HG MAG F EC PLASENCIA MTH/SC MAG Subtotal - - - - - - - - - - - - 3

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – M agnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

159 of 191

F EJ HARRISON EL Subtotal - - - - - - - - - - - - 1 F H CTR ADV TRANS SKLS Subtotal - - - - - - - - - - - - 1 F J BERENDO MS F J EL SERENO MS F J NIGHTINGALE MS F J VIRGIL MS Subtotal - - - - - - - - - - - - 4 F JC EL SERENO G/HA MAG F JC EL SERENO MATH/SC MG Subtotal - - - - - - - - - - - - 2 F O CDS K-12 SCHOOL F O CDS TRI-C F O CITY OF ANGELS SCH F O INDEPENDNT STUDY CTR F O MC ALISTER HS-CYESIS F O SR HIGH OPTNTY UNITS Subtotal - - - - - - - - - - - - 6 F S BELMONT SH F S LINCOLN SH F S WILSON SH Subtotal - - - - - - - - - - - - 3 F SC DBM/ELCTRON INFO MAG F SC FASHION CAREERS MAG F SC LINCOLN HS MTH/SC MG F SC WILSON ADM/LAW MAG F SC WILSON POLICE ACD MG Subtotal - - - - - - - - - - - - 5 F SN BELMONT NEWCOMER CTR Subtotal - - - - - - - - - - - - 1 F SS BRAVO MEDICAL MAG

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

160 of 191

F SS DOWNTWN BUSINESS MAG Subtotal - - - - - - - - - - - - 2 District F Total - - - - - - - - - - - - 66

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

161 of 191

G C ELLINGTON HS G C VIEW PARK CONTN HS G C YOUNG HS Subtotal - - - - - - - - - - - - 3 G E 42ND ST EL G E 52ND ST EL G E 54TH ST EL G E 59TH ST EL G E 6TH AVE EL G E 74TH ST EL G E 95TH ST EL G E ANGELES MESA EL G E BALDWIN HILLS EL G E BRIGHT EL G E BUDLONG EL G E BUDLONG PC G E CENTURY PK EL G E CIENEGA EL G E CIMARRON EL G E COLISEUM EL G E HILLCREST DR EL G E HYDE PARK EL G E KING JR EL G E LA SALLE EL G E MAGNOLIA EL G E MANHATTAN EL G E MENLO EL G E NORMANDIE EL G E NORWOOD EL G E RAYMOND AVE EL G E VERMONT EL G E VIEW PK PREP CH SCH G E VIRGINIA EL G E WATTS LC G E WEEMES EL G E WEST ATHENS EL G E WESTERN EL G E WOODCREST EL Subtotal - - - - - - - - - - - - 34 G EC 74TH ST G/HG/HA MAG G EC BALDWIN HLS G/HA MAG G EC HILLCREST CES/MUS MG Subtotal - - - - - - - - - - - - 3

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

162 of 191

G EJ FOSHAY LC Subtotal - - - - - - - - - - - - 1 G ES BRADLEY ENV/HUMAN MG G ES WINDSOR M/S AERO MAG Subtotal - - - - - - - - - - - - 2 G H LANTERMAN HS G H MARLTON SCH G H SALVIN SP ED CTR Subtotal - - - - - - - - - - - - 3 G J AUDUBON MS G J CLAY MS G J HARTE PREP MS G J MANN MS G J MUIR MS Subtotal - - - - - - - - - - - - 5 G JC AUDUBON G/HA MAG G JC MUIR MATH/SCI MAG Subtotal - - - - - - - - - - - - 2 G O MIDDLE COLLEGE HS Subtotal - - - - - - - - - - - - 1 G S CRENSHAW SH G S DORSEY SH G S MANUAL ARTS SH G S WASHINGTON PREP HS Subtotal - - - - - - - - - - - - 4 G SC CRENSHAW G/HG/HA MAG G SC CRENSHAW TCH TRN MAG G SC DORSEY LAW/GOV MAG G SC DORSEY MATH/SCI MAG G SC DORSEY POLICE ACD MG G SC LAUSD/USC MTH/SC MAG G SC MANUAL ARTS COL PREP G SC WASHINGTON COM MAG G SC WASHINGTON M/SC MAG G SC WASHINGTON MUSIC MAG

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

163 of 191

Subtotal - - - - - - - - - - - - 10 G SP 32ND/USC PER ART MAG G SP MID-CITY MAGNET Subtotal - - - - - - - - - - - - 2 District G Total - - - - - - - - - - - - 70

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

164 of 191

H C BOYLE HEIGHTS HS H C METROPOLITAN HS H C MONTEREY HS Subtotal - - - - - - - - - - - - 3 H E 1ST EL H E 20TH ST EL H E 28TH ST EL H E 2ND ST EL H E 49TH ST EL H E 4TH ST EL H E ACCLRT CHARTER SCHL H E ARCO IRIS PRIMRY CTR H E ASCOT EL H E BELVEDERE EL H E BREED EL H E BRIDGE EL H E BROOKLYN AVE EL H E DENA EL H E EASTMAN EL H E EUCLID EL H E EVERGREEN EL H E FORD BLVD EL H E HAMASAKI EL H E HAMMEL EL H E HOOPER EL H E HUMPHREYS EL H E LANE EL H E LORENA EL H E MAIN ST EL H E MALABAR EL H E MARIANNA EL H E NEVIN EL H E ROWAN EL H E SAN PEDRO EL H E SHERIDAN ST EL H E SOTO EL H E SUNRISE EL H E TRINITY EL H E UTAH EL H E WADSWORTH EL H E WEST VERNON EL Subtotal - - - - - - - - - - - - 37 H EC EUCLID G/HA BIL MAG H EC HUMPHREYS MTH/SC MAG

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

165 of 191

Subtotal - - - - - - - - - - - - 2 H H PEREZ SP ED CTR Subtotal - - - - - - - - - - - - 1 H J ADAMS MS H J BELVEDERE MS H J CARVER MS H J GRIFFITH MS H J HOLLENBECK MS H J JEFFERSON NEW MS #1 H J STEVENSON MS Subtotal - - - - - - - - - - - - 7 H JC ADAMS G/HA MAG H JC BELVEDERE LAT MUS MG H JC BELVEDERE MEDIA MAG H JC GRIFFITH MATH/SCI MG H JC HOLLENBECK MS MTH MG H JC STEVENSON G/HA MAG Subtotal - - - - - - - - - - - - 6 H O CDS JOHNSON H O CDS RAMONA H O JOHNSON HS H O RAMONA HS H O RILEY HS-CYESIS Subtotal - - - - - - - - - - - - 5 H S GARFIELD SH H S JEFFERSON SH H S ROOSEVELT SH Subtotal - - - - - - - - - - - - 3 H SC GARFIELD COMP SCI MG H SC ROOSEVELT MTH/SC MAG Subtotal - - - - - - - - - - - - 2 District H Total - - - - - - - - - - - - 66

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

166 of 191

I C HOPE HS I C RODIA HS I C TRUTH HS I C YTH OPP UNLTD ALT HS Subtotal - - - - - - - - - - - - 4 I E 107TH ST EL I E 109TH ST EL I E 112TH ST EL I E 116TH ST EL I E 118TH ST EL I E 122ND ST EL I E 61ST ST EL I E 66TH ST EL I E 68TH ST EL I E 75TH ST EL I E 92ND ST EL I E 93RD ST EL I E 96TH ST EL I E 99TH ST EL I E BARRETT EL I E COMPTON EL I E FIGUEROA EL I E FLOURNOY EL I E GRAHAM EL I E GRAPE EL I E GRIFFITH JOYNER EL I E MANCHESTER EL I E MC KINLEY EL I E MILLER EL I E MIRAMONTE EL I E PARMELEE EL I E RITTER EL I E RUSSELL EL I E SOUTH PARK EL I E WEIGAND EL Subtotal - - - - - - - - - - - - 30 I EC 107TH ST MATH/SCI MG I EC FLOURNOY MATH/SC MAG I EC RUSSELL G/HA MAG Subtotal - - - - - - - - - - - - 3 I J BETHUNE MS I J DREW MS I J EDISON MS

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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I J GOMPERS MS I J MARKHAM MS Subtotal - - - - - - - - - - - - 5 I JC BETHUNE MS MATH/SCI I JC DREW G/HA MAG I JC MARKHAM HLTH CAR MAG Subtotal - - - - - - - - - - - - 3 I O OWENS OPP UNIT Subtotal - - - - - - - - - - - - 1 I S FREMONT SH I S JORDAN SH I S LOCKE SH Subtotal - - - - - - - - - - - - 3 I SC FREMONT MATH/SCI MAG I SC JORDAN MATH/SCI MAG Subtotal - - - - - - - - - - - - 2 I SS KING-DREW MED MAG Subtotal - - - - - - - - - - - - 1 District I Total - - - - - - - - - - - - 52

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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J C ODYSSEY HS J C SAN ANTONIO HS Subtotal - - - - - - - - - - - - 2 J E BRYSON EL J E CORONA EL J E FISHBURN EL J E FLORENCE EL J E HELIOTROPE EL J E HOLMES EL J E HUGHES EL J E INDEPENDENCE EL J E LIBERTY EL J E LILLIAN EL J E LOMA VISTA EL J E MIDDLETON EL J E MILES EL J E MONTARA AVE EL J E NUEVA VISTA EL J E PARK AVE EL J E SAN ANTONIO ELEM J E SAN GABRIEL EL J E SAN MIGUEL EL J E STANFORD EL J E STATE EL J E TWEEDY EL J E VERNON CITY EL J E VICTORIA EL J E WALNUT PARK EL J E WOODLAWN EL Subtotal - - - - - - - - - - - - 26 J EC HUGHES MATH/SCI MAG J EC MILES MTH/SCI BIL MG J EC NUEVA VISTA P/V MAG J EC SAN ANTONIO M/SC MAG J EC SAN MIGUEL MTH/SC MG Subtotal - - - - - - - - - - - - 5 J EJ ELIZABETH LC Subtotal - - - - - - - - - - - - 1 J H PACIFIC BL SP ED CTR Subtotal - - - - - - - - - - - - 1

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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J J GAGE MS J J NIMITZ MS J J SOUTH GATE MS Subtotal - - - - - - - - - - - - 3 J S BELL SH J S HUNTINGTON PARK SH J S SOUTH GATE SH Subtotal - - - - - - - - - - - - 3 District J Total - - - - - - - - - - - - 41

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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K C ANGEL'S GATE HS K C AVALON HS K C EAGLE TREE CONTN HS K C MONETA HS K C PATTON HS Subtotal - - - - - - - - - - - - 5 K E 135TH ST EL K E 153RD ST EL K E 156TH ST EL K E 15TH ST EL K E 186TH ST EL K E 232ND PL EL K E 7TH ST EL K E AMBLER EL K E AMESTOY EL K E ANNALEE EL K E AVALON GARDENS EL K E BANDINI EL K E BARTON HILL EL K E BONITA EL K E BROAD AVE EL K E BROADACRES EL K E CABRILLO EL K E CARSON EL K E CATSKILL EL K E CHAPMAN EL K E CRESTWOOD ST EL K E DEL AMO EL K E DENKER EL K E DOLORES EL K E DOMINGUEZ EL K E ESHELMAN EL K E FRIES EL K E GARDENA EL K E GULF EL K E HALLDALE EL K E HARBOR CITY EL K E HAWAIIAN EL K E LEAPWOOD EL K E LELAND EL K E MEYLER EL K E NORMONT EL K E PARK WESTERN EL K E POINT FERMIN EL K E PRESIDENT EL K E PURCHE EL K E TAPER EL

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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K E TOWNE EL K E VAN DEENE EL K E WHITE POINT EL K E WILMINGTON PK EL Subtotal - - - - - - - - - - - - 45 K EC AMBLER G/HA MAG K EC AMESTOY TRILNGUAL MG K EC HARBOR M/SC G/HA MAG Subtotal - - - - - - - - - - - - 3 K EJ CAROLDALE LRNG COMM Subtotal - - - - - - - - - - - - 1 K ES LOMITA MATH/SCI MAG K ES S SHORES PER ARTS MG Subtotal - - - - - - - - - - - - 2 K H BANNEKER SP ED CTR K H SELLERY SP ED CTR K H WILLENBERG SP ED CTR Subtotal - - - - - - - - - - - - 3 K J CARNEGIE MS K J CURTISS MS K J DANA MS K J DODSON MS K J FLEMING MS K J PEARY MS K J WHITE MS K J WILMINGTON MS Subtotal - - - - - - - - - - - - 8 K JC CURTISS MATH/SCI MAG K JC DODSON G/HA MAG K JC FLEMING MS MATH/SCI K JC PEARY MATH/SCI MAG Subtotal - - - - - - - - - - - - 4 K O COOPER HS Subtotal - - - - - - - - - - - - 1

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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K S BANNING SH K S CARSON SH K S GARDENA SH K S NARBONNE SH K S SAN PEDRO SH Subtotal - - - - - - - - - - - - 5 K SC BANNING CIP MAG K SC GARDENA FOR LANG MAG K SC NARBONNE MATH/SC MAG K SC SAN PEDRO MAR/M/S MG K SC SAN PEDRO POL ACD MG Subtotal - - - - - - - - - - - - 5 District K Total - - - - - - - - - - - - 82 All Districts Total - - - - - - - - - - - 794

Key for Type

C – Continuation High School E – Elementary School EC – Magnet Center – Elementary EJ – Span School (Not Magnets) EN – Elementary Newcomer ES – Magnet-Self Contained (Elem) H – Special Education J – Middle School JC – Magnet Center – Middle School O – Opportunity School/Units S – Senior High School SC – Magnet Center – Senior High SN – Newcomer Center (Senior) SS – Magnet-Self Contained (Senior) SP – Span Magnet

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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CONTINUATION HIGH SCHOOL 6 ELEMENTARY SCHOOL 43 MAGNET CENTER - ELEMENTARY 4 MAGNET-SELF CONTAINED (ELEM) 2 MIDDLE SCHOOL 9 MAGNET CENTER - MIDDLE SCHOOL 8 OPPORTUNITY SCHOOLS/UNITS 2 SENIOR HIGH SCHOOL 6 MAGNET CENTER - SENIOR HIGH 5

District A Total - - - - - - - - - - - - - - 85 CONTINUATION HIGH SCHOOL 5 ELEMENTARY SCHOOL 47 MAGNET CENTER - ELEMENTARY 3 SPECIAL EDUCATION 3 MIDDLE SCHOOL 9 MAGNET CENTER - MIDDLE SCHOOL 3 SENIOR HIGH SCHOOL 5 MAGNET CENTER - SENIOR HIGH 5

District B Total - - - - - - - - - - - - - - 80

CONTINUATION HIGH SCHOOL 6 ELEMENTARY SCHOOL 45 MAGNET CENTER - ELEMENTARY 3 SPECIAL EDUCATION 5 MIDDLE SCHOOL 9 MAGNET CENTER - MIDDLE SCHOOL 4 SENIOR HIGH SCHOOL 6 MAGNET CENTER - SENIOR HIGH 8 SPAN MAGNET 2

District C Total - - - - - - - - - - - - - - 88

CONTINUATION HIGH SCHOOL 6 ELEMENTARY SCHOOL 45 MAGNET CENTER - ELEMENTARY 5 NEWCOMMER CENTER (ELEM) 1 MAGNET-SELF CONTAINED (ELEM) 4 SPECIAL EDUCATION 2 MIDDLE SCHOOL 9 MAGNET CENTER - MIDDLE SCHOOL 6 OPPORTUNITY SCHOOLS/UNITS 1 SENIOR HIGH SCHOOL 6 MAGNET CENTER - SENIOR HIGH 6 SPAN MAGNET 2

District D Total - - - - - - - - - - - - - - 93

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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CONTINUATION HIGH SCHOOL 1 ELEMENTARY SCHOOL 47 MAGNET CENTER - ELEMENTARY 4 SPAN SCHOOLS (NOT MAGNETS) 1 SPECIAL EDUCATION 1 MIDDLE SCHOOL 5 MAGNET CENTER - MIDDLE SCHOOL 2 SENIOR HIGH SCHOOL 5 MAGNET CENTER - SENIOR HIGH 4 SPAN MAGNET 1

District E Total - - - - - - - - - - - - - - 71

CONTINUATION HIGH SCHOOL 4 ELEMENTARY SCHOOL 34 MAGNET CENTER - ELEMENTARY 3 SPAN SCHOOLS (NOT MAGNETS) 1 SPECIAL EDUCATION 1 MIDDLE SCHOOL 4 MAGNET CENTER - MIDDLE SCHOOL 2 OPPORTUNITY SCHOOLS/UNITS 6 SENIOR HIGH SCHOOL 3 MAGNET CENTER - SENIOR HIGH 5 NEWCOMMER CENTER (SENIOR) 1 MAGNET-SELF CONTAINED (SENIOR) 2

District F Total - - - - - - - - - - - - - - 66

CONTINUATION HIGH SCHOOL 3 ELEMENTARY SCHOOL 34 MAGNET CENTER - ELEMENTARY 3 SPAN SCHOOLS (NOT MAGNETS) 1 MAGNET-SELF CONTAINED (ELEM) 2 SPECIAL EDUCATION 3 MIDDLE SCHOOL 5 MAGNET CENTER - MIDDLE SCHOOL 2 OPPORTUNITY SCHOOLS/UNITS 1 SENIOR HIGH SCHOOL 4 MAGNET CENTER - SENIOR HIGH 10 SPAN MAGNET 2

District G Total - - - - - - - - - - - - - - 70

LIST OF SCHOOLS BY DISTRICT & SCHOOL TYPE

DISTRICT TYPE SCHOOL NAME NUMBER

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CONTINUATION HIGH SCHOOL 3 ELEMENTARY SCHOOL 37 MAGNET CENTER - ELEMENTARY 2 SPECIAL EDUCATION 1 MIDDLE SCHOOL 7 MAGNET CENTER - MIDDLE SCHOOL 6 OPPORTUNITY SCHOOLS/UNITS 5 SENIOR HIGH SCHOOL 3 MAGNET CENTER - SENIOR HIGH 2

District H Total - - - - - - - - - - - - - - 66

CONTINUATION HIGH SCHOOL 4 ELEMENTARY SCHOOL 30 MAGNET CENTER - ELEMENTARY 3 MIDDLE SCHOOL 5 MAGNET CENTER - MIDDLE SCHOOL 3 OPPORTUNITY SCHOOLS/UNITS 1 SENIOR HIGH SCHOOL 3 MAGNET CENTER - SENIOR HIGH 2 MAGNET-SELF CONTAINED (SENIOR) 1

District I Total - - - - - - - - - - - - - - 52

CONTINUATION HIGH SCHOOL 2 ELEMENTARY SCHOOL 26 MAGNET CENTER - ELEMENTARY 5 SPAN SCHOOLS (NOT MAGNETS) 1 SPECIAL EDUCATION 1 MIDDLE SCHOOL 3 SENIOR HIGH SCHOOL 3

District J Total - - - - - - - - - - - - - - 41

CONTINUATION HIGH SCHOOL 5 ELEMENTARY SCHOOL 45 MAGNET CENTER - ELEMENTARY 3 SPAN SCHOOLS (NOT MAGNETS) 1 MAGNET-SELF CONTAINED (ELEM) 2 SPECIAL EDUCATION 3 MIDDLE SCHOOL 8 MAGNET CENTER - MIDDLE SCHOOL 4 OPPORTUNITY SCHOOLS/UNITS 1 SENIOR HIGH SCHOOL 5 MAGNET CENTER - SENIOR HIGH 5

District K Total - - - - - - - - - - - - - - 82

All Districts Total - - - - - - - - - 794

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APPENDIX F: JOB DESCRIPTIONS

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LOS ANGELES UNIFIED SCHOOL DISTRICT CLASS DESCRIPTION PERSONNEL COMMISSION DISTRICT BUSINESS MANAGER DEFINITION

Manages and coordinates all non-instructional business services of a local district, including accounting, budget, purchasing, contracting, food services, transportation, facilities, maintenance and operations, technology, and classified personnel activities.

TYPICAL DUTIES

Manages all non-instructional activities between the schools of a local district and centralized District operations related to business, finance, facilities and technology.

Serves as the primary resource to district schools regarding all laws, regulations, statues, rules and policies affecting the non-instructional aspects of the local district.

Plans, coordinates, directs and assigns business service functions that will support and facilitate the education program of the local district.

Consults with local district and school administrators and staff to determine their business needs and provides support and guidance regarding District business practices.

Directs, reviews, and participates in studies to analyze and evaluate needs and services; equipment, supply and human resources; feasibility and cost effectiveness; and other aspects of management.

Develops and reviews classified personnel management policies and procedures within the business organization of the local district and assures that personnel programs and transactions conform to regulations and District policies.

Meets with and may address a variety of groups, including employees, school administrators, parent groups, officials of public agencies, and community organizations on issues relating to the business operations of the local district.

Consults, advises, and may provide leadership in relation to projects that affect the functions of the local district.

Monitors and provides regular, on-going oversight of the local district budget. Develops, evaluates and makes recommendations to the district superintendent regarding

administrative policy governing business services. Provides evaluations of business service functions in the local district, and makes and implements

improvements of services. Prepares reports for the local superintendent, General Superintendent, Board of Education, and other

local, state and federal agencies as required. Performs related duties as assigned.

DISTINGUISHING CHARACTERISTICS AMONG RELATED CLASSES

A District Business Manager has administrative responsibility for all business, facilities, financial, and information technology-related functions of a district and provides liaison and coordination with central business activities.

The Business Manager is the executive head of the Business Services Division.

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SUPERVISION

A District Business Manager receives administrative direction from the district superintendent and provides administrative direction to lower level managers and supervisors.

CLASS QUALIFICATIONS

Knowledge of:

Administrative organization of the Los Angeles Unified School District Legal bases and sources of finances of California public education Basic principles of school business administration, school construction and maintenance,

information technology, budget preparation, contract law, public purchasing, research, cost analysis, accounting, and merit-system personnel administration

Collective bargaining law and labor agreements in the District Principles of training, employee evaluation, employee relations, and progressive discipline Principles of public relations

Ability to:

Administer heterogeneous activities through subordinate staff Analyze and evaluate the effectiveness of plans, policies, programs, and organizations Explain policies and goals and delegate their implementation Analyze and evaluate the analysis of data on a wide variety of matters Make and review decisions objectively Speak effectively before a variety of groups Remain calm under stress

ENTRANCE QUALIFICATIONS

Education:

Graduation from a recognized college or university, preferably with a major in business or public administration, school business administration, or a related field.

Experience:

Four years of executive or administrative experience in a public or private organization that included multiple business functions. Experience is required in a variety of the following areas: accounting; budgeting; contract administration; data processing; environmental health and safety; food services; personnel administration; procurement of material; school construction and maintenance; transportation; and warehousing.

Special:

A valid California Driver License. Use of an automobile.

SPECIAL NOTE:

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Exempt from FLSA.

LOS ANGELES UNIFIED SCHOOL DISTRICT Personnel Division Class Description LOCAL DISTRICT SUPERINTENDENT A. Job Purpose

Provides leadership, direction and management in the operation of a designated administrative district; administers the development of strategic instructional plans ensuring that students achieve high academic standards in all preK-12 schools within such a district in accordance with applicable laws, Board Rules, consent decrees and administrative regulations and procedures. Serves as a major source of information and communication to the General Superintendent of Schools in the formulation of critical issues and decision-making process. Is responsible for the administrator/supervisor of all schools in the local district and all employees in the local district office.

B. Responsible to

General Superintendent C. Subordinates

Principals of all preK-12 schools within the assigned administrative district Administrators and temporary advisers as assigned Other certificated and classified personnel as assigned

D. Functions Essential Functions 1. Provides leadership and direction for the planning, evaluation, improvement and implementation

of the instructional program in all schools within each preK-12 feeder pattern of an administrative district; develops goals, plans and commitments for instruction that ensure that students achieve high academic standards; ensures that materials and services necessary to accomplish goals are provided; ensures articulation of the instructional program; and administers accreditation procedures as required.

2. Oversees and directs the activities of principals, ensuring compliance with Board policies and Superintendent’s directives; advises principals regarding implementation of programs and day-to-day personnel and operational concerns.

3. Uses data to direct resources to support schools for the improvement of educational programs. 4. Administers the establishment and operation of specially funded and compensatory education

programs. 5. Administers a program of professional development which builds the capacity of all staff to reach

student achievement goals. 6. Administers personnel functions and services for district employees; develops strategies for the

recruitment and retention of teachers; determines personnel needs collaboratively with principals; selects, assigns and evaluates administrative district personnel; assigns administrators and implements administrative transfers; assists in disciplinary and grievance resolutions; and ensures compliance with all applicable policies and directives.

7. Administers District plans for relief of overcrowded schools; administers a program for alterations, improvements, planning, building, maintenance, and operations of physical facilities;

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administers permit policies to provide for equitable use of district schools and facilities; and recommends changes in attendance boundaries.

8. Administers student support services personnel functions and services; administers student disciplinary actions.

9. Interprets and implements policies from the Office of the General Superintendent and the Board of Education.

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10. Resolves complaints and concerns of teachers, students, and parents that are not resolved at the school level. 11. Establishes and maintains communication with parents and the community regarding educational matters,

community concerns, and school operations; promotes collaboration among stakeholders and increased accountability for results; interacts effectively with advisory councils; and ensures that all parent education involvement activities promote and are aligned with district student achievement goals.

12. Prepares and administers a budget for the district and maintains responsibility for its control and administration; directs discretionary resources to support schools based on student achievement needs.

13. Evaluates the performance of subordinate personnel.

Other Functions 1. During periods of critical personnel shortage or other emergency situation, shall temporarily perform any

duties, as directed, within the authorization of any credentials held by the incumbent that are registered with the Office of the Los Angeles County Superintendent of Schools and that are a part of the class description requirements in effect at the time such duties are performed.

2. Performs other duties as assigned. E. Qualifications

Education Required 1. An earned master's degree or advanced degree of at least equivalent standard from an accredited college or

university. 2. At least two semester units of specific and two semester units of general course work in multicultural

education or equivalent study approved for purposes of Board Rule 4204.

Experience At least ten school years of full-time public school service in a certificated position(s), with five years of administrative experience no fewer than three years of which must have been as a school principal.

NOTE: For definitions of years of service, refer to Policy Guide E23.

Knowledges, Skills, Abilities and Personal Characteristics 1. Knowledge of District policies and procedures, goals and objectives, organizational structure and functions

and negotiated contracts as these affect general and special education. 2. Knowledge of current instructional programs and curriculum and awareness of general and special education

student instructional needs. 3. Appropriate interpersonal style and leadership skills to guide individuals and groups toward task

accomplishment. 4. Leadership skill in facilitating group processes including consensus building and conflict resolution. 5. Ability to communicate effectively with stakeholders, colleagues, other District personnel and community

representatives, both individually and as a group. 6. Ability to cope effectively with crisis and/or controversial situations. 7. Ability to work effectively with all racial, ethnic, linguistic, disability and socioeconomic groups. 8. Knowledge of effective administrative and managerial practices and ability to implement them. 9. Ability to make formal, public presentations.

10. Ability to compose and comprehend written communication. 11. Knowledge of and skill in budget preparation and control. 12. Ability to observe, utilize and evaluate subordinates effectively. 13. Ability to travel to other sites/locations.

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Health Physical and mental fitness to engage in management service as certified by a licensed physician and surgeon or medical officer pursuant to Education Code Section 44839 and evidence of freedom from active tuberculosis pursuant to Education Code Section 49406.

Credentials One of the following California credentials or credential combinations authorizing K-12 service must be in force and on file in the Office of the Los Angeles County Superintendent of Schools: 1. Service Credential with a specialization in administrative services 2. Standard or General Administration Credential 3. Elementary and Secondary School Administration Credentials.

NOTE: 1. Employees in this class are subject to the reporting requirements of the District’s Conflict of Interest Code. 2. This is a management class.

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LOS ANGELES UNIFIED SCHOOL DISTRICT Personnel Division Class Description ASSOCIATE SUPERINTENDENT, EDUCATIONAL SERVICES A. Primary Function

Serves as head of Educational Services and provides executive leadership for the District=s elementary and secondary education, professional development, language acquisition, support services, grants, specially funded, special education and parent/community outreach programs for grades preK-12.

B. Responsible to

General Superintendent C. Subordinates

Administrators and temporary advisers D. Functions

Essential Functions 1. Provides tactical service and compliance support to the administrative districts in the development,

implementation and assessment of the District=s instructional program grades pre-K through 12. 2. Administers the development and implementation of strategies to monitor, evaluate and improve the

effectiveness of the instructional program to maximize student achievement. 3. Initiates and participates in long range and strategic planning for the overall instructional program. 4. Provides for instructional delivery systems that are consistent across the District. 5. Provides for processes of accountability related to instructional objectives. 6. Ensures that the Board of Education and the school communities are kept informed of innovations,

enhancements and improvements in the instructional program. 7. Ensures that the District=s instructional programs are consistent with current legislation and court cases,

with established goals, objectives and policies of the District and prevailing professional research and practice.

8. Directs the review and evaluation of District instructional policies, programs and procedures in order to ensure improved student achievement, and to provide instructional policy recommendations to the Board of Education.

9. Serves as a state-wide and national advocate for the advancement of instructional objectives, programs and projects.

10. Serves as a member of the Superintendent=s Executive Committee. 11. Directs the preparation of a proposed annual budget for the functional areas of responsibility and maintains

budgetary control. 12. Evaluates the performance of subordinate personnel.

Other Functions 1. During periods of critical personnel shortage or other emergency situation, shall temporarily perform any

duties, as directed, within the authorization of any credentials held by the incumbent that are registered with the Office of the Los Angeles County Superintendent of Schools and that are a part of the class description requirements in effect at the time such duties are performed.

2. Performs other duties as assigned.

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E. Qualifications Education

1. An earned masters degree or advanced degree of at least equivalent standard from an accredited college or university.

2. At least two semester units of specific and two semester units of general course work in multi-cultural education or equivalent study approved for purposes of Board Rule 4204.

Experience Required At least ten years of successful full-time service in a public school certificated position(s), no

fewer than five years of which must have been in a management position(s). Desirable Significant successful full-time service as an administrator, director, principal, or in a position of a commensurate level requiring like qualities of leadership and knowledge of educational administration, programs, and services.

NOTE: For definitions of years of service, refer to Policy Guide E23.

Knowledges, Skills, Abilities and Personal Characteristics 1. Knowledge of the California Education Code, District Board Rules, and District policies and procedures,

goals and objectives, organizational structure and functions and negotiated contracts. 2. Knowledge of the California Education Code, state and federal legislation and District policies and

procedures related to instructional programs and curriculum. 3. Knowledge of fundamental principles and accepted practices, current trends, literature and research in the

areas of instructional programs, curriculum, measurement and evaluation strategies, language acquisition, and school reform.

4. Knowledge of the instructional goals and objectives of the District and ability to implement these goals and objectives.

5. Ability to direct the development and improvement of the overall instructional program, including instructional design and curriculum development, for an exceptionally diverse student population.

6. Knowledge of and ability to implement sound measurement and evaluation strategies. 7. Ability to implement processes which provide accountability for achieving the District=s instructional goals

and objectives. 8. Ability to provide administrative leadership including decision-making, problem solving and delegation of

authority. 9. Ability to communicate and to work effectively with national, state and local agencies, community

representatives, students and District personnel. 10. Ability to communicate and to work effectively with all racial, ethnic, linguistic, disability and

socioeconomic groups. 11. Knowledge of and skill in budget preparation and control. 12. Facility in oral and written communication. 13. Ability to observe, utilize and evaluate subordinates effectively. 14. Ability to traverse all areas of the work site. 15. Ability to travel to other sites/location.

Credentials One of the following California credentials or credential combinations authorizing K-12 service must be in force and on file in the Office of the Los Angeles County Superintendent of Schools: 1. Service Credential with a specialization in administrative services 2. Standard or General Administration Credential 3. Elementary and Secondary Administration Credential

NOTE: 1. This is a management class. 2. Employees in this class are subject to the reporting requirements of the District’s Conflict of

Interest Code.

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LOS ANGELES UNIFIED SCHOOL DISTRICT Personnel Division Class Description ASSOCIATE SUPERINTENDENT, HUMAN SERVICES A. Primary Function

Serves as head of and is responsible for the overall operation of the human services for certificated and classified personnel; performs other duties as assigned by the Superintendent.

B. Responsible to

Chief Operating Officer C. Subordinates

Assistant Superintendent, Personnel Personnel Director, Personnel Commission Other administrators and temporary advisers as assigned

D. Essential Functions

1. Administers the overall human services operations and services of the District for certificated and classified personnel.

2. Administers a program promoting customer service within human services functions. 3. Oversees the development of a multiyear plan to decentralize personnel functions to the local district level,

as appropriate. 4. Administers functions relating to recruitment, selection, classification, examinations, certification,

contracting, processing, assignment, salary administration and benefits and other personnel services for District personnel.

5. Administers the development of personnel policies and interprets such policies to the Board of Education, District employees and the community.

6. Directs staff in the resolution of certificated and classified employee grievances and other personnel problems related to the implementation of collective bargaining agreements and employer-employee relations.

7. Administers employee relations programs, including employee performance evaluation, separation of employees from service, and the investigation of charges brought against employees.

8. Administers disability programs for District personnel. 9. Administers teacher development and training programs in conjunction with local colleges and universities

and the District's Professional Development Branch; serves as liaison with other outside organizations. 10. Presents human services proposals to the Superintendent, the Board of Education and/or its committees. 11. Provides accurate information necessary to assess District personnel practices and procedures, including, but

not limited to, classification, compensation and rules/policy development, and for use in collective bargaining.

12. Integrates and coordinates human services with other organizational units of the District. 13. Directs the preparation of a proposed annual budget for certificated/classified operations and maintains

budgetary control. 14. Analyzes and evaluates proposed legislation concerning recruitment, selection, assignment, certification,

classification, compensation, and related personnel functions. 15. Evaluates the performance of subordinate personnel.

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Other Functions 1. During periods of critical personnel shortage or other emergency situation, shall temporarily perform any

duties as directed, within the authorization of any credentials held by the incumbent that are registered with the Office of the Los Angeles County Superintendent of Schools and that are a part of the class description requirements in effect at the time such duties are performed.

2. Performs other duties as assigned. E. Qualifications

Education An earned master's degree or advanced degree of at least equivalent standard from an accredited college or university.

Experience At least ten school years of successful full-time service in human services, no fewer than five years of which must have been in a management position(s).

Desirable Significant successful full-time service in a public school setting and experience in public speaking, research and policy issues related to human services.

NOTE: For definitions of years of service, refer to Policy Guide E23.

Knowledges, Skills, Abilities and Personal Characteristics 1. Ability to provide administrative leadership at the executive level. 2. Knowledge of District policies and procedures, goals and objectives, organizational structure and functions

and negotiated contracts. 3. Appropriate interpersonal style and methods to guide individuals and groups toward task accomplishment. 4. Leadership skill in facilitating group processes, including consensus building and conflict resolution. 5. Knowledge of and skill in budget preparation and control. 6. Ability to absorb, analyze, organize, and project information and ideas. 7. Qualities of judgment and confidentiality to a high degree. 8. Knowledge of effective administrative and managerial practices and ability to implement them. 9. Ability to communicate effectively with all stakeholders, including Board members, other District

personnel, and community representatives, both individually and as a group. 10. Knowledge of federal, state and local legislation as it applies to personnel policies, rules and regulations. 11. Ability to compose and comprehend written communication. 12. Ability to make formal, public presentations. 13. Ability to cope with crisis situations. 14. Ability to observe, utilize and evaluate subordinates effectively. 15. Mobility to traverse all areas of the work site.

NOTE: 1. This is a management class.

2. Employees in this class are subject to the reporting requirements of the District's Conflict of Interest Code.

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LOS UNIFIED SCHOOL DISTRICT Personnel Division Class Description

ASSOCIATE SUPERINTENDENT, PLANNING, ASSESSMENT AND RESEARCH

A. Primary Function

Provides leadership and direction in the evaluation, assessment and formulation of District policies to ensure proper alignment with District goals. Provides operational leadership and direction for five major areas of the District: information management, program evaluation and research, school utilization (housing of students); student assessment and policy research.

B. Responsible to

Chief Operating Officer C. Subordinates

Director, Information Management Director, Policy Research and Development Director, School Management Services Director of Program Evaluation and Research Director of Student Assessment Other certificated and classified personnel as assigned

D. Functions

Essential Functions 1. Directs the activities of the Information Center Branch and the Program Evaluation and Research Branch. 2. Directs policy research for the District. 3. Collaborates with District offices and other policy making agencies to formulate and interpret policy for

Board of Education direction/approval. 4. Provides leadership and direction to all units within the Office of Policy Research and Development and

Student Assessment. 5. Collaborates with local districts to develop short and long term plans to relieve overcrowding at school sites. 6. Reports to the Superintendent of Schools, the Board of Education and the general public on high profile

activities of subordinate units. 7. Attends and is involved in, as directed by the Superintendent, Closed Session with Board Members, the

Superintendent and selected senior staff. 8. Works with division heads and other senior staff on issues pertaining to policy research and development. 9. Serves as a member of the Superintendent's Executive Committee.

10. Directs the preparation of a proposed annual budget for the Office of Policy Research and Development and maintains budgetary control.

11. Interacts with bargaining units as appropriate to define District policy and develop assigned research projects.

12. Evaluates the performance of subordinate personnel.

Other Functions 1. During periods of critical personnel shortage or other emergency situation, shall temporarily perform any

duties, as directed, within the authorization of any credentials held by the incumbent that are registered with the Office of the Los Angeles County Superintendent of Schools and that are a part of the class description requirements in effect at the time such duties are performed.

2. Performs other duties as assigned.

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E. Qualifications Education Required 1. An earned master's degree or advanced degree of at least equivalent standard from an accredited college or

university. 2. At least two semester units of specific and two semester units of general course work in multi- cultural

education or equivalent study approved for purposes of Board Rule 4204.

Experience Required At least ten school years of successful full-time service in a certificated position(s), no fewer than five years of which must have been in a management position(s).

Desirable Significant successful full-time service as a school site administrator and experience in public speaking, research and policy issues.

NOTE: For definitions of years of service, refer to Policy Guide E23.

Knowledges, Skills, Abilities and Personal Characteristics 1. Knowledge of District policies and procedures, goals and objectives, organizational structure and functions

and negotiated contracts. 2. Knowledge of District concerns and the ability to develop research and policies that address those concerns. 3. Knowledge of effective administrative and managerial practices and ability to implement them. 4. Ability to cope effectively with crisis and/or controversial situations. 5. Ability to work effectively with all racial, ethnic linguistic, disability and socioeconomic groups. 6. Appropriate interpersonal style and methods to guide individuals and groups toward task accomplishment. 7. Leadership skill in facilitating group processes, including consensus building and conflict resolution. 8. Ability to communicate effectively with stakeholders, colleagues, other District personnel and community

representatives, both individually and as a group. 9. Ability to make formal, public presentations as a representative of the Superintendent and the District.

10. Extensive knowledge of District demographics and of District student housing facilities. 11. Ability to compose and comprehend written communication. 12. Ability to compile, analyze and present District data. 13. Knowledge of management information systems, research design/methodology and their applications in

instructional administration. 14. Knowledge of, and skill in, budget preparation and control. 15. Ability to observe, utilize and evaluate subordinates effectively. 16. Ability to traverse all areas of the work site. 17. Ability to travel to other sites/locations.

Credentials One of the following California credentials or credential combinations authorizing K-12 service must be in force and on file in the Office of the Los Angeles County Superintendent of Schools: 1. Service Credential with a specialization in administrative services 2. Standard or General Administration Credential 3. Elementary and Secondary Administration Credentials

NOTE: 1. This is a management class.

2. Employees in this class are subject to the reporting requirements of the District's Conflict of Interest Code.

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LOS ANGELES UNIFIED SCHOOL DISTRICT

Local District

Duty Statement ADMINISTRATOR, INSTRUCTIONAL SERVICES, LOCAL DISTRICT

Primary Function Assists the Superintendent, Local District in the administration of instructional support services within a designated administrative district; assists in the development and implementation of strategic plans ensuring that students achieve high academic standards in accordance with applicable laws, Board rules, consent decrees and administrative regulations and procedures. Essential Functions 1. Assists the Superintendent, Local District to plan, evaluate, improve and implement the

instructional program in each preK-12 feeder pattern of an administrative district; assists in developing goals, plans and commitments for instruction that ensure that students achieve high academic standards; and ensures articulation of the instructional program.

2. Administers the programs and staff for the following areas within the administrative district: (1) curriculum/instruction/assessment; (2) language acquisition; (3) professional development; (4) categorical programs; (5) gifted/talented and (6) summer school, intersession and intervention.

3. Administers the programs and staff providing services in the areas of (1) early childhood education; (2) parent/community outreach; (3) instructional technology; (4) special education; and (5) student health and human services.

4. Interprets and implements policies from the Office of the General Superintendent and the Board of Education.

5. Serves as a liaison with Educational Services and establishes and maintains communication with that Division.

6. Establishes and maintains communication with parents and the community regarding instructional matters; promotes collaboration among stakeholders and increased accountability for results; and ensures that all parent education involvement activities promote and are aligned with district student achievement goals.

Desirable Qualifications 1. Experience as a school site principal within the last five years. 2. Demonstrated ability to lead, collaborate with and motivate a school or family of schools to

improve student achievement. Salary 1. Salary will be commensurate with that of an elementary or secondary school principal. 2. Final salary will be determined by a study of the position.

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LOS ANGELES UNIFIED SCHOOL DISTRICT

Local District

Duty Statement COORDINATING ADMINISTRATOR, SCHOOL SERVICES, LOCAL DISTRICT

Primary Function Assists the Superintendent, Local District in the operation of a designated administrative district and in developing and implementing strategic plans and direct support for ensuring that students achieve high academic standards in all pre K-12 schools within such a district in accordance with applicable laws, Board Rules, consent decrees and administrative regulations and procedures. Evaluates school site principals. Essential Functions 1. Assists the Superintendent, Local District in overseeing and directing the activities of

principals, ensuring compliance with Board policies and superintendent=s directives; advises principals regarding implementation of programs and day-to-day personnel and operational concerns.

2. Assists in the administration of personnel functions and services for district employees; in the determination of personnel needs collaboratively with principals; in disciplinary and grievance resolutions; and in compliance with all applicable policies and directives.

3. Assists in the planning, evaluation, improvement and implementation of the instructional program; develops goals, plans and commitments that ensure that students achieve high academic standards.

4. Assists in resolving complaints and concerns of teachers, students and parents. 5. Establishes and maintains communication with parents and the community regarding school

operations; promotes collaboration among stakeholders and increased accountability for results; interacts effectively with advisory councils; and ensures that all parent education involvement activities promote and are aligned with district student achievement goals.

6. Interprets and implements policies from the Office of the General Superintendent and the Board of Education.

Desirable Qualifications 1. Experience as a school site principal within the last five years. 2. Demonstrated ability to lead, collaborate with and motivate a school or family of schools to

improve student achievement. Salary 1. Salary will be commensurate with that of an elementary or secondary school principal. 2. Final salary will be determined by a study of the position.

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LOS ANGELES UNIFIED SCHOOL DISTRICT Division of Instruction

Duty Statement

School Services Teacher Coaches, Local District Primary Function Assists the Coordinating Administrator, School Services within a designated administrative district. Essential Functions 1. Assists in the planning, review, improvement and implementation of the district=s

instructional program. 2. Provides assistance to classroom teachers and support to school site administrators in the day

to day instructional activities at the school. 3. Assists in communicating with teachers/parents and the community regarding instructional

issues and promoting collaboration among stakeholders. Desirable Qualifications 1. Experience as a classroom teacher within the last five years. 2. Demonstrated success in classroom management and instructional activities. 3. Experience working collaboratively with school staff, parents and community groups. 4. Successful experience in coordinating and leadership positions at the school site.