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Instructional Update
March, 2015
LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Instruction
Update on SBAC Testing: Testing has begun!
The testing window for the spring Smarter Balanced Assessments
(SBAC) opened on March 10 for grades 3-8. As of March 12, over 14,000
students began the summative tests throughout the District. Of those,
over 10,000 completed a test session.
Schools are also administering the interim assessments in preparation
for taking the summative test. Across the District, over 9,000 students
began an interim assessment session.
Table 1: Start and Completion Counts as of March 12, 2015
Test Name Total Student Started Total Student Completed
Summative Tests 14,810 10,423
Interim Tests 9,175 4,509
Issues that have surfaced during this first week of testing include
bandwidth and internet access problems at some schools or students not
being able to resume a test after a break. Internet access issues are being
addressed internally. Issues related to the test have been escalated to the
state level.
The testing window for high schools begins on April 15. The testing
window will end on June 4 for all schools.
1) Testing Update
2) Next Generation Science Standards in LAUSD
Next Generation Science Standards (NGSS) were adopted as the new
science standards by the California State Board of Education (SBE) in
September 2013. The NGSS was developed by 26 states based on A
Framework for K-12 Science Education published by the National
Research Council of the National Academies in 2012. The NGSS is
aligned to the Common Core State Standards in English Language
Arts, Literacy in Science, and Mathematics. California Framework
for NGSS is currently in development and the preferred middle
school model is an integrated progression that considers level
appropriate mathematics needed in learning the scientific concepts.
Contents
1. Testing Update 2. Next Generation Science
Standards in LAUSD 3. Summer School Update 4. Extended Learning
Opportunity Summer Program – Elementary & Middle School
5. Best Practices in Charter
Schools 6. GEAR UP 7. Article: My Professional
Learning Network 8. Recommendations Regarding
Dual Language & Bilingual Schools
9. Zones of Choice Application
Process 10. Development of LAUSD’s
College & Career Readiness Plan
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The NGSS describes a new vision for three-
dimensional science learning that integrates
the disciplinary core ideas, the scientific and
engineering practices, and the crosscutting
concepts. The NGSS emphasizes the in-depth
development of core explanatory ideas
through students investigating and applying
ideas across time and between science
disciplines. Students must engage in scientific
and engineering practices to make sense of
phenomena, connecting scientific concepts.
In the Office of Curriculum, Instruction, and
School Support (OCISS), the K-12 Science team
has developed an implementation plan with
ESC Science Specialists’ input. The plan
includes building teacher capacity through
targeted professional development. In the past
three years, 100 elementary school
teachers and 280 secondary school
teachers have completed the science
fellowship. The main focus is
engaging students in “Three-
Dimensional Learning” that
combines scientific and engineering
practices, core ideas, and
crosscutting concepts. Science
Fellows have developed and examined NGSS
aligned lessons for language objectives to
develop differentiated instruction for the
English Learners. In addition to the Science
Fellows, OCISS K-12 Science has offered other
PD opportunities for teachers to raise
awareness and prepare the transition to the
NGSS. Summer Institutes were available to all
LAUSD teachers to introduce them to the
NGSS shifts: Elementary school teachers
learned about the application of CCSS and
Engineering through UCLA Center X
partnership, and 600 middle and high school
science teachers participated in the NGSS
awareness trainings.
Leadership development involved professional
learning opportunities for the Science
specialists from the 5 ESCs held during the bi-
monthly meetings, attending conferences, and
networking with the experts and writers of
NGSS and the Framework. Elementary science
master team engaged in a NRC pilot of a
virtual professional development program,
NGSX, which provides content and pedagogy
aligned to both NGSS and Common Core.
In addition, CCSS is in its implementation
phase and is aligned to the NGSS. Teams of
fourth and fifth grade teachers collaborated on
writing and piloting a History/Social Science
integrated unit that provided
students with an opportunity to
apply their Common Core ELA
standards to these content areas
with an emphasis on informational
text. The units are currently in
district-wide use and a third grade
integrated unit is in development.
All of the PD for secondary science
teachers has included the CCSS component of
reading Complex Texts and Close Reading that
were developed in collaboration with
Secondary ELA and History/Social Science. A
small group of Science Fellows also developed
and revised the secondary Interim
Assessments aligned to the CCSS. The science
leadership team has engaged with community
resources to develop programs and curricula
that address the real-world problem of
extended drought in California. These events
and materials reflected the Common Core
shifts.
Division of Instruction Instructional Update . March 2015
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3) Summer School Update
High School 2015 Credit Recovery Summer School Program Update
The High School 2015 Credit Recovery Summer School Program (CRSSP) will
replace the CORE Waiver Credit Recovery and District Base Credit Recovery
programs. CRSSP will be funded by Title 1 for core subjects and general funds
for Health, PE, and World Languages. An important change this coming summer is that students
may attend any high school that offers the classes they need. MEM-6441.0 High School 2015 Credit
Recovery Summer School Program is now posted on Inside LAUSD and outlines the details associated
with the high school summer program. CRSSP will take place June 15-July 17 from 8:00 a.m. to 1:30
p.m. Students will have the opportunity to take up to two periods daily and the student-teacher ratio
will be 25:1. All high school summer school host sites will offer core subject courses. However, due
to limited general funds available for summer school, PE, Health, and World Language will be
offered at designated sites in each geographic region of the District. A total of 2,818 sections will be
offered at 79 host sites, which means we will be able to offer nearly 70,000 seats for our high school
students in need of credit recovery.
The new, revamped online application system (https://summer.lausd.net) for summer school
employment is available for teachers, clerical staff, campus aides, and school supervision aides.
Please note that school counselors may apply to work summer school via the following link
http://bit.ly/2015Counselor.
Beyond the Bell (BTB) will host the following summer school principal training sessions where
additional pertinent information will be presented to ensure the success of the high school summer
program:
Geo East: Thursday, April 9, 8:00 a.m. to 12:00 p.m. at Beaudry
Geo North: Thursday, April 9, 12:30 p.m. to 4:30 p.m. at Beaudry
Geo West: Friday, April 10, 8:00 a.m. to 12:00 p.m. at Beaudry
Make-up Session: Friday, April 10, 12:30 p.m. to 4:30 p.m. at Beaudry
Geo South: Monday, April 13, 8:00 a.m. to 12:00 p.m. at Beaudry
For updates and the most current information regarding credit recovery summer school, please visit
the BTB website at http://btb.lausd.net. In addition, the following BTB high school administrators are
available to provide support:
Betsy Castillo (East & South) 213-241-2639 [email protected]
Janet Kiddoo (West & North) 213-241-3504 [email protected]
Instructional Update . March 2015
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4) Extended Learning Opportunity Summer (ELOS) Program
Beyond the Bell Branch
2015 CORE Waiver
The federally approved No Child Left Behind (NCLB) waiver for the California Office of Reform
Education (CORE) districts, allows the District to reallocate Title I funds to provide extended learning
opportunities for at-risk students or students that are not meeting grade level standards. Students at
Priority, Focus, Support, Reward and Collaborative Partner CORE Waiver schools may participate in
the Extended Learning Opportunity Summer (ELOS) program to support continued learning and
reduce academic regression.
The ELOS program will take place at 122 primary center, elementary, middle, and SPAN CORE
Waiver schools from June 15 to July 10, 2015. Students in elementary grades will receive English
language art instruction and Second Step social emotional learning lessons. Middle school students
may receive English language arts or mathematics instruction. In addition, kindergarten English
language arts instruction will be piloted at fifteen schools. The program hours are 8:30 – 11:50 a.m.
The teacher-student class size ratio is 25:1 in grades 1-8 and 15:1 for the pilot kindergarten classes.
Resources are available to support over 1,000 teachers and classes, estimating that over 25,000
students will participate in ELOS this summer. Please refer to MEM-6446.0 for a complete list of
participating schools, student eligibility criteria, and other detailed program information.
The English language arts instructional program used for all grades will be Focused Reading
Intervention. Support Coach Targeted Foundational Mathematics is the middle school instructional
program for math. All classes will participate in an instructional field trip, organized and provided
by Beyond the Bell. Each class will receive a class set of a leveled reader aligned to the field trip
destination that is to be used to support and enhance the experience. In addition, teachers will have
access to supplemental resources designed to be used to support continued learning through the
Arts, based upon the interests and needs of the students.
ELOS employment opportunities are available through https://summer.lausd.net. For more
information please contact the following Beyond the Bell administrators:
Kathy Gonnella (Middle Schools) 213-241-2691 [email protected]
Nancy Robinson (Elementary) 213-241-2640 [email protected]
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5) Best Practices in Charter School
BUILDING BRIDGES WITH PROMISING PRACTICES
In 1992, the California legislature established
charter public schools in order to “encourage
the use of different and innovative teaching
methods” and “stimulate continual
improvements in all public schools.”
(Education Code § 47601.) Accordingly, a
defining goal of the Charter Schools Division
(CSD) is to facilitate reciprocal sharing and
collaborative exploration of “promising
practices” from all of our diverse school
models in LAUSD. These include, but are not
limited to, specific educational, fiscal,
operational, community engagement practices
that have demonstrably contributed to
increased student achievement and overall
schools success—and may serve as instructive
ideas for all schools as they support all youth
to maximize their potential.
“PROMISING PRACTICES” EVENTS – SOME EXAMPLES
To advance this key effort, the CSD has hosted
and supported a number of events to provide
school leaders, teachers, and other school
stakeholders with meaningful opportunities to
connect with one another, see practice in
action, reflect together, and explore strategies,
tools, and practices at a helpful level of detail
and depth. For example, the CSD recently
convened or facilitated the following events:
Common Core Implementation: KIPP discussed how PD has guided and supported
teachers in the implementation of CCSS. (November 5, 2012, at KIPP LA College Prep)
Promising Practices in Action: Readers and Writers Workshop: Workshop provided
overview of schools’ philosophy, rituals, and routines. Participants observed classrooms to
witness these practices in action. (October 1, 2013, at KIPP Raíces Academy)
Co-teaching, Collaboration, and Consultation: School showcased hands-on learning,
meaningful instructional activities, systematic instruction, and collaborative groups of
professionals working together to meet the needs of all students. (February 26, 2014, at
Westside Innovative School House (WISH))
School Wide Systems that Support a Full Inclusion Program: School leaders collaboratively
assessed the current culture at their schools regarding inclusion of students with special
needs and identified systems to implement at their schools. (February 27, 2014, at CHIME
Institute’s Schwarzenegger Community School)
Proposition 39 (Co-Location Conference): Participants shared and discussed their
experiences, practices, and ideas regarding Prop 39 co-location. LAUSD Board Vice
President Steven Zimmer was a keynote speaker. (July 28, 2014, at Loyola Marymount
University)
The Smarter Balanced Assessment Experience (Co-Location Conference): The CSD
moderated and recorded discussion about participants’ experiences administering the
Smarter Balanced assessments. (July 28, 2014, at Loyola Marymount University)
Building Bridges Across School Models: This event, sponsored by LMU and Crenshaw
High School, will bring together traditional, magnet, pilot, PSC, and charter school leaders
to engage in instructional conversations about successful strategies for full CCSS
implementation. (Date forthcoming)
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ENVISIONING AND GOING FARTHER TOGETHER
Now is the time to envision together to create a renewed, more intentional focus on sharing the many
bright spots across our District! As part of the newly expanded Division of Instruction, under the
leadership of Dr. Ruth Pérez, staff is working to forge a strategic plan to strengthen and expand its
efforts to better serve the District-wide focus on identifying and sharing promising practices within
and across all LAUSD schools, regardless of school model, so that all students and schools can benefit
from effective practice. In collaboration with Educational Service Centers, schools, other District
offices, and our partners, staff will continue to develop and discover additional strategies to facilitate
reciprocal sharing of promising practices, including leveraging technology to mitigate geographic
and time/resource constraints. This includes having podcasts (i.e., “Voices from the Field” podcast
program, Dr. Robert Bravo’s Ed Talk podcasts, etc.), designing an online repository of information on
promising practices, and exploring the potential use of social media such as Google Hangout to
facilitate real-time discussion and collaboration among instructional leaders and staff. A promising
practices hard-copy compendium will also be developed for limited distribution pending available
resources.
In addition, the CSD has been developing a proposal to establish a District-sponsored “blue ribbon”
annual awards program in which the LAUSD recognizes schools, charter and non-charter alike, that
have implemented innovative and successful practices in key areas of public education. At the heart
of the proposed program is the creation of an expert selection panel of educators representing public
schools from across the entire District portfolio. Its very diversity will ensure that the panel will
serve as an effective and credible mechanism for identifying and giving recognition to promising
practices that have significantly contributed to school success in the LAUSD. The proposal also
includes an annual conference, at which District and charter school staff will be able to engage in
meaningful “reciprocal sharing” and collaborative dialogue about various academic and operational
“Promising Practices” that are supporting success at specific schools.
For further information or to share your ideas and engage in this effort, please contact José Cole-
Gutiérrez in the Charter Schools Division at 213-241-0399 or at [email protected].
6) GEAR UP: Supporting Low-income, First Generation Students in Their Pursuit of a College Education
What is GEAR UP?
GEAR UP, which stands for Gaining Early Awareness and Readiness for Undergraduate Programs, is a
federally funded program that works to address challenges faced by the low income, first-generation,
minority students who make up almost 50% of today's college population. Through a competitive
process, awardees receive six- or seven-year grants to provide services designed to meet this
challenge.
The goal of the program is to prepare our students to succeed and persist in
college by significantly increasing access to college readiness resources. It is
critical that they find colleges and universities that are a good fit and match for
their academic, financial, and social-emotional needs.
GEAR UP 4 LA
GU4LA consists of two grants operating at school sites in the Belmont/Bernstein/Kennedy Zones of
Choice. Since September 2011, over 4000 students from the graduating classes of 2017-18 have
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received services. Another 7-year grant began in 2014 with over 2000 students from the graduating
classes of 2020-21. Partnerships with local colleges, universities, community organizations and
businesses provide targeted services and opportunities for GU4LA students and their families.
Components of the program include a strong academic advising program, financial aid and college
counseling programs for students and parents, intensive extended learning programs, professional
development for teachers, early college readiness tests, concurrent enrollment programs, college
visits, and near- peer mentoring programs.
The overarching premise of GU4LA is that students gain awareness about the value of college by constructing a
college-going identity, whereby they remain academically engaged and sustain the belief that they can be
successful in college.
Creating a college-going culture requires a change in attitude on a comprehensive scale. It requires
that school personnel believe that all students can go to college and work collaboratively to promote
high expectations, be focused on the same goal, and speak the same college language. A college-
going culture must begin in middle school so that by high school, students have developed the
academic, social and emotional mindset needed to go on to a postsecondary experience.
Part of this mindset is developing future education and career goals and understanding the pathway
to attain them. When students attend a college that is a good fit (size, location, financial aid, diversity,
support) and a match to their academic qualifications they are more likely to persevere in college and
graduate. Two examples of how GU4LA has addressed the college choice process for teachers,
students and parents are through developing a Fit and Match presentation and by training near-peer
mentors to deliver a "College Cents" lesson in select classrooms. The use of near-peer mentors
provides additional advising, mentoring and tutoring.
Ultimately, enrollment in and persistence and graduation from college is dependent on having a
college 'mindset' and the necessary information and support to meet deadlines and make an
informed choice.
Resources for Students
Develop portfolios beginning in 8th grade to
record passions, personality traits, talents, and
aspirations for the future
My College Quick Start
Attend summer enrichment programs
to increase knowledge & interests
GU Summer Opportunities Guide
Use online sites to research colleges that meet
their interests, academic qualifications, financial
requirements, and have a compatible social fit
I’m First
First Generation Student
First in the family
Request up to four fee waivers & apply to more
selective colleges
National Association for College
Admission Counseling (NACAC)
Resource for School Staff
Ready, Willing and Able: A Developmental Approach to College Access and Success by Mandy
Savitz-Romer and Suzanne M. Buffard, 2012
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7) Article: My Professional Learning Network
LAUSD in the News: My Professional Learning Network in THE (Transforming Education through
Technology) Journal
Earlier this month, Transforming Education through Technology Journal (or THE Journal) published
an article by Dian Schaffhauser about LAUSD’s expanding use of My Professional Learning Network
(or MyPLN). In the article, Schaffhauser describes the addition of “Teacher Talk, a moderated online
forum where the district’s teachers can discuss timely topics” and the role of our National Board
Certified Teachers who host the forum. To read the entire article, please click on the following link:
http://thejournal.com/articles/2015/03/09/la-unified-expands-deployment-of-teacher-professional-
development-system.aspx
8) Recommendations Regarding Dual Language and Bilingual Schools
Multilingual and Multicultural Education Department Recommends Four New Dual
Language/Bilingual Program Schools for 2015-2016 School Year
Four schools – Mayberry Elementary School, Richland Elementary School, Stoner Elementary School
and Franklin High School – have applied to become Dual Language or Maintenance Bilingual Schools
beginning in the 2015-2016 academic year. Schools interested in establishing new dual language and/or
bilingual programming used the newly developed MEM-6425.0 Establishing a New Dual Language
Program (K-12), Maintenance Bilingual Education Program (K-5/6), and Transitional Bilingual Education
Program (K-3) as a guide and submitted proposals earlier this year. At that point, the APOLO/Dual
Language and the World Languages and Cultures Offices reviewed the applications and requested
additional information, as needed, regarding School Vision, Curriculum and Instruction, Assessment
and Accountability, Staff Quality and Professional Development, and Family and Community. As
needed, the four schools submitted revised applications to address the requested information. Also,
the Master Planning and Demographics (MPD) Office completed an initial facilities capacity
assessment and requested additional information from schools. Schools responded to issues raised by
MPD, and the MPD issued its final assessment and action steps to complete the process.
The Multilingual and Multicultural Education Department recommended approval for three out of the
four programs, including provided that the schools comply with the action steps and stipulations
regarding facilities as outlined by the Master Planning and Demographics Office. Those schools are:
Mayberry Elementary School – Dual Language
Franklin High School – Dual Language
Stoner Elementary School – Maintenance Bilingual
However, in the case of Richland Elementary, the Multilingual and Multicultural Education
Department recommended approval of the program as a Foreign Language Immersion Program
rather than a Dual Language Program due to insufficient number of French-speaking English
Learners to sustain the program. Dual language serves English Learners and English Proficient
students, while the Foreign Language Immersion Programs serve mainly English Proficient students
who are learning the target language as a foreign language. Additionally, HR will need to confirm
the availability of a French speaking teacher to teach at Richland ES.
If you have any questions about the application process or the recommendations, please contact
Hilda Maldonado, Executive Director, Multilingual and Multicultural Education Department.
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9) Zones of Choice Application Process
Application Process
From February 2-27, 2015, students at the Zones of Choice (ZOC) major feeder middle schools in each
of the 18 Zones accessed the ZOC portal to submit a ZOC application for their respective Zone. The
application was also made available for download from the ZOC website so that students/parents at
non-major feeder middle schools could fax the application to the ZOC office. The third option was an
online application available for parents at apply.lausd.net. We calculated a pool of 19,019 eligible
students across all 8th grade students enrolled in LAUSD of which 17,792 submitted an application in
any of the three modes mentioned above. In the 18 Zones, we had 55 ZOC major feeder middle
schools participate in the online application portal. Of these schools, 97% of the students submitted
an application. Of those submitted, 77% of the applications were signed by a parent.
Application Process
2014-2015
Number of Zones of Choice 18
Eligible Students 19,019
Participating Students 17,792
Participating Middle Schools 55
Applications Submitted 97%
Applications with Parent Signature 77%
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Assignments & Preferences
Once the ZOC portal closed and all applications are processed, we worked closely with the IT team to
assign students to a top ranked choice in their ZOC. Once assignments were in, we reviewed data
provided by the IT team which also included Magnet numbers. Then, we reviewed each Zone and
every school option within the Zone, enrollment trends, and magnet assignments to get students
closer to a top ranked school choice. As a result, we had seven (7) Zones where the students' first
choices were matched, and eight (8) Zones where we were able to match a majority of students with
their first choice and a smaller number with their second choice. Finally, in three (3) Zones we had to
go down to the third choice because a couple of the school options within the Zone were heavily
selected by students.
Assignments
2014-2015
Number of Zones of Choice 18
Eligible Students 19,019
Participating Students 17,792
Received 1st Choice 89%
Received 1st or 2nd Choice 97%
Lowest Choice for Placement 3rd Choice
Preferences
1st Choice (89%) 2nd Choice (9%) 3rd Choice (2%) Bernstein Zone of Choice
(2 Options)
Banning Zone of Choice
(8 Options)
Belmont Zone of Choice
(16 Options)
Fremont Zone of Choice
(8 Options)
Bell Zone of Choice
(9 Options)
Huntington Park Zone of Choice
(7 Options)
Hawkins Zone of Choice
(3 Options)
Boyle Heights Zone of Choice
(3 Options)
North Valley Zone of Choice
(11 Options)
Jordan Zone of Choice
(2 Options)
Carson Zone of Choice
(5 Options)
Narbonne Zone of Choice
(5 Options)
Eastside Zone of Choice
(9 Options)
Sotomayor Zone of Choice
(4 Options)
Jefferson Zone of Choice
(4 Options)
South Gate Zone of Choice
(12 Options)
Northeast Zone of Choice
(8 Options)
RFK Zone of Choice
(5 Options)
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Community Outreach
From September 2014 through February 2015, we had community representatives attend middle
schools to make presentations to parents about the various enrollment choices available to them at
LAUSD, including ZOC. They covered the application process of each enrollment choice, and
presented them with information on the high school options available in each of their Zones. They
assisted middle and high schools with their articulation activities. They also provided middle school
staff with training on the ZOC online application portal. Finally, they assisted schools during their
online application process.
Community Outreach
School
Presentations Staff Training Enrollment Support
Banning Zone of Choice √ √ √
Bell Zone of Choice √ √
Belmont Zone of Choice √ √ √
Bernstein Zone of Choice √ √
Boyle Heights Zone of Choice √ √ √
Carson Zone of Choice √ √
Eastside Zone of Choice √ √ √
Fremont Zone of Choice √ √ √
Hawkins Zone of Choice √ √
Huntington Park Zone of Choice √ √
Jefferson Zone of Choice √ √ √
Jordan Zone of Choice √ √
Narbonne Zone of Choice √ √
Northeast Zone of Choice √
North Valley Zone of Choice √ √
RFK Zone of Choice √
Sotomayor Zone of Choice
South Gate Zone of Choice √ √ √
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10) Development of LAUSD’s College and Career Readiness Plan
LAUSD’s mission is that every student is college prepared and career ready. Data obtained from the
California Post-Secondary Education Commission (http://www.cpec.ca.gov/) indicates that 45.3 % of
LAUSD graduates attend a public or private college. Out of the 45.3%, 8% attend a UC, 11.2% attend
a CSU, 25.1% attend a community college, and 1% go to a private college. In order to increase the
percentage of students who are college prepared and career ready, the Office of Curriculum,
Instruction and School Support (OCISS) is reviewing and establishing the goals and benchmarks in
key transition years from grades preK-12 and will spearhead the development of the LAUSD’s
College and Career Readiness Plan.
OCISS has started the development of the plan by identifying district initiatives, strategies and
resources that support the three elements of the Instructional Core (Teacher Knowledge and Skill,
Student Engagement, and Academically Challenging Content). The plan is to serve as a coherent
guiding document in establishing milestones and benchmarks for Grades PreK-12 students and how
district initiatives, supports and resources promote them. OCISS is currently identifying additional
district divisions that are integral in this process. These divisions will be invited to future planning
meetings. The plan will be submitted to the Board for approval in the Fall of 2015.