DdcuSIgn [Envelope ID: 

Californian
COMMUNITY
Foundo?on

 

INDEPENDENT CONTRACT OR AGREEMENT

This} Agreement dated this day of August 201 a. by and between California
Community Foundation. 221 S. Figueroa Street, Suite 400, Los Angeles, California

90012 and Kitarnba Group {hereinafter ?Contractor"l.

Witnesseth that:

California Community Foundation has need for a person to undertake a variety of
administrative and program development tasks associated with the Los Angeles
School District Fla-Imagining Work. Payments on this contract will only be fulfilled

if there are sufficient assets in the Fund for Equity and Excellence.

Contractor represents that lher'she) is able and willing to undertake the work.

Now. therefore. in consideration of the mutual covenants hereinafter set forth,
California Community Foundation and Contractor agree as follows:
1. Scope of Services to be Performed.
See Attachments A and B.

2. Term.
September 1, 2018 ?July 31. 2019
Term may be adiusted with agreement by all parties.

3. Job Price. Invoicing and Payment Schedule.
Contract price is $?65,000 to be invoiced at $65,000 for
services performed plus reasonable. approved expenses not to exceed
$50, 000.

4. Independent Contractor. It is agreed and understood that Contractor
shall perform services under this Agreement as an independent
contractor and not as an employee or agent of California Community
Foundation.

at California Community Foundation does not grant Contractor any
authority or right, expressed or implied, to assume or create any
obligation or responsibility on behalf of California Community
Foundation or to bind California Community Foundation in any manner.
Contractor will not represent the contrary. either expressly or explicitly,
to anyone.

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LAUSD PRA (0047135) - 1



Envelope ID: HEM

bi: Contractor shall be solely and personally liable for any personal injury,
either to [himselfr'herselfl or to others. or for any property damage,
which may be occasioned by the performance of lhisiherl services
hereunder.

c} Any and all income tax returns ?led by Contractor with either the
Federal or State governments shall be prepared in accordance with the
terms of this Agreement; that is, those returns shall indicate that all
income Contractor receives as a result of this Agreement is income
earned as an independent contractor and not as an agent or employee
of California Community Foundation.

d} Because Contractor is not an agent or employee of California
Community Foundation, California Community Foundation will not
withhold monies from Contractor's job price payments for Federal or
State income tax purposes nor will California Community Foundation
make any payment or contribution in Contractor's name or on (hisrheri
behalf for purposes of Social Security, Unemployment Compensation,
Workmen?s Compensation, or for any other similar purpose.

a} Contractor shall not participate in or in any way share in any benefit
plan, program or fringe benefit of any kind created by California
Community Foundation or in which California Community Foundation
participates for the benefit of California Community Foundation's
employees.

fl Consistent with the policies and procedures of California Community
Foundation and where applicable, those of the clients of California
Community Foundation, Contractor shall determine the manner and
methods to be used by {hin'u'herl in carrying out the contract, in lhisiheri
sole judgment and discretion. California Community Foundation,
retains no right to direct or control the manner or method of such
performance, but Contractor is obligated to produce the results,
information, and materials called for by this contract in the time
contemplated by this contract and in a form suited to the needs of
California Community Foundation

g} California Community Foundation shall retain all property rights, title
and interest in any research, written products, computer analysis. or
other information or documentation, produced or developed by
contractor.

hi In the course of performing the contracted services, the Contractor
may have access to confidential information of California Community

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LAUSD PRA (0047135) - 2

a

Docu?ign Envelope ID: 

Foundation and its ciients. Therefore, the Contractor agrees not to use
or disclose any confidential information to third parties. 

The Contractor's out of pocket expenses require CCF's approval prior
to being incurred.

5. Assignments and Subcontracts. Contractor agrees not to assign or
subcontract to other parties any of the services to be performed under
this Agreement, without the prior written consent of the California
Community Foundation. 

6. Conflict of Interest. California Community Foundation expects all
persons associated with it to conduct business on its behalf with
integrity and a high ethical standard. Contractor agrees to avoid
activities or conduct which involve a conflict of interest, recognizing
that even the appearance of a conflict of interest could adversely affect
the integrity or reputation of California Community Foundation.

a} While it is impossible to list every circumstance which may suggest
a possibility of a conflict of interest, potential and actual conflicts of
interest generafly exist where Contractor has a direct or indirect
significant financial or other interest in, or contractual or other
relationship with, any person doing business with or receiving
grants, loans or contracts for services from California Community
Foundation. In considering whether a conflict of interest may exist,
Contractor should remember that relationships of their business,
business associates, family and friends may give rise to an actual or
potential conflict of interest even if Contractor is not involved
directly.

bl Using the foregoing principles and guidelines, Contractor shall act in
good faith and use hisrher best judgment to bring to the attention of
California Community Foundation any conflict of interest, real or
perceived, whether financial or othenrvise, between himfher and
California Community Foundation. Contractor shall declare in
writing any and all areas of conflicts of interest at the time of
entering into this Agreement. at any time during the term of this
Agreement when a conflict of interest arises, and on each
anniversary of this Agreement shouid the term of the Agreement
exceed twelve months.

7. Modification of Terms. California Community Foundation may, with the
mutual consent of Contractor, materially modify the scope or extend
the term of this Agreement. All material changes of this Agreement

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LAUSD PRA (0047135) - 3

'DocuSlgn Envelope ID: new

1

must be documented in writing.

it

B. Indemnification. Contractor agrees to indemnify and hold harmless
California Community Foundation from and against any and all actions.
causes of action, claims or demands. liabilities, losses, damages or
expenses of any nature, including attorneys? fees. which may be
assessed against it by third parties in connection with the Contractor's
performance of services under this Agreement.

9. Termination. Either party may terminate this Agreement. with or
without cause. The?i?party requesting the termination must provide the
other party with five days? written notice of termination. Upon
completion of Contractor's services to the satisfaction of the California
Community Foundation. it shall pay Contractor for all work completed
through the date of termination.

10. Construction of Agreement. This Agreement, which is to he performed 
and construed under California law. supersedes any and ail prior
agreements and contains the entire agreement of the parties.

fa

 

 

 

 

California Community Foundation Independent Contractor

?ocu?lnnod hy: 

?ne Wind: 
Accepted By: 525325.17an Accepted By:
Contractor . .

ITS: Seni or Counsel Name: htGai ck Brewster

Bi9i2013 9:02:11 PM PDT Date arrorzots 10:13:13 moor
Date Signed: Signed:

 

 

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LAUSD PRA (0047135) - 4



DacuSign Envelope ID: 

ATTAGHM ENT A
KI TA A
To: Vivian Ekchian. Deputy Superintendent - Los Angeles Unified School District
Fr: asjsev egg and Bio McGoldrick Brewster lnc. 
Re: Eope for Reimagining LAUSJ as a System of Great Schools Design and
Implementation Support

Date: Jle 12. 2013

FOR Puaeoses'onw

I. Project Overview. Goals. and Approach

Under the leadership of Superintendent Beutner. Los Angeles Unified School District (LAUED)

istaking great strides in transitioning decision-making to the local school level and
restructuring the district to support and empower schools

mambo will work with the leadership team of the Los Angeles Unified whool District to
develop and implement an actionable System of Great Schools Plan. which will articulate the
district'sapproaoh to designing and implementing school-centered change within LAUED.
LAUSIZJ has identified a variety of distinct but connected work streamsthat are critical to
success This articulation is evidence of the deep thinking already done by LAUED and
includes a thorough treatment of the comprehensive change management effort the district

seeksto undertake

In addition to leading planning and implementation work. lotarnba will also assume the role
of "quarterback" working with other consultant teams (including those working on the
strategic budget i efficiency work} to cohere work in other functional areas into a
manageable. comprehensive work?ow that aligns with LAUSD's overall vision for change and
ensures successful implementation.

Through this effort we will focus on four dieinct but interconnected work streams and will
strive to answer the key questions articulated in the table below.

 

 
 

.3.

mg 

 

1. Schools: This work
stream sets the
foundation for the
change management
effort by creating a
shared de?nition of
quality for our schools
and identifying supports

 

 

 

System Values and Vision: What do we hopeto achieve by reorienting
ourselves to a system of autonomous schools and how do we accomplish

our vision with the assets at our disposal?

Perform ance llil anagam ant: What is our shared definition of what a
great school looks like and feels like?What measures are immediately
available to help us begin to anchor our definition of a great school? How

will we translate this vision of great schools into action?1

 

 

 

 

1 In this scope of work. we are proposing establishing an initial set of school performance measures using
immediately available state and local data. LAUSD can use these initial measures to engage stakeholders in
early 2019. collecting feedback and re?ning maestrea With other district clients. latamba has supported a
process of developing a full school performance framework (SPF). which typically takes more time and effort
than described in desired scope and timeline. For LAUE-Us information. we have outlined the full
33F process are in Appendix A and are happy to discuss options for expanding the scope and timeline to

accommodate this option.

LAUSD PRA (0047135) - 5

Dcouslgn Envelope ID: 

ifk ITAMBA

 

and autonomies for
schools.

School Suoport 8: Autonomyz'What supports and services do schools .
need to become 'great'? What does autonomy mean and is it a pre-
condition for school and student success or is it granted [and on what
basis}?

Network Design: With thisin mind how should networks be designed
and structured to support schools?

 

. People: This work stream
enables the district to

strategically align. attract.
and reorganize high
quality talent at all levels
(schoolsfnetworkioentral)
in support of a system of
great schools.

Network Talent. What taient' Is required to support networks of schoois.
including roles and qualifications? How do we attract and develop talent.-
to launch networks of schools?

Central Office Talent: How should central of?ce be restructured to
provide services and support to the networks?

Pipelines for School Level Talent: What is our talent strategy to ensure
robust pipelines of high quality teacher and school leader talent to staff
our schools?th supports wIli school leaders need in order to thrive
when given increased autonomy? 

 

. oney: This work
stream would work in
concert with provider
selected for district
efficiency effort. in order
to ensure alignment to
the system of great
schools effort.

Network School Resources What resources do schools need to
support student success? How do we identify resources in central office
that can be better deployed to schools! close to students?

Central Office Resources: What are the implications of the budget
process on how our central office staff should be strategically reorganiaed
to support networks and schools?What resources should be allocated for
central office functions. including network support and services?

 

 

. Community

Engagement: Thiswork
stream is both an
ongoing process and
culmination of the work
in that engagement and
communications is about
how incorporates
multipte perspectives
and story? of its
bold vision by
establishing a coherent
narrative through each
work stream.

 

Community dialogue and incorporating feedback: How will we keep
the community informed and engage them in a process to provide critical
input around decisions applicable for this effort? How can we
communicate a unified. comprehensible, and simple vision of change that
will rally the community behind our effort?

Internal change management and board engegem ent: A critical part
of this effort will be to work with the LAUSJ team and community.
including the board. to ensure there is a coherent and aspirational vision
of student success and an understanding of the concrete changes in how
LAUSD operates the new vision will require.

 

 

Our approach encompasses three phases and last approximately eleven {11) months. The
major phases of this work are described below.

LAUSD PRA (0047135) - 6

Docusign Envelope ID: THEM

KITAMBA

Phase 1: Define Success. Design Reimagined Great'TSchools lil?lodelir Network Structure.
and Begin Targeted lmptementation and Change Management

(MB-13 weeks? August Ehptember 1st ?December 31?. 2018)

This phase encompasses two critical. parallel sub-phases of work (Phase 1A and Phase 13} to
ensure we are creating the conditions for change and implementation. while completing the

necessary core design components:

DeflneGreat Schools.
and Design Net work

Si ru ct ure

integrated TEEIITI

 

'At. the outset of the project, we will ask to identify a working team that will

partner with us to understand the mrrent state of efforts. build context. and engage on
a broad planning approach. including identifying systems and processes critical to

moving to a system of autonomous schools.

Interim deliverables are broken out by work stream below for clarity. However. we plan to
present full findings across all work streams in three "full report outs? (September. October.
November) to the LAUSD working team and leadership team over the course of the effort.

. Key Actions and Interim Deliverables by Work Stream

 

Actions

Interim Dellverables

 

Schools

- Hold a deep dive planning session with the
LAUSD working team to build context. map
the planning effort. and develop early
hypotheses
- Faview all esiisting materials related to lament
1 processes in place to support autonomous
schools. identify gaps- and build fact base to
inform network design structure
- Launch cross functional team and engage
members in establishing initial school
performance measures
- . Build an analyticfact base aggregating and
achievement. enrollment. school
leadership. facilities. and related data to build
a comprehensive view of schools in the

 

district

 

- of deep dive planning session in outline
form. including network values

- of interview findings and desk research
related to em'sting LAUSD policies and structures
with identi?cation of existing policies on which to
build and gaps to addresswith new [or
redesigned) policies

- Template "master schools tile" spreadsheet and
data collection plan. where applicable

- High-level project plan for school performance
measures development {or full school
performance framework based on con?rmed
option)

- Set of network governance options

 

 

LAUSD PRA (0047135) - 7

DccuSlgn Envelope ID: 3FDT1 743M

{Rims/lea

 

- Design network governance options for levei
between LAUSD and schools

 

People

Based on schools as the unit of change,
develop a hypothesis of network support to
accelerate student learning

. Review network staffing model, based on
benchmarks of similar districts and findings
from district diagnostic; identify critical
requirements for staff

- Identify initial pathways to identifying and
hiring high potential existing and new talent
for network 

of findings and benchmarking of similar
districts to be customized for LAUSD 
High level network design documents staffing
organization charts for the networks.

High level staffing organization charts for the
central of?ce support staff

 

Money

- Connect to efficiencies work and build a zero-
based networkr budget and services map

- Further define and refine central services to
be provided by central office to networks and
networks to schools

- Deveiop preiiminary menu of options for
central of?ce services

Zaroe?asisd network budget and services map
initial menu of options for central office services
and associated "costs? to networks

 

 

Community Engagement

- Ikview existing community engagement
efforts

- Develop internal LAUSD comm unicaticn and
engagement approach including identifying
ambassadors? to support internal
change management

- Activate an ongoing "listen and learn?
structure or related approach to continue to
garner input and share early findings with
community

- Tie-in initial hypothesis on system vaiuesto
begin development of LAUSD change
narrative

 

High-level, milestone view of community
engagement efforts (internal and external} for
2016-19 school year

Documented initial hypothesis on change
narrative and engagement approach for 2018-19
school year

 

LAUSD PRA (0047135) - 8

 

oocuSign Envelope lD: soeeocueozsso7-sneetaso71743m

{gimp/1 BA

Planning 1

This phase is critical'tb begin and ekecute in parallel to phase 1s and is to
creating the oonditionsfor accelerated and sustainable implementation of the network

structure. once app roved in late 2010 early 2019.

. - Develop integrated 
Can'tplete Planning and - Implementation-

Pro-work f0" Road map for Jan' 1 El?
lm pl entent at in . ?1,qu El

 

 

Actions

Interim Deliverables

 

Schools

- Develop overall integrated timeline and work
streams for transition to new structure for
September 2019. This' includes but is not
limited to:

Network design. staffing and business
planning 

0 Performance management design and
governance

0 Resource allocation

Communications and engagement

- Integrated work plan and timeline with milestones
and deliverables and integrated document to
manage overall ouarterbacking effort from. 

 

People (oath a focus on Network Talent)

. Confirm and review 'all civil servtce and related
I associated contractual obligations

- ?nalize-job descriptions for network leads
and all critical network staff

- Finalize staff decisions and actions order of
operations 

- Develop materials for kickoff planning session
for network leads

- Hiring project plan

Job descriptions

Business planning materials and engagement plan
for network leads {to activate planning process
with network leads in earlyr 2019. following overall
LAUSD System of Great Schools Plan approval)

 

Money (with a focus on Network! School
Fee-urine)

. Working from zero based network budget.
create a tem plate to support network
business planning

Network budget template {as part of network

business planning]

 

Community Etgagemenb

 

- Identify and activate'key communicators for

 

- Usten 3. Learn Tour materials

 

 

5

LAUSD PRA (0047135) - 9

DocuSlgn Envelope lD: 



LAUSD internal and board engagement - Targeted community engagement plan 
efforts ambassadors") 19 school year - 

- Design and start "listen and learn" 5 to gamer .
input and share early findings with
community

- Complete listen 8? Learn Tour and targeted
comm unity engagement to inform shared
values around what a 'great? school looks and
feels like in LA

 

 

 

 

 

Phase I Summary Deliverable: Integrated LAUSD System of Great Schools Plan for
LAUSD Board Review and Approval

Phase 2: Deep Engagement (Internal and External) Around Reimagined District Model I
Network Structure t?

weeks at January ?m id?February 2019}

  

Don?rplet engagement
sessions, including

  

. 
.. engagements-with

Activate internal . 
engagement plan with-.1: 
- central'officie staff and 
_sgljocl'st.aff 

Media cartrpei and
support 

sand _f'a-mi lea 

 

in this phase, we will conduct deep engagement to gain alignment internally and externally
around the relmagined network structure model. Speci?cally, will entail deep
engagement and comm unications efforts internally {central of?ce staff and school daft} and
external engagement with students, families, and the public.

Key Actions and Interim Deliverables by Stakeholder Group

 

 

 

 

 

 

 

 

Actions by Stakeholder Group Interim Deiivarables

LAUSD Board'and Community

. Submit an LAUSD System of Great Schools . MUSE: System of Great Sd'lools Plan including
Plan feedback

LAUSD Students and Families

- Hold 3-4 Usten and Learn feedback sessions - listen and Learn materials and of
on the LAUSD System of Great Schools Plan feedback

Public Engagement

- Convene up to four citywide community . of feedback from four citywide
meetingsto discuss and strengthen LAUSD community meetings
System of Great Schools Plan . Strategic communications plan and

6

LAUSD PRA (0047135) - 1O

DccuSign Envelope JD: 



 

- Create communications plan including
campaign ster engagement and strategic
communications .

 

 

implementation

 

Phase Network Implementation and Launch a Implementation of All Work Streams

(~22 weeks? mid-February 2019 -July 2619}

lmplem ent Netwo I'k

Struct urea and
Governan ce I?v'lodel

 

Successful LaUIlch

New LAUSD Networks
by Sep' 1 El

 

in this phaseI we will focus on an integrated plan and set of structures to eicscute on all work

stmams.

 

Actions

Interim Deliverables

 

Overall Project Management

- Develop overall integrated timeline and work
transition to new structure for
September 2019. This includes, but is not
limited to:

0 Network design, staffing. and business
planning

0 Performance management design and
governance

0 Resource allocation

0 Communications and engagement

- Integrated work plan and timeline with milestones
and deliverables and integrated document to
manage overall quarterbacking effort.

 

Work Stream 1: People {with a Focus on Networks)

Post all positions and activate network
leader hiring

Activate fast cycle business planning
with network leaders

Network leaders activate network
hiring

- Network business plans including completed

budget and staffing

 

Work Stream 2: Saheols

0 Gross functional work group
completes school performance
measures and de?nes network
governance options and performance
targets at co ntracts. as applicable

- initial school performance measures, governance

options, and performance contracts. as
appropriate

 

Work Sream 3: Money

 

 

- Network budget template as part of network

 

LAUSD PRA (0047135) - 11

 

 

DccuSign ID: 

 

. TA A
Incorporate network budget template business plans .-
into business planning efforts - Alignment-to overall efficiency efforts

0 Align ongoing efficiency efforts into
network implementation
Work Stream 4: Community Engagement

0 Complete internal LAUSD
communication and engagement
efforts to support internal change
management and board engagement

0 Complete external. ongoing
engagement and communications!
campaign effort to ensure high quality

 

- Engagement and communication efforts

 

 

 

 

Summary of Final Project Deliverables at the and of Phase 3

At the and of this phase, we will deliver all final materials including:

- A final, externally facing LAUSD System of Great Schools Plan narrative {Word and
.PDF)
- Slide deck for board presentation and other external applications (PowerPoint)
- Central and school implementation plans and related policies outlining supports and
accountability for autonomous schools {Word}
. School performance measures maeer data ?le and related school action policies
(Excel 1' Word)
. Project management and implementation toolkit
a An internally focused, integrated implementation plan with 3. 6. 12-month
milestones (Excel)
0 Overall project management office structure with roles and meeting cadence
Other key resources and templates to support implementation
. Associated project fact base
0 ?nder {electronic or hard copy) with: a) interview notes from stakeholders; b]
financiaii other analysis, c) org charts: etc.

LAUSD PRA (0047135) - 12

DocuSlgn Envelope ID: mam

ITAMBA

2 ll. Project Team

Prgject Executive

 

Rajeev began his career in education over a decade ago as an elementary school teacher at
P3161 in Harlem. After his time in the classroom. heltransltioned to key leadership rolesat
the New York City Department of Education. including Managing Director in the Office of
Accountability. Most recently, Rajeev served as President of $ngari t3lcbal Education, an
education services provider that delivers inquiry-based science educational materials to over
SCIODIJO students worldwide. Raieev began his career in technology first at Microsoft and
later as part of the core team that launched Jamcradter. a web services provider based in 
Slicon Valley. Rajeev graduated from Northwestern University with a as. in Industrial
EngineeringlManagement Sciences and has a Master's degree in Education from Hunter
College. He isa recipient of a Fulbright Teaching Fellowship through the Fulbright Memorial
Fund?Japan and is a 2012 graduate of the Broad Foundation's Fellowship for Education
Leaders

Project Partner Leader

 

Erin specializes in data innovation. Erin has worked with a variety of clients including the Bill
and Melinda Gates Foundation, the College Board, and dozens of state and district school
systems. She was the Chief of Data and Accountability for the District of Columbia Public
Schools under Chancellor Michelle Hues. She also held data-focused positions at the
California Charter Schools Association. LosAngeles Uni?ed School District, and Los Angeles
Educational Partnership. Ein earned an undergraduate degree at the University of Notre
Dame and a master's degree in Public Policy at UCLA.

LAUSD PRA (0047135) - 13

i
i . DocuSign Envelope ID: 

?g ITAMBA

Principal i Engagement Manager 3



 

Collin provides project management. analysis, and policy support for l?tamba?s portfolio of
clients including a variety of New Jersey districts with a focus on portfolio management.
strategic finance. facilities and unified enrollment systems Collin has led various 
seat analysis projects for New Jersey cities and local charter support organizations and has

i also been a senior leader on Kitamba's multiple engagements in Texas on the System of
Great Schools effort and in Midland, TXand Pharr-Ssn Juan-Alamo, Texas. Collin has worked
in public sector education management in Connecticut asthecial Assistant to Commissioner
aefsn Pryor and worked with Jm Liebman in the liZIentar for Public and Leadership
at Columbia University. Collin has a as. from Seattle Pacific University and a JD. from NYU
School of Law.

 

Principal! Resource Allocation

 

Mark specializes in education ?nance, data analysis. and strategic advising for education
initiatives Before ioining l?tamba. Mark was the Director of Financial Strategy at the Newark
Public Schools where he led school-based and central of?ce budgeting for the district and
helped negotiate and implement its perfonnance?based teachers contract. Previous
employers include MDRC, Columbia University. and NERA Economic Consulting. He is based
in Washington. DC and holds a bachelor?s degree from Bowdoin College and a master's
degree from Columbia University.

10

i LAUSD PRA (0047135) - 14

DoouStgn Envelope ID: 



Lead Senior Business Analyst

 



Nimisha is a Senior BusinessAnalyst at Kltamba. Nimisha hasworked on a variety of strategic
planning projects providing analytic, research, and project management support on high
quality seats analysis in New Jersey aswell as deep analysis. design and project management
support with Midland, TX on their System of Great Ebhoolswork. Prior to Kitamba. Nimisha
worked as a Ptoject ManagerraJsiness Analyst at Goldman ache in New York. Nimisha
graduated with a 3.5 in Eomedioal Engineering and Political Solar-es from Yale University.

Final staf?ng will be mn?rmed based on the timing of projeot launch - 

Ill. Project Cost and Duration

Kltamba will staff a team led by Hejeey Bajaj (Partner and GED) and Bio MoGoIdriok Brewster
(Partner and COD), 2 Principals Collin Moore (Principal, System of Great Schools) and Mark
liliehman {H'inoipaL Pesouroe Allocation}, aswell astwo senior business analyas to oomplete
all analysis and work product oreation from gptember 1, 20] g-July 2913 (to be
anirmedl. The proposed seat of this 1 1-month engagement is $55,000 per month

- {$715,000} plus reasonable, approved emenses not to exmed $50,000. Total proposed

project cost is $?i?65,000.
The budget for the work generally breaks down approximately asfollows:

Phase 1 (Design and implementation Planning Foals): $260,000
Phase 2 (Engagement 1 Communications Focus]: $65000

Phase 3 (Deep Implementation Foous}: $300,000
Ecpenses: $50,000

$765,000

11

LAUSD PRA (0047135) - 15

DooLISign Envelope ID: means

BA

IV. Kitamba Background. Relevant Project Experiences and References

Kitamba has been a strategic partner to multiple cities and school districts in their
transformationsto a system of autonomous schools This strategic mutton support blends
deep strategic counsel with rigorous analysis and a focus on strong implementation and
execution. Below is a list of cities where Kitamba has worked on all or part of similar systems'
design and implementation and references from senior leaders who have worked with
i?tamba. -

- Baltimore, MD (Baltimore City School District}

- Bridgeport, CT (Bridgeport Public Schools)

- Camden, NJ (camden City School District)

- Cleveland, OH (Cleveland Metropolitan School District}

. Detroit, MI (Education Achievement Authority)

- Las Vegas, NV (Clark County School District}

- Midland, TX (Midland Independent School District}

- Newark, NJ (N ewark Public Soho ols]

- Philadelphia, PA (wheel District of Philadelphia)

. Pharr-San man-Alamo, ?Dt (Pharr San Jinan Alamo Independent School District}
Rochester. NY(Hochester City School District)

- State of New Mexico (Public Education Department. Charter Sector]

Baltimore City Schools

Led the design a school performance framework and led the design of a network support
structure including the design of central vs. school-based decision-making and support structures
and the design ofa principal choice:Ir affiliation structure. resulted in a network
management structure and a clear path to autonomy for schools including relevant performance
contracts and autonomy i accountability provisions

Camden City School District

Supported the district's overali transformation to a system of great schools working on the design
and execution of partnership schools (Renaissance schools} and related school portfolio planning
including analysis on the appropriate mix of schools, based on student need and family demand.
In addition. provided significant operational support on budget planning, enrollment design and
implementation, and communications and engagement support over the course of the 2014-15,
2D15-16, and 2016-17.

Texas?iucation Agency System of Great Schools (SGS) Network! Midland independent
School District

The goal of 365 is to ensure more children are in better schools, as quickly as possible. 3 districts
in Texas are charter members of this network aimed at re-envislonlng their districtsto accomplish
this. Kitamba is working with the state agency to provide advisory sopport and develop
implementation focused tools for all network members (and all districts in the state). in addition,
l?tamba is deeply engaged with Midland. TX, providing detailed design and technical assistance
aled land lndepend ent School District becomes a S_.rstem of Great Schools.

12

LAUSD PRA (0047135) - 16

Docu?lgn Envelope ID: 

EEK ITAMBA

Newark Public Schools

Completed a variety of strategic support including developing a rigorous fact base and school
portfolio plan process. Provided a rigorous district fact baseto support new leadership at multiple
transition points (2011. 2015. 201?) in the district. and support on targeted functional areas 
including school performanoe,faoilltles. enrollment. and data management.

Excellent Schools New Mexico 
Catalyzed the launch of state "harbormaster" organization with the goal of creating seats 
in new high-quality charter schools Kitarnba's work included new organization launch support
including deep stakeholder engagement. collaboration on strategic plan development through
structured design sessions; national funder engagement and talent recruitment to
support launch of the new org; tactical implementation support for the new org leg.
incorporation. 501(c)(3) status. hoard recruitment and selection etc}; and ongoing strategic
suppo rt for state superintendent Hanna Skandera.

Referenws

1. [Stream of Great Schools Dea?gn and Implementation Midland independent School
District): Orlando Riddick. Superintendent, 

2. {system of Great arhools Implementation --Camden City School District}: Kevin Shafer,
Chief innovation Officer! Chief Portfolio Officer. mm

3. [Erategic Transformation SUpport Newark Public Schools): Chris Cerf {Former
SUperintendent} De?Shawn Wright. {Former Chief of Staff}, cdcerf@gmail.com;
h1@gmail.oom

13

LAUSD PRA (0047135) - 17

4-

Bootleg rI Envoiope ID: 

ITAMBA

Appendis A: School Performance Framework High-Level Milestones and Tim at ine

Juli)r

Establish internal working group to manage SPF process (meetings to be held twice
per month)

Develop a common definition of quality through discussion with internal team and
leadership team

Identify metrics (performance indicators such as absolute achievement. growth. gap?
ctosing. etc.) and domains academic achievement. staff capacity. school culture
etc.) that are aligned to the quality definition

con?rm preliminary metrics and outline data collection plan

Complete data collection plan and develop data collection template ?"master

ecreadsheet? for all metrics related to school performance management and

planning

Initiate data collection and begin data cleaning on a rolling basis asdata comes in .
Discuss policies related to school actions. autonomy. and response to ratings{e.g. 
school support. intervention. other actions triggered by performance ratings)

Septem ber

Continue data collection {with aim to complete by end of September) and continue
data cleaning on a rolling basis

k?ne school action policies with development of draft cut pcints??triggers" for
school action based on school ratings

Discuss and confirm composite rating for schools (cg. scale. rating on MEI-point
scale. redfyellowlgreen etc.)

October

Complete data collection and cleaning

Run performance rating for a subset of schools?cross section of schools based on
district understanding of chastityr (eg. a set of "lo ?medium" and "high" performing
schools) .

Working with internal team. "reality check" ratings against group understanding of
school quality leg. does a school match team's understanding of the school's
quality?)

Adjust metrics. weighting against "reality check?

File-run performance rating based on adjustments

ovem oer

Confirm performance rating and run for all schools

Evaluate cut pointa'triggers for intervention based on full view of school performance
Memorialize data collection and performance rating calculation and set against a
calendar:Ir ongoing process for subsequent years

Draft mock school information cerdlsummary and review with working team

14

LAUSD PRA (0047135) - 18

[locus Egn Envelope ID: 

Kg ITAMBA

Decem her

Memorialize school action policies and draft guide for school consumption to
facilitate stakeholder understanding of rating and associated oonseq uenoee

Draft rollout plan for school performance framework including ?no stakes yeaf' and
community engagement plan around ratings 

mvise and finalize school information summary and confirm distribution vehicle {e 9.

website printed guide etc)
Complete ?nal SPF calculatton and school information summary for all schools

15

LAUSD PRA (0047135) - 19

 

DacuSlgn Envelope ID: 

ATTACHM EN 

Reirhagining LAUSD asa System of Great Schools:
Kitamba?s Staffing and Capacity-Building Approach

Jle 2018

Confidential not for distribution

LAUSD PRA (0047135) - 20

 

mknivtarnba?s Capacity-Building Approach (1 of 4)
Laying the Foundation for Execution and Sustainable Improvement

      
   

isto help ?1'51?
great schools oonsultmg engagement

 

Kitamba- uses blended teams, made up of Kitamba and district leads, to create the conditions
for successful, sustainable implementation. Below are critical components of the approach.

{Jo-Creation

Kitarnba engages district staff to ensure eta-ownership during the planning! design
process, including backward mapping (what must betrue by September 2019?),
leading to greater buy?in and higher likelihood of rigorously executing the plan.

Building Organizational uscle to Sustain Change

Kitarnba uses an "i do, we do, you do,? model of gradual release, in which Kitamba does
significant design, analysis, execution, and modeling in the beginning of the project. Over
the course of the engagement, Kitamba continues to provide district staff support as
they take on more of the work and sustain it over the longer term.

Tools and Templates
Based on its deep experience in developing durable toois and templates, Kitamba
- customizes these supports to ensure that they will be effective for district staff.

Kitarnba is mindful of the importance of local context and capacity in every
engagement.

 

 

 

LAUSD PRA (0047135) - 21

gknitamba?s Capacity-Building Approach (2 of 4)
Examples Camden and Midland

 

Midland Texasi

 

Overview!
Key 868 
Components

Initial portfolio processes

Design and implementation of a Unified
Enrollment System;

- Strategic finance support to align central of?ce
resources with school autonomy

- Community 8? external engagement

Annual portfolio processes (including school
options work]

Design and implementation of school performance
management framework

Central office redesign; talent strategy support
Community external engagement

 

Staffing
Mode!

Kitamba Staff:

Project executive leading overall change
narrative and external engagement

. Principal project manager leading design and
implementation ofwork streams

- Business Analyst for analytic support

Diarict Partnership:

- Chief innovation Officer

- Chief of Staff

- Two additional staff members for
implementation ongoing support for UE
system

Kitamba Staff:

Project executive leading overall change narrative
and external engagement

Project manager leading design and implementation
of work streams

Business Analyst for analytic support

District Partnership:

Chief Transformation Officer
Transformation Zone Project Manager
Executive Director of Accountability
Executive Director of HR

Chief Financial Officer

Chief Academic Officer

Executive Director of Communications

 

 

OUTCOME
Durable and sustainable System of Great Schools processes led by district staff to ensure continuous improvement of

the system more kids in better schools). year over year.

 

 



LAUSD PRA (0047135) - 22

 



gKitaemba?s Capacity?Building Approach (3 of 4)
Proposed Project Staffing Model

Below outlined is a proposed Kitamba lead and LAUSD partner I

 

    
 
      
  

   

  

. I - Kiltarnba Lead LAUSD Partner

   

 

 

 

 

 

I Overall Project Rajeeu Bajaj - Superintendent! Deputy
I Leadership 1 I Erin McGoldrick Brewster Superintendent
I Schools I Collin Moore Chief Academic Officer
I 
People Collin Moore (Schools! Networks) Chief Talent Officer!
i Mark Viehman (Central Office) 5 HR Director
i i 3.
I i 
Money I Mark Viehman Chief Financial Officer!
I Budget Director
I Community Engagement I Rajeev Bajaj ChiefCommunications Officer! i
5 Public Relations Director
Change Management Erin McGoidrick Brewster Lead Project Point of Contact I

 

 

LAUSD PRA (0047135) - 23

 

 

4.-

DocuSign Envelope ID: 

. Kitamba?s?Capacity Building Approach (4 of 4)

Kitamba Team Structure Responsibilities(LAUSD)

Total Kitamba Sza? Members 7 

 

Leadership



 

Key Responsibilities

Schooled;
People {School i"
Network Level)

 
 
 

Money Ev. 

People {Centrai Office)

 

Develop school performance
measurest

Identify! define supports and
services schools need to
become 'great'; define
autonomies

Design network governance
structure between and
aChools

Develop and implement
strategy to staff schools and
networks

Design processto allocate
resources to networks and
schools
Designrincorporate menu
of options for central office
services and associated
"costs?

Develop network budget
process and supports
Develop and implement
strategy for central office
staff restructuring

Co in itpi
Engagement

Change an ag em ent

 

Build the LAUSD change
narrative; design and
implement a
comprehensive
communications strategy
Conduct and support
external engagement,
including via a "Usten and
Learn" structure! approach
Conduct and support
LAUSD internal and board
engagement.

 

*or full school performance framework depending on con?rmed option

 

Lead internal engagement
and deep change
management effort to gain
internal and externat
alignment around the vision
Ensure the 
cohere overall and the
embedded processes are
sustainable over the long
term {including via ensuring
sufficient district capacityr to
continue this work)

LAUSD PRA (0047135) - 24

i


Executive Brief: Networks
September 20th 2018
Con?dentiai Working Draft for Deiiberative Purposes

Overview

This document provides recommendations on school autonomies and network structure for LA
Unified based on a benchmarking of nationai leaders in these areas and interviews and
research on LA Unified current and past organizational structures. We have provided
recommendations on critical points with the opportunity for discussion on each.

School Autonomies

Nationally, the types of autonomies offered to schools do not differ significantly. However, there
is significant variance on the level of autonomies provided and the way in which autonomy is
offered. As a general matter. both the ?level" and ?offer" questions depend heavily on the
capacity of the principal and school community to take advantage of autonomy and the
legalicontractual framework in which the district finds itself.

How is schooi autonomy offered?

All districts studied offered autonomy in the categories of staffing, budget, schedule, and
instructional program. The more autonomy the better is general best practice, but only if the
school has the capacity to exercise autonomy responsibly. This has led most districts to pursue
an "earned autonomy? approach, with NYC being a notable exception.

 

 

 

Option BenefitsiDrawbacks Example Districts
Autonomy i I Creates clear incentive i empowers principals I Clark County (Las
accountability: no to improve performance and removes Vegas)1 
up?front restriction barriers . I NYC

on autonomy and I Expansive autonomy for all schools I New Orleans
high-stakes I Accepts possible high-variance in quaiity due

accountability to capacity differences in principals

Earned I Upfront quality control can smooth I Denver
autonomy: performance variance I lndianapolis
schools I Only high-capacity plans are approved I LA Pilot Schools
demonstrate I Less diversity of approach I Lawrence, MA
capacity with I Potentially burdensome process limits

approved plan and schoots seeking autonomy

autonomy is

awarded on this

basis

 

 

 

 

 

 

1 Clark County is in the process of implementing an autonomyi accountability approach brought about by
the passage of a recent autonomy law. There is little evidence at this point on Clark County's actual
practice related to autonomy.

LAUSD PRA (0047135) - 25

 

Recommendation: Pursue an earned autonomy approach that outlines a path for any LA
Unified school to receive autonomy based on clear progress on the school performance
framework and using existing LA autonomy models. This approach, given variance in
perfonnance, geographic spread of LA schools, and labor context with existing autonomy
models, is most likely to result in the largest number of high performing autonomous schools,
overtime

What is the "footprint? for school autonomies?

A related question is at what level are autonomies available. Districts pursuing an autonomy i
accountability approach (eg. NYC) secured basic autonomies for every school in the district.

For example, in NYC, the curricular and professional development choices could be made at the
school or network level, and looked different at each school, but the baseline autonomies were
the same. Every school had the freedom to innovate.

In earned autonomy districts (Indianapolis, Lawrence). autonomies are secured by individual
schools for those schools only. Not every school had the freedom to innovate. Instead only
those that demonstrated the capacity to do so were able to adjust staffing, instructional
approach etc.

Recommendation: Adopt and continue to explore ways to expand existing models for
school-site autonomy given the district's labor context and variability of school performance.

Network Organization

What is a network?

We are defining a network as a support-only unit, focused on 20-30 of schools and providing the
following:

0 Instructional support knowledge?sharing and effective?practice sharing across schools
Operational support
. Targeted student support

Networks would be grouped based on geography and a naturat community grouping, providing
an opportunity for open choice?zones within networks and offering a diversity of school options
in terms of model, performance, and grade-band. Our working network count, following a
geographic mapping exercise, is 32 networks across LA.

What is our approach to supporting our most in need schools?

In the network context, we envision geography will concentrate a set of low (or high) performing
schools. This provides a natural support structure for lower-performing schools that may be
geographically concentrated. Our recommendation is to ensure networks have a diversity of
performance, school models, and allow for heterogeneity (performance, model. grade band,
etc.) and support cross-learning. In addition, a related and embedded goal of the networks
approach would be to realize broader equity goals such as those outlined in desegregation
efforts. This could be operationalized by supporting enrollment and choice efforts at intra-

LAUSD PRA (0047135) - 26

 



network levels.

Example: Beaudry organizes 25 schools in Downtown r' South LA into a network. On average,
these school?s pertonnance is lower than other district schools and in response the district
concentrates additional resources and support to improve these schcois. Additionally, the
Downtowanouth LA network can be af?iiateo? with ao?iacent networks to offer choice and
transportation to all students in that grouping. Students would, therefore, have access to a
greater diversity of schooi options.

How are networks organized?

Nationally, districts have pursued different approaches to organization of school support
networks with the broadest categories being self-af?liation, af?liation by attribute, or geographic
affiliation.

 

 

Mode of BenefitsiDrawbacks Examples
Affiliation
Self-af?liation I Principals empowered to af?liate on common a NYC

challenges i interests
in Market accountability for schools to deselect networks
I Suited for higher-performing i motivated principals
in Fragmentation of local school communities

 

 

Affiliation by I Natural alignment 0 Baltimore
attribute (grade- Little "cross-pollination" 
band, In Fragmentation of local school communities a Denver
performance, a Can create unbalanced networks of schools, size) 0 Clark
model etc.) County
Geographic Ef?ciency In Chicago
affiliation I Preservation i nurturing local school communities a Baltimore
9 May concentrate low-performing schools (ES)
0 Clark
County

 

 

 

 

 

Recommendation: Geographic af?iiation is consistent with the stated LA Unified values of
preserving! creating iocal schooi communities, is more efficient operationally and a geographic
concentration of tow-performing schools allows for additional resources and supports can be
pushed to out to networks and to support lower performing schools

How many schools should each network serve?

National benchmarks are fairly consistent on the size of networks with 20-30 schools per
network being the standard. We are working on a draft map based on natural communities and
geographic boundaries to create 32 networks, which will result in a number of schools per
network consistent with national averages. There will likely be some variation in the enrollmenti
number of schools per network to account for natural differences in the size of communities.

LAUSD PRA (0047135) - 27

The Beaudryi Network 1 School Relationship .
The next set of recommendations concern the organization of the system to support schools.
Given emerging consensus on the size and organization of networks, we can now consider
what networks do to. support schools. network autonomy. network staffing, and network
accountability. 

What is the role of each administrative unit? 

The following recommendations draw on NYC and Lawrence Massachusetts specifically. We
rely on NYC because the size and power-structure of'the networks vis-a-vis the central office
created a system in which principals overall felt supported and better served. Lawrence?MA,
while much smaller than LA, provides a powerful example of earned autonomy that blends
support with empowerment. 3 

We recommend Beaudry establishes standard non-negotiable policies including legal
requirements and critical district policies suspension andexpulsion). while networks
establish a standard package of school support thatischools may opt of provided they can
demonstrate the capacity to do so.2 

 
   
 

Beaudry de?nes core services 
a mandatory policies

Networks de?ne standard
school sorvioo packag-

 

   

Schools may opt-out or all or a portion of the standard
service package but cannot opt-out of core services
or mandatory policies

What is the authority/purview of each administrative unit?

 

2 We will review the specific types of mandatory, core. and "opt-out? policies in more detail at a
subsequent meeting. The tale on page 5 provides and overview.


. LAUSD PEA (0047135) - 28

 

 

TYPE Policy Setter Example 
Mandatory Policies Beaudryr state and federal) I IDEA
0 Standards aligned
curriculum

0 School start date
Minimum hours

 

Core services Beaudry (these are services
with economy of scale)

Transportation
services

Food services
Special Education
services

Equity and access

 

Standard school service Networks a Curriculum
package Professional
Development
School schedule
Intervention
Student support
Academic plan and
assessment
Staffing plan

 

School specific plans Schools an Option to opt-out of
any or all component
of standard school
service package

 

 

 

 

 

Example:

The Tarzana and Woodland Hills network has built a standard school service package that
focuses on literacy. This package includes a staffing plan calling for two literacy coaches and
double blocks of reading. School A and School are in the network. The principal of School A
identifies a need to stress numeracy based on her assessment results. in collaboration with her
staff, she develops a rigorous school plan to justihr this departure from the standard school
service package. The network leadership and Beaudry staff review and approve the plan.
School declines to submit a plan and receives the Standard package of supports from the
network.

What do networks do to support schools?

Beaudry retains policy-making authority and performs functions that are best suited to
centralization processing payroll). Network staff interface with schools, providing closer
support with a stronger bent to ?customer service."3

 

3 We will cover Beaudrv with more detailed functions at a subsequent meeting

LAUSD PRA (0047135) - 29

 

Function4

 

Description

 

Instruction and Achievement

 

Learning standards

Supports curriculum development and school?wide instructional
planning (pacing, scopefsequence etc.)

 

Quality review support

Supports schools in preparation for quality review process

 

Content area support

Specific support for all content areas

 

Post-secondary
readiness

College counseling, AP, IB, SAT, ACT, PSAT prep, graduation
requirements etc.

 

Professional
development

Supports selection of PD by schools, may also provide PD to
schools

 

Leadership development

Principal, AP coach, supports leader growth

 

Teacher effectiveness

 

Supports teacher evaluation, classroom observations etc.

 

Student Services

 

Youth Development

Non-instructional support, counseling, social services

 

Special Education

IEP support, compliance, liaison w! central office SpEd Division

 

English Language
Learners

ELL instructional strategies, compliance liaison wf central office
ELL division

 

Transportation

Liaison with central transportation

 

Safety and Suspension 1
Attendance

 

Support on school safety, discipline plans, attendance strategies

 

Operations and Organization

 

Budget and Payroll

Liaison with central office budget and payroll division

 

Hu man Resources

Liaison with central HR

 

Purchasing and
Procurement

Supports school purchasing, liaison with central HR

 

 

Compliance

 

Supports data reporting, manages compliance for network
schools

 

 

 

4 Drawn from Lawrence, NYC, and Baltimore functional maps. We will discuss specific network position
counts FTEs) at a subsequent meeting.

LAUSD PRA (0047135) - 30

 

Food services Liaison to central food service division

 

 

Facilities Liaison to central facilities division
Grants identifies grant opportunities for network schools, supports grant-
writing

 

Technology applications Supports network school learning applications, liaison with central
IT

 

 

 

 

Network Autonomy

How are networks staffed? .

National models have pursued network staffing differently. More traditional districts have
prescribed the positions and functions that a network should pursue, while other districts
(namely NYC) gave significant latitude to the directors of networks to determine how to staff
their networks and what functions to emphasize.

 

 

Option Be nefitsiDrawbacks Examples
Tight: Beaudry prescribes Ensures baseline level of supporti In Chicago
exact it and type of compliance I Denver

positions based on per pupil Predictable budgeti personnel
allocation from network

 

schools

Loose: Beaudry allocates 0 Customized support for network 0 NYC
resources to networks and schools

networks are free to staff at a Potential strategic misalignment i

their discretion lack of support for schools on core

 

 

 

 

functions

 

Recommendation: We recommend a hybrid version in which Beaudry outiines the
necessary functions, regulates a maximum position count based on network enroiiment, and
aiiocates doirars to schoois to "spend? on networks with a portion of those doiiars being
mandatory to support necessary functions and a portion being discretionary providing that
schoois demonstrate the capacity to use the resources wiseiy. See beiow ?approach to funding?
section

Open Questions I areas for further research
. How many positions (FTEs) will be needed in networks to properly support schools?
. What role might networks play in supporting staffing autonomy at schools?
0 What is governance of networks? Is it in a community?based oversight board? How does
this governance intersect with school governance and site?based councils?

Witt networks supervise principals?
In New York City, the central office made a speci?c design choice to sever supervisory

LAUSD PRA (0047135) - 31

responsibility and support. Networks were "non-evaluative" in NYC and, in many ways, the
network leads "reported to" the principals. Denver and Baltimore took a more traditional path in
which networks leads held supervisory authority over principals.

 

 

Option Benefitlerawbacks

Supervisory Support: a Clear reporting structure

principals report to network a Network leads ultimately accountable for principal
leads, network leads have success

disciplinelevaluativel a Not a departure from bureaucratic command and
termination authority (both control

evaluating and
coachingisupporting principals)

 

Non-Supervisory: principals
report directly to area
superintendent, network leads
support principals coaching)

School centered approach

Network leads must earn authority

Complicated reporting structure

Inability to force principals to comply should this be
necessary

 

 

 

 

(Note: Supervisory Support approach confirmed with Superintendent)

How are networks funded?

New York adopted a per-school allocation for network support. This was a powerful form of
network accountability given that, in NYC, schools could dis-affiliate from networks and
therefore defund them. We are not recommending an af?liation model in LA but we believe that
a form of school allocation for networks coupled with the ?opt out" model described above will
provide a strong incentive for networks to justify their support to schools and ensure that
network budgets are automatically right-sized.

Recommendation: We recommend that a "cent-fork support? line be allocated to each
school based on the per-pupil cost of pro viding schools services for mandatory, core, and the
standard school service package. This amount will be ?charged bac to central for mandatory
and core services and to networks for the standard school service package.

Schools opting out of some or all of the standard school service package will receive the
allocation for providing that specific service from the network and may spend those resources at
their discretion.

Networks and central will use the charge-back from the schools for personnel and non-
personnel expenses. A network will receive no additional resources beyond the charge-back. If
many schools in a network?s purview opt of outthe standard service package then the network's
budget will contract accordingly.

Example 1: The Tarzana and Woodland Hills network is composed of 30 schools with an
average allocation of $100, 000 per school in network and Beaudry that

8

LAUSD PRA (0047135) - 32

$50, 000 per school is charged back to Beaudry for mandatory and core functions (total of
The remaining (30 schools $50k) is the network?s annual budget.

Example 2: Recall that school A in the above example has opted out of the standard school
service package provided by its network. Assume the overall network allocation from School A
to the network is $100, 000 per year and because the school has opted out of the standard
school service package, it "owes? only $40, 000 of the allocation to ?pay? the network and
Beaudry for core and mandatory functions. School A new has $60, 000 discretionary dollars to
deploy to a custom instructional plan

LAUSD PRA (0047135) - 33

179 - (gsizvoo) vacl 

Appendix: Research Tables

 

 

 

 

 

Networks
District Number of Schools! Staff For Network Functions of Network Selection Type
Networks Network
New York 60 25-30 Network Leader and ~15 -Help principals hire teachers Self?Affiliation
City experts in instruction, Manage budgets . 
1700 schools operations, and student -Find:and create school-specific
and familyr services professional development
-Anaiyze student data
?Troubleshoot technical and
- operational problems-
Baltimore 15 ~13 per ~10 Staff Streamlined model for problem- Geographically based
network solving, communication and networks for
Network leader central of?ce collaboration and elementary schools
195 schools support to schools.
Instructional Support Middle and high
Finance and Ops schools are affiliated
Special Pops by the grade levels
HumanResources thev'serve
Chicago 1? 1&35 Office of Network Supports Administrative support strategic Geographic
Schools per direction
network Netvvorks are led by a Leadership development
. Chief of Schools and a
H3 is divided support staff
into 4 -
networks
Denver 13 Max 20' Instructional Networks provide increasing Af?liation; by attribute
schools per Superintendent intensity of support'for higher (grade-band,
network needs schools to implement ?performance, model

 

 

 

 

 

 

 

 

99 - (gsizvoo) vaci 

 

 

5-6 additional support staff

their improvement plans.
Customized network supports,-
more resources 

help from content experts,

leadership development and
coaching in ways to strengthen -
school culture. .

etc.)

 

County
School
District

 

 

Clark 

20425

 

 

Associate Superintendents

develop capacity and assist the
- principals with resource

- deployment, business -
operations, reporting on
school?s progress

 

 

Geographic and
Achievement

 

 

Autonomy

 

District

Autonomies

How Earned

Accountability 

Support

 

New York City

 

 

Budget
instructional
decisions
staffing

Autonomy!
accountability: no
up?front restriction
on autonomy and
high-stakes

?accountability

 

 

Network teams have no
supervisory authority. They are
?accountable to principals for
helping them improve school

- performance.

Networks are evaluated annually
based on student performance in
member schools and on principals?
satisfaction with their services.

In New York City any network in
.the bottom 10% percent, two 
years running, the network leader
is dismissed, the network's
disbanded

Schools receive
support from their
Networks

 

 

 

99 - vaci 

 

Any network in the bottom 25% for .

three years, has to ?nd a new
network leader

 

Endianagolis

Public Schools

(Innovation
Network
Schools)

uDetermine staff
compensation

-Create new staff positions,
job descriptions and hiring
criteria

Establish optional
beforeiafter school. program
run by volunteers, staff or
partners

-Chooseidesign curricular
content to meet state
standards

?0pt in or out of IPS
academic services

?Opt in out of IPS non
academic services
Determine instruction and
pedagogical practices
-Set start and stop times 
school day 
-Determine number of all
school daysiyear
Establish an operating
calendar different than the
district .
Receive Title I, IDEA 
other grants directly from
staterfederal government

Eamed autonomy:
schools
demonstrate
capacity with
approved plan and
autonomy is
awarded on this
basis

Innovation Nettvork Schools are.

held accountable by three'entities 

1} Their own boards 
Indianapolis PublicSchools Board
and 3) Their charter auth?drizer'

The operator can
choose to contract
with the district, but

does not have to.

There ?is minimal 
support from the
district.

 

 

Lawrence

 

-Curriculum and??
Assessment
Professional Development

 

Some autonomies
are provided.
AppliCation can be

 

School'leaders are assigned
advisorsiliaisons to help in
the planning process. .S'chooi

 

Supports from
Central Office

 

 

 

19 - vacl 

 

 

-School Calendar

-Talent, Management, and
Staffing

-Compensation and Career
Ladder

~School Policies

submitted to the
District to earn more
autonomies

leaders are also provided
guidance on which Central Of?ce
leaders they can reach out to for
additional support 

 

Pilot Schools

Staffing

Budget

Curriculum 8: Assessment
Governance

School 

Earned autonomy:
schools
demonstrate
capacity with
approved plan and 
autonomy is
awarded on this
basis

PSC Renewab conducted every
3-5 years by an external review
team to determine renewal status

- forthe schooi-, renewal cycle may

vary depending on school's initial
PSC plan approval or previous
renewal terms. Some schools

- may be visited earlier'at the
Superintendent's discretion. -

PSC School Review: an annual.
self-review completed by all PSC
Schools unlessithey are in a
renewal year.

Looc provides.

training and

professional
development for

autonomous schools.

 

 

Clark County
School District

 

Initially principals were given
autonomy over Strategic
Planning and budget. The
goal is for all .principals'to
have autonomies-in the
following areas:

hire staff set curriculum

and determine scheduli_ng
and instructional design

 

 

Short term goal is to

..have principals

have autonomy over

strategic planning

and budget.

Law dictates
additional
autonomies given to
the school principals

 

Associate Superintendent's report
on a sshool?s progress. Progress
will determine whether principal
can earn more autonomy

 

Schools receive
support from their
Performance Zone
Associate
Superintendent

 

 

 

 

89 - (seuvoo) vacl 

Reimagining LA Uni?ed
Well-resourced School Overview

Con?dential Working Dro? as of September 1 4, 2018

 

 

Overview
This document outlines a working draft LA Uni?ed shared de?nition of a well-resourced school, based on deep initial educator and

staff engagement Input from this deep engagement was analyzed and to form the below shared de?nition of what a
well-resourced school looks and feels like, starting with students at the center.

We found the educator and staff input mapped to the categories inspired by the researchebased 5Essentials Framework developed by_
the University of Chicago: .
I Empowered, Empowering Leaders
Collaborative Teachers
Supportive Environment
Connected Community
Ambitious Environment
Continuous Improvement (additional category, based on educator input}

The below table on the includes additional detail on this framework, including key takeaways from educators 3.: staff that inform this
de?nition of a well-resourced school

Category? and Definition - W'hat resources help to achieve these? hat did we hear from educators How do we

and staff? measure it?

 

I A clearly-articulated, compelling, i I want charter-like 1; [placeholder

5 
. .II
i Empowered, Empowering i
.i Leaders i shared vision for the school and a game autonomy without having to School i
i The prinCipai works with plan to achieve it i be a charter school.? Performance 
I teachers to implement a i I Flexibility for principals to hire staff to I Principal is the creator of Frameworki 
clear and strategic vision meet the diverse needs of students I culture, visible face of School i

 

 



69 - (ssizvoo) vacl 

 

for school success and

 

 

 

 

 

 

 

 

learners.

 

 

. Differentiated resources and supports 5911001: teller 0f SCEEDDEES Quality
:2 9f for schools based on the diverse needs STOW REVEEWE
coherence and excellence of students at schools Principals described how
I across the school. Flexibility for principals to determine much harder the
length of class day school schedule 15 now as -
and purchase curriculum, based on compared With 3:33? past
student needs Printnpais described.
Leadership capacity and skills for spendmg much'oftheiriume
principals to support and empower their onin?mmsuucnonal EtaSkS r.
staff such as operations, facilities, 
Time to focus on instruction rather than eoncert-is, and 
being consumed by operational duties disuphne" 
The other stu?? has token 
over the ?s job. 
Collaborative Teachers Communities of practice for teachers;f A lack of common planning [placeholder
The stuffs committed to the Professional Learning Communities time and need for peer School
school, receives strong Collaborative planning time built into supports was a common Performance
professional development, schedule theme, and we know from Frameworkt
and works together to Time for peer classroom observation recent public reports that LA School
improve the school. and feedback teachers have less planning Quality
time than other districts Review]
Supportive Environment Restorativejustice, Positive Behavior I. ??The other stuff-has taken [placeholden 
Students are supported Supports, MTSS, Wrap-around services over the principal?s job.? School 
holisticatty by school ste?f Teacher evaluation process that is ?Take care of the basics, so 1 Performance
their peers, and are streamlined and differentiated triaged can take care of the-rest.? Framework} 
supported to be successful based on performance Schools want full time School
Maintaining safety and working nurses, APs Quaiity
facilities Review] 

 

017 - vacl 

Connected Community

The entire school st?cpjir
buiicis strong relationships
with families and
communities to support
iearnr?ng.

Schools connected to families and to
the diverse needs of their students
communities

Deep ongoing dialogue and
engagement with the community
Connections with community?based
organizations in the school?s
community

 

Ambitious Instruction
Classes are academicaiiy
demanding and engage
students by emphasizing the
application ofknowiedge.

 

 

Rigorous, relevant, standards-aligned
curriculum and assessments

Di?erentiated, student-centered
pedagogical techniques

 

Continuous Improvement
Data related to the school ?s
vision and shared vision of
i student success is
continuousiy gathered,
assigned, and used to
inform and caiiorate
strategic interventionsclear data-use protocol and an
improvement approach that is shared
across the school community

Using targeted data, dashboards, and
assessments to understand and
accelerate student learning

may be unaware of them

 

Educators and staff [piaeeholderz

described importance of School

connecting with parents and Performance

with other community Framework 

I resources School

I Quality

i Review]



i u.

i Cognitively Guided {placeholden

Instruction School

Adaptive Classroom Performance

There is a need for coherent Framework!

teacher and principal School I
training on CCSS standards Quality I
to align on expectations f:
Principals need time and
capacity to be instructional
leaders for their teachers i
There are many data systems [placeholderz 
and an opportunity to cohere School
them. Performance
Training on the various data Framework 2?
dashboards already available School
for school leaders and Quality
teachers but school leaders Review]

 

i

L17 - (swvoo) vacl ospv?I

ll

APPENDIX

 

 

What We Heard from Educators Staff

Reimagined LA Uni?ed Implications

 

Students First
a The focus of the entire systemshculd. be effectively meeting the diverse needs
of ALL students. In contrast many staff. described the importance that can he
piaced on adult needs over students?.

Principals as Empowered'and Empowering Instructional Leaders

I The most consistent'theme across all stakeholders was the vital role of
principals as instructional leaders and creators of culture for their school
communities.

I Educators and staff throughout the system described needing more ?exibility
particularly related to people (such as. hiring ?must place" educators) and
money. want charter-like autonomy without having to be a charter-school. 

- Principals are spending much of their time on non-instructional tasks suchas
operations, facilities, parent concerns, and discipline.

"The other has taken over the principai ?sjob. 

Need for Coherence and Simplicity
Educators and staff described cluttered initiatives based-on a ?christmas tree
approach,? Eeading to duplication and con?ict
0 Change is not improvement and more :is not always more.

 

 

Create coherent system of performance
managementfoeused on student'success for
schools and for the system that supports schools.

Empower-educators by designing the system to
provide them with .

autonomyr?rcom to decide;

0 ?exibleresources; I

differentiated supports.

Build a coherent support system around schools
as the unit of change.

 

 

 Mme-bi? 

zv - (ngoo) vacl 

Los ANGEL-Es UN IHEo-scaH-ooL as

Executive Briefing
September 6, 2018

 

  
  
    

 
 

Significant progress on Re .
and much work to he done to develop a plan by December

Leads:
Erin Brewster
Collin Moore

Support:
Nimisha Ganesh

Key Priorities Completed To Date

Completed two design sessions with with
local district and Beauclry team focused on
de?nition of an "empowered school" with
current constraints, and opportunities to
address

alignment 

    

  
   

Next Steps Including Dependencies

content from Design Sessions I and ii
and build ?working hypothesis" on potential
options for school empowerment, connected to
people moneyr and ongoing engagement tracks
Con?rm possible next steps on SPF
alignment

Conduct interviews with enrollment team

   

 

People 3: Money

Lead:
Mark Viehman

Continued initial analysis of budget and
personnel data [with joined interview
with Director of Financial Planning

continue analysis based on oUtput of schools
team engagement.
Ensure analysis of Staffing Implications from

 

 

3- 2; {Connected to .Reimagining Work underway
Conduct interviews with facilities and
transportation personnel

Community Leads: Completed initial engagement with Continue planning and activate next phase of

Engagement Erin Brewster principals and teachers via-focus groups stakeholder engagement
Collin Moore Developed engagement approach and overall Continue integrating existing stakeholder data

project plan for engagement with teachers including school climate surveys {parent5,
Support: and families students, staff] and data from listen and learn
4 Sam Arrona from last strategic: plan
Communications Leads: Developed initial approach and work plan Continue planning and activating next steps on

Rajeev Bajaj
Erin Brewster

tracker 
Continued planning and alignment around

aligning key messaging and communications
efforts

 

 

communications and key messaging for the
Support: reimagining LA Uni?ed work
Sam Arrona
Overall Project Lead: Launched project and activated engagement Develop a ?meeting and update' matrix to

Management

Erin Brewster

Support:
Nimisha Ganesh

 

and design session sprint over last three
weeks

Regular updates for importantgroups
including "thought partners" and weekly
partners meeting; created work products
Ongoing check-ins with David Dina

Overall Status:

efficiently and effectiver provide ongoing
progress updates to critical stakeholders

. :Cln schedule :At risk . :Behind 

 

917-(99 11700) we a nV?l

 

 

in the past two weeks we ve err aged de eply with educators and staff from
3

schoois everv locai district 

 

What we'heard - I Implications. for 
2' .- I .

Students First Relmagined 

- The focus of the entire system should be effectively meeting the diverse 

needs of ALL students. In contrast many staff described the importance 





Create coherent- system of-

performance management
- focused" on student s'ucceSs?
for schools and for. the system
that supports schools.

uni

that can be placed'o'n adult needs over students.-

EPrincipals as Empowered Empowering Instructional Leaders
The most consistent theme across all stakeholders was the vital role of
principals as .instructionai leaders and creators of school culture.



Empower educators by

a Educators and thesystern described needing more designing the System 1.30
flexibility pa rticulariy related to people (such as hiring" ?must place" proVid-e them with
educators) and money. 'autonomylroom to
?i wont ch otter-like autonomy without having to be charter school.? decide; - ?a as
. flexible resoUrces;


Principals are spending much of their timeon- non-instructional tasks differentiated SUpports.
such as operations, parent concerns, and diiscipline. 
he other stu?" has taken over the principol?sjob.? 
Need for Coherence and Simplicity .
Educators and staff describedcluttered initiatives based on a ?Christmas Blind a Support
tree approachfr leading to duplication and conflict ?Stem around as the
a Change is not improvement and more is not always more. ?nit "3f change.

 

 

 

 

- (QELLVOO) vacI 

k'

9-17 - (seizvoo) 'vaa osnv1



 

 

Reimogim'ng Work Underway

School Performance

Framework

Coherent
performance
management that
reimagines
system around
student success

Working to align
with the existing
SPF effort

Define a shared aisiono
schoois and than oci

School
Autonomies
Map

De?ne school
autonomies and
what effective
sc'hoois need to be
successful and
therefore what

support is

needed

Refining
in-development
draft of
autonomies map

stode nt msoccessf aotonomy accountability for

Define School
Empowerment

Confirm approach
on cohering
various existing
and proposed
models, based. on
definition of school
empowerment

Mapping current LA
autonomieS-(n-ext
slide)-and are
developing a
hypothesis on
future autonomies

trnooei to achieve it

Networks create
structures to

'best-servez'their

schools and

._systems to: hold

netWorks
accountable

Working

hypothesis on four-

fun-ctional areas
for networks

Designate

- network
membership or

schools or allow
sC-hool-s to
self-affiliate

Developing

hypotheses!
options on-
network types
and'counts

   

Meier-5"?

LAUSD Autonomy

School Models

Types of Autonomy

LA Unifiee?i has a veriet What Are They?
And How They Are Established?

 

 

 

  
 
 
 
 
 
 
 

 

 

 

 

 

 

 

 

I 917 - (swvoo) IvacII 

Professional Deva 

- Staffing Smali schools with autonomy in speci?c areas
I Budget New. starbop Pilot school
- Curriculum &Assessment 0 Conversion -v_ote on the'completed proposal is
Pilot Schools In Governance required. 67% of-all U.TLA represented-staff that
a School spend at least'SDS? of their time at the site
- An existing charter school can decide to give up its
charter and apply through the-RFP process
.-.. Governance . 
Staffing ScASSignment Mutual consent -
j- - -.-instruction 
Student cinscupime -
matte
.
a Staff Selection . Public schools with site-based decision-making
- Bud et authori ,thato erate throu hena reement
ExPanded - Cun?giculum StAssessme'nt with 
3359:: Management a Professional Development a Vote onthe completed proposal isrequired. 61% of .
Model (ESBM M): a School Schedules all UTLA represented staff that spend at 'Ieast 50%
- Governance of their time at the site
of Governance
Partnership ancl LA 
Promise Fuhti Curriculum
. . School 

  

 

autonomy model? currentiy
?3

1..

Reta-i n'cu rren?t

LA Unified
autonomy
models and
layer in network
support
structure

Eliminate :or
modify some
autonomy
models

.Cohere all
existing



models osport
of overall
Reim oginging
e?on?

 

. 

APPENDIX

 

805.3 mg - LN

 

817 - (seizvoo) vacI osnv1

5I

Deeper dive on hiring and budget tor scitooi leaders




?Must place? staff create a significant barrier to serving sthdents effectivelj,?r

Many principals don?t know how to use flexible resourcesno no ng currentiv and don?t have a
gameplan to guide priorities for resource allocation

A talent of high-quality educators to become principals, teachers, and
principalrteacher coaches would have a dramatic impact on student learning in LA Unfiied.

things to start



Collaborative planning time forteachers was mentioned frequent ly, and ERS study (June 20i8)3

noted that LA Unified has much less than comparison districts.

Having a full-time nurse (rather than lig nurse} for every school came up frequently;
FT AP mentioned as well but less so tnan nurse

Teacher evaiuation process noted as cumbersome and not differentiatedr?triaged based on
performance

'ihings to keep




3

Restorative iusticeipositive behavior support: principals noted smooth opening of schools w!

welcoming student? centered environment
At local district, separate directors (principai supervisors} for instruction and operations
From central office: data systems{ Schoology. MSES, [Viv Data); i-i.R orocesses like payroll; 06C

Need for connection and continenitv across ieveis in. in. tinitieci




There?s a need for seeing each individuai?s work as part of broader effort and shared vision.
Educators mentioned a disconnect between ievels and need for healing.

sWhate else we ve heard from eo ocators in the field

- Emerging-?Quick .

Wins"

Provide school leaders .

witha flexible fund

leg. to payfor
incentives to increase

attendancei

- Find ways to. create a

drumbeat of

--__Ce-Iebration for

. effectiveeducators 

and the work they do
every day

'Cononue to

Streamiine

. communications to-
. from ..

centrai office through

 

 

internal and external
[including community]
engagement

617 - (99mm) vacl 

DESIGN TEAM

Internai Design Team
Integrating, and
Accelerating Design of
Reimagin-ed LA Unified Model

 

 

- What doee ihe werk ieek te gee ?te the ?ideai state??

OUTPUT

 

EMPOWERED
SCHOOLS

  

 

 

 

 

COHERENT
SYSTEM OF
SCHOOL

 

 

 

 

 

 

SUPPORT

 

 

 

UNIFIED)

 

:9 ?ipping the Eta/?Easiei: Sthm?a 3,5 the Unit of {Change

 



09 - (99mm) vacl 

 

I From: Current State



Local Districts



?3


?i

Eil-




E. SE -
5.

    

 

 

THE HOW:
Rei-magining LA

 

Unified Work (once
implemented)

 

 

 



To: Ideal State (byjuty 2019)

FE 


 

 

 



 

Staffing hiring 

Educators
0 Coaching.
intervention, 
support
instructional
and student
support e.g.
SST etc.
Staf?ng I placement
and teaching
assignments
Professional 
development and 5
adult learning
Educator
effectiveness

Wh at Eoesa Successfoi
foran LA Uni? ties. cnoo

fefermed fay: eddeator ?3pr
With mere te ate? tea weeks ahead

0 School schedule (blocks,
pariods, thematic focus etc.)

Teacher I staff planning time

0 School day start and end
time

I Building access and
community activities
calendar 1' planning

 

L9 - vacl 

 


ti:

Instructional materials - core and
supplemental; based on district
academic expectations and state
standards

a Professional development and
adult learning opportunities

in Operations

0 Purchasing (school I below
certain 

Facilities and Custodial

Transportation

Data management and IT

Health Services .

DOUG

 

 

Program

Curricular scope and sequence

and planning; based on district
academic expectations and
state standards

Formative and periodic
assessment approach
Instructional materials {core
and supplemental}; based on
district academic expectations
and state standards
Instructional support I services
-- sUpplemental, intervention,
and 'enrichm'ents

Student support - attendance,

. discipline, safety

Special populations

and What Does Adtonomy Mean

 

 

'10

 

zg - (99mm) vacI 

 

Ace?ohabie arid irifegrafed Pi?ah

 

 



SCHOOL SUPPORT 




(Defined Autonom?es)



School
Suppo?s

 

 

 

 



 

 

 

 

 


(implications for people based on schools and schooi
supports) 


(implications for money budge-t based on schools and
school supports} 1,

 

 

*arialyfics interviews to support each of the above categories

Unified 

What does leek Elke by 2m 3?

OVERALL KEY BY DEC 2013

Public Plan (PDF) .

Detailed LA Unified .
Internal plan (PDF) 

 

Implementation plan



 

11

99 - (sstvoo) vacl 

Los ANGELES UNIFIED SCHOOL DISTRICT-..  

REIMAGINING LA UNIFIED

Realigning Schools Design Session I
August 24, 2018


I 

 

 

179 - (ssizvoo) vacl 

8:00?8:15

'IWelcome, lhtrOduction?land Activator 

 

 

 

 

 

  

ltem 

 

 

 

 

 

 

 

 

8:15-8:30 Reimagining LA Unified Overview
- Backwards mapping from success injulyr 2019
- Focus on 30 Day Design Sprint

8:30?8:50 Initial Stakeholder Engagement (Principal Focus
Group): Themes Key Takeaways

8:50-10:00 Developing a Shared Definition of Teacher
Supports, in Service of'Student Success

10:00-10:15 Break

10:15-11:30 Develop a Shared Definition of Principal Supports,
in Service of Student Success

11:30-12:00 Key Takeaways, Next Steps for Design

Session II, and Wrap Up

 

 

Meeting Goals:

Accelerate on critical design components of .
school support structures; starting with a focus on
schools, as part of the broader Reimagining LA
Unified effort

Build a shared vision of what supports?fea-Ehers
need and supports school leaders need to set up
students up for success

   

 

(99mm) vacl 

33w 

Ca? to Mind 5-   

   



Guidng Principiee for To

. RESPECT

We will listen
authentically to each
other.

We will be receptive
to new and different
ideas or opinions of
others.

We will allow our
fellow community
members to finish

their thoughts before

proceeding to voice
our own.

Eli:
$33
is Uh

COMMUNITY-

We will seek'to work
together to find ways
to serve ALL our
students equitably.

We will focus-on
children and families,
notpo??ons

We wili strive to
maintain a sense of
humor and ?nd
common ground with
each other.

COMMITMENT

We will put our kids

first today. and every
day.

We will discuss
sensitive issues.

We will share all
relevant information
and explain our
intentions to move
the conversation
forward.

 

 

 

99 - (ssizvoo) vaci 

 

19 - (gstvoo) vacl 

3:03:15

 

 

 

 

 

Welcome Introductwions and Activator

 

 

 

 

 

 

 

_8i15-8:30 .Reimagining LA Unified Overview I . . . 
Backwards mapping from sutces?s injuly 2019
- FOCUS on 30 Day Design Sprint . . 

8:30-8:50 Initial Stakeholder Engagement (Principal-Focus Group}:
Themes 8.: Key Takeaways

8:50-10:00 Developing a Shared Definition of Teacher Supports, in
Service of Student Success

10:00-10:15 Break

10:15-11:30 Develop a Shared Definition of Principal Supports, in
Service of Student Success

11:30-12:00 Key Takeaways, Next Steps for Design Session

II, and Wrap Up

 

 



@EreWEew oE ?ewEn?Eag En seas Enoeaes 

31$
If"!
LIE

{if

 

2- 

 

Develop a gharee? Design a Emfp?wm QUE EA as a

vision of swoon? system that ecquca?Ecors create lean organization focused
saccess starting with ensures alE eEEorrs are innovative iearning on equity, systemewide

the student and dii?ECtEy aiigned JED that performancgr- standards 
schools at the center acceEeratEng stecieni meet the diverse services, schooi support,

of our work success needs of our Los and continuous
Angeies community improvement -
5

89 - (ssizvoo) vaci 

 

69 - (99mm) vaci 

 

Haw ws get 
Overview of Reim-sginfng Ji Uni?ed 

I,
SCHOOL SUPPORT NEEDS
REALIGNING
SCHOOLS .
(IGtamba) Egg 1 [.13 j? EFFICIENCIES.
[w 559 (Ernst &Young)
SPECIAL ED EQUITY STUDENTS
(T hirdWay-Solutions) 

RESOURCES

Interconnected Across External Consulting Partners

 

1. Cost savings and ef?ciencies in the context of the ?Reaiigned' structure
2. integrated implementation roadmap
3. Entegrsted muiti?year budget impact anaiysis

 

09 - (sstvoo) vacl 



EH:

[Pl

west ooes soccess aeo-
Backwards mspoiog from o?

i 



i


g:

"rt:
Es

High Peo?ormiog Set of Schools {Eeoochecl by July 2m 9}

Schools: Groupiogs of schools with autonomy and
clear accountability for student outcomes

Schooi Support: Governance: talent, csoacity, and
support model in place to support schools in
accelerating student outcomes

LA Uni?ed: Realigneo? to be leaner and more
ef?cient and effective in supporting schools

   

   

 

 

LAUified 

 

 

 

 

 

L9 - (ssuv

Kickoff

(8M 

Project Launch

- Discuss what success
looks like for a community
of schools

- Define initial shared
values (what should we
keep, start, stop doing?;
what does a great LA
school look 


- Share and align on
concrete deliverables
through 150 day plan
[December 2313)

- align on intersection of
realignment strand with
other reimagining strands

Board Educator

Engagement 
[8i?23 8:24Principal Advisory Group 8:
Additional Focus Groups

Get input! different
perspectives on wh at we
should keep, start, and
stop doing to inform school
support design

Begin generating buy-in
from various stakeholder
groups Outside core design
team

 

 

LA Unified leadership 

i reimagining team members

 

Principal focus group {~10
principals; 1.5 hours}

(COMPLETE)

Individual meetings with Board
members PROGRESS)

 

 

[Bf

Work Session #1
24)



   
 

 

Educator

Engagement

. . . . .
I

Additional Principal 8:Teacl1'er-

Focus Groups

Get additional input!
different perspectives on
what we should keep,
start, and stop doing to
inform school support
design

5' Continue generating
buy?in from various
stakeholder grOups
outside core design team

(PS focus groups; 1.5 hour
each)

30 day proposed design sprint on system values and structure {1 of 3)
Overview

Work Session #2 .
{Eh-"ill

 
 

NOT STARTED .

 

Focus on implications for school

SUpport and LA Uni?ed

structure to accelerate student

outcomes

- Review themes takeaways
so far

- Design school support
structure leg, staff roles,
supports, decision making}

- De?ne LA Unified supports
structure (including via
service level agreements and
tiered service options)

{4 hour session)

 

Principal focus group 
principals; '15 hours}

Local Supts meeting

Teacher forum [~25 teachers

from diverse areas, school
types, etc.)

 

- Core realigning schools team

 

 

 

 
  
  

- Ii: .
<9o 45?




 

30 day prepesed ages?gn sprint en ayatem vaiees and structure (2 of 3)
Design ?essfon Beadmap

 
      

 

Design Session .s Design Session II
(3/24) a? 
(8/23?8/24) (8/27?8/28) .
Principal Focus on Schools FOHQW on Focus on School
Focus Group Create a Shared Vision Stakehefder Supports LA Unified
of Success Engagement Supports
Board (Locai Supts,
Engagement Teachers,

zg - (99mm) vacl Gan?I .

Principals)

   



 

99 - (ngoo) vacl 

5 - 5.333%

A. Hismry Sncia? Sa?eme
B. Eng?ish
C. Math
D. Labaratsry Science
E. Language Either i?han Eng?ish
F. Visua? 3: Perfarming Arts
G. Co??ege Preparatnry Eie?ive

 

 

 

 

 

11

  

179 - (ngoo) vacl 

2:313:99

30 dav prooase 20? deg Em?: sa?ria?aa as? sassy; em va?ases and structure (3 of 

is Guiding sass? Desigss

 

 

 

 

 

 

?shag easagssaas?a? amass as edasmmars and
smasasaamsa?a Easasasea?g?

whammy Ema saessas'aa, and 

swim

3 . as asass aimsagm?g

 

12

 

 

 

99 - (sstvoo) vacl Gan?I

Welcome, h'Itroductions,r and Activator

 

 

 

 

 



8:15-8:30 Reimagining LA Unified Overview
- Backwards mapping from success inJuIy 2019
Focus on 30 Dayr Design Sprint

8:30-8:50 -. Initial Stakeholder Engagement (Principal Focus Group)

Themes 8: Key Takeaways 

8:50-10:00 Developing a Shared De?nition of Teacher Supports, in
Service of Student SucceSs

10:00-10:15 Break

10:15-11:30 Develop a Shared De?nition of Principal Supports, in-

Service of Student Success

 

 

11 

Key Takeaways, Next Steps for Design Session
II, and Wrap Up

 

 

13

 

99 3(99szoo) vaci 

Prineigoai Focus @roug: Titer-n

Students ?rst
Student interests aduit interests
Fiexiol}r (ei?cientiy, effectively, equitaoiy} meeting the diverse needs of ALL students






Principals as empowered instructional leaders

. .
a.
{Li


k)

Hiring

Staffing

More in the budget
More time to focus on instruction

Success in spite of system, not because of it
Too many constraints {that take up significant time to manage)
Positive behavior supports

(w



0

i takeaways ii of 2?

Celebrating educators and supporting the work they do every day

inspirationai goals for Reimagining LA Unified vvorit
Setting the standard across the states? nation

0




Grovvi

ng enroilment

Ciosing achievement gaps 5; raising achieve: tent for
students





rake f~

LL students {equity} meeting the needs of our

 

 

 

14

 

19 - (ssizvoo) vaci 

Schooh



Welcoming environment for
parents 84 
Community engagement
instructionai supports

Schooi sect. ritv

Autonomies cur! entlv to piece

 

Local
De?ner

 

 

 





Decentralized iueadership

Staff relations

Support (fiscal, operations, etc.)
Networking I 
meetings across principals

iEr up There sires

[It

ta?
es isesri

Insufficient staffing half

time 

Spending signi?cant time on
compiiance r? operations vs
instruction

 

ieseawavs {2 of 23



 

Positive Behavior Supports
[catalyzed by increased 
resources I support}

 

Limited supports (eg. one
director to thirty schools)
to ng turnaround for operations

[facilities support

 

Free meats credit recoverv

Broad mandate on restoring
jusdce

Unified Enroilment, iViiSiS, etc.
Operations support {employee
recruitment pavroil; iegai
support, etc}

as Principal leadership training/
support

 

Constraints {hiring budgets,
events, purchases, evaluation,
operations} 

Lack of sociai emotionai

support for schools (counselors,

nurses, etc.)

Provide resources for AP at
every school

 

 

 

   


0)


_r

qhioiurs?t

We ee Ezo 

Ega



EE Edda}:
aE?Ed Leader Supports

 

 

 

 

89 - (ngoo) vacl 

Teachers

School
Leaders

 
 
   
  

 




i

Rennagh?ngLAlh??ed

Work [once implemented)

 



 

 

 

Teachers

School
Leaders



 

16

i

69 - (chzvoo) vacl 

 

 

8:00-8:1 5

 

Welcome. Introductions, and Activator

 

 

 

 

 

 

 

8:15-8:30 Reimagining LA Uni?ed Overview-
- Backwards mapping from success inJuly 2019
- Focus on 30 Day Design Sprint

3:30-8:50 Initial Stakeholder Engagement (Principal-Focus Group):
Themes Key Takeaways

8:50-10:00 . Developing a Shared Definition of Teacher Supports in -

Service of Student Suocess

10:00-10:15 Break

10:15-11:30 Develop a Shared Definition of Principal Supports, in
Service of Student Success

11:30-12:00 Key Takeaways, Next Steps for Design Session

Ii, and Wrap Up

 

 

 

17

 

 

c. Sepee?s? Era Sew?ce Ste?ertt


?i

?3

:3
$13



{-33
an
?111What resources and-supports SHOULD teaChe-rs -
have to accelerate student success?

01 - (swvoo) vacl 

18

 

   
 



Deae?cse?ng a Shared V??s?ea at? eae?aer Suepertsg Err Sew?ee at Student




(:49

JOIIH

What resources and? supports do teachers. 
CURRENTLY have to accelerate student success?

19

LL - (ngoo) vacl 

zz - (scuvoo) vacI 

 

 

 

 

5

 

 

 

 

Welcome, Introductions, and Activator
8:15-8:30 Reimagining LA Unified Overview
- Backwards mapping from success in july 2019
- Focus on 30 Day Design Sprint
8:30-8:50 Initial Stakeholder Engagement (Principal Focus Group):
Themes 8: Key Takeaways
8:50-10:00 Developing a Shared Definition of Teacher Supports, in

Service of Student Success

 

10:00-10:15

Break

 

10:15-11:30

Develop a Shared Definition of Principal Supports, in
Service of Student Success

 

 

11:30-12:00

Key Takeaways, Next Steps for Design Session
II. and Wrap Up

 

 

 

20

 

 

 

91 - (SELLVOO) vacl 

 

 

 

8 00-8: 15 Welcome Introductions and Actlvator
8:15-8:30 Reimagining LA Unified Overview
- Backwards mapping from success injuly 2019
- Focus on 30 Day Design Sprint 
8:30?8:50 Initial Stakeholder Engagement (Principal Focus Group):
Themes Key Takeaways
8:50-10:00 Developing a Shared Definition of Teacher Supports, in

Service of Student Success

 

10:00-10:15

Break

 

 

 

10:15-11:30 Develop a Shared DEfinition of Printipal Supports in
. . Service of Student Success 
11:30-12:00 Key Takeaways Next Steps for Design Session

II, and Wrap Up

 

 

21

 

- (scuvoo) vacl 

e? war ?g a?g??pp?ar?e Sew?ee at Student

What resources and supports SHOULD principals
have to accelerate student success?

22

 

91 - (99mm) vacl 

m3 333333 3 3 3333333 333333 333 3333 333333 3333333333 33 3333333 3'3 $333333

33 @3333

What resources and supports do principals
CURRENTLY have to accelerate student success?

23

 
  
 

imam

91 - (ngoo) vacl 



a Share? or Friooipai Supporter in Eowioe oi:
.

Stodem 

Use your orange post its to "vote" on the 'top five-ideas that
you would like to see as top priorities across all the
categories

 

24

 

- (scizvoo) vaci 

8:00-8:1 5

 

 

Welcome, Introductions, and ACtivator

 

 

 

 

 

 

 

3:15-3:30 Reimagining LA Uni?ed Overview
Backwards mapping from success injuly 2019
- Focus on 30 Day Design Sprint

3:30-8:50 Initial Stakeholder Engagement. (Principal FOCUS Group):
Themes 8: Key Takeaways

8:50-10:00 Developing a Shared De?nition of Teacher Supports, in
Service of Student Success

10:00-10:15 Break

10:15-11:30 Develop a Shared Definition of Principal supports, in
Service of Student Success

11:30-12:00] - Key Takeaways Next Steps for Design Session" 

II and Wrap Up

 

 

25

3' LOS UNIFIEDSCHOQL 



   

Con ?dentiai Working Draft for Discussion

81 - (ngoo) vacl 

 

 

6A - (gstvoo) vacl 

Adiooebie

What ?ees look 

arid fr; iegre fed Pieo

 

 



 





(Defined Autonomies}





School
Suppo?s

 

 

 

ji Uni?ed 

 

SCHOOL SUPPORT 

 

 

(f

 

 

 

 


(implications for peopie based or: schools and school'-

supports) 1
r? 
MON 

{impiications for money budget based or: schoois and
schooi sopports) J,

 

*anaiyti'cs interviews to support each of the above categories

o3; Seoember 2m 

OVERALL KEY DELIVERABLES BY DEC 2013

Public Plan (PDF)

Detailed LA Unified .-
irH'tenal plan .. 

 

Implementation plan

 

(xls)

2? .

 

08 - (ngoo) vacl 



Overview of Reimagining LA Uni?ed

 

 

 

 

Realigning Schools Work Stream - Kitamba

Special Education/Equity Work Stream ThirolWay Solutions

Engagement Strategy

 

28

 

L8 - (ssizvoo) vaci 

 

 

 

f. 

Focus on 7 key areas

. Financial analysis

. Current state

Areas for improvement

 
 

 

 

 

Transportation I I

4 .Waa?rsV-e- 
Compensation. 

"Procur?m?nt' x- 

  
 
  

   
    
   

-- 

 

 

 

  

 

 

Outcomes

Cost savings

Processimprovement

Purchasing opportunities

Allocation of resources

 

 

 

The E?iciencies work stream vviti also work to develop a ?nancial impact analysis illustrating the
budget implications of both the identified potential cost savings and the reirnaginecl school structure

 

29

  
  

ze - vaci 

 

KickEoes taggered over a 3 week period

ng 10 subject to data and personnel availability

 

 

 <icl<io fl

lead:s

 

   
 
 

*Validag?tion of findings with;

 

Cpnsolidateid final report dEliversi-d 

 

 

__'MEetingsIComrnunication'Deliverables

 

- Periodic, interim updates

- Validation of preliminary findings with functional! leads
- Reimagining Partners: Weekly meetings with project leadership

- Steering Committee: Bi-weekly meetings with senior stakeholders

- Foundations: 2-3 interim, update meetings

-Consolidated ?nal report including.

Potential cost savings

0 Recommendations based on size, complexity and timing

0 Highnlevel, cost implementation plan

. Financial impact analysis of cost savings and reimagined school ..
structure -

30

 

98 - (ngoo) vacl 

Agenda

Overview of Reimagining LA Unified

Efficiencies Work Stream Ernst Young

 

 

. 

 

 

Special Education/Equity Work Stream ThirdWay Solutions

Engagement Strategy

 

   

31

   

178 - (sstvoo) vaci 

PHASE ONE
(AUG 

Design 8: Implementation
Planning

Reeiigeing Seineoie: Hoe ewe ee?t teete??
Mtge Levee" Weeoege ?Eerie! 29W

PHASE TWO
(JAN MID 
Deep Engagement

(Internal and External)

 

  

PHASE THREE
(MID FEB - 

Implementation Launch

 

 

Develop shared
definition of a great
school, school
autonomy, school
support, and LA Uni?ed
support, all centered
around student success

Develop
implementation plan

Activate ongoing
stakeholder
engagement 84
communications

 

Incorporate feedback from
internal and external
stakeholders into plan

Continue deep stakeholder
engagement 
communications, including
Within LA Unified and with
parents/families, students,
and the broader community

 

Implement plan with
schools, school supports,
and LA Unified supports
(including alignment at
people and money)

Complete stakeholder
engagement 
communications in support
of change management

 

 

32

 

98 - (ngoo) vacl 

Overview of Reimagining LA Uni?ed
Efficiencies Work Stream Ernst Young

Realigning Schools Work Stream - Kitamba

 

 

 

 

 

Engagement Strategy

 

33

 

 

98 - (ssizvoo) vaci 



6

'3

Spectai it antrr

vervre 

 

Student Inclusion Pilot

Continuum

Align lEPs

Align Staf?ng
Capacity Building
Famiiy Engagement

.2 

Schooi? Support Piiot

Coherent framework
a On?site support and
coaching,
Changing behavior
escalation protocols

E3

 

 

Streamline Compliance

One?stop portal

School and network
dashboards

School focus groups
a Promising practices

 

 

34

 

 

 

18 - (ngoo) vacl GS??vf?l

Overview of Reimagining LA Uni?ed

Efficiencies Work Stream Ernst Young

Realigning Schoois - Kitamba

Special Education/Equity Work Stream -- ThirdWay Solutions

 

 

 

35

 

88 - (ngoo) vacl 

 

gm 

mgagam?m S?ga?agm mama

 

 

     

Engage stakehdlders in ?enera?aa cemmon Create a steady, drumbeat__
the Change. . . $31 facts convey mt pmsitive press ta teii tE'Ie

"Eha gage changa - Les Ange?es Uni?ed stew.

 

 

     

 

I .Io . What. are IItbg? 3::in 2 3 communrty 

WhoI. else; should Iwe engage With?



Gun-slang Onestlon for. Dascussaon

 
 
 

when}?

 

 

36

 

 

Realigning Schools Efficiencies i i [Special Educatiom-"Equity]
{Kitam'oa} {ThirdWay Solutions Group)

   

           

De?ne Great Schools nod design identity {Jotential cost savings across: Shift torn programs toe continuum that is
support structu ro . Facilities least restrictive ?detine-oontinuurn; boild
Detine sci .ool support got- ernance an alior . Foo-d Sigma-.5 - awareness and buy?in identify pittalls; realign
. .IAJ. u;
to resource allocation etiorts . iecl'inology sLuocnt assessme. ll. and school
Define school 3: LA Unitied support services .. pl(3mrapt?1mIT staf?ng 1'0 0i 
- Develop internal LA Uni?ed and eXternal . Tamar-?port new mOdE-?l 35 5? two
community coi'a?irnui'iications approach . 1.. - . pilots}
I. . . . iII'J'Crlkulb 81 Ill ?r SDED . .- .- I A
Develop high level integraLed woolen-imitation P?L-dgot lf?llF Ie mwr?km 1" rorn 9"79 manager 
4 a441.': 
wadmap for Jan 20.59 Jul? 2019 . idont?t's risk" associated LC) scnooJ: takng respOrisibiliLJi {what
. i 11Complete planning and ?true or 565 LO. equal bonfir- 
orehworlc DPPOrTonities - results for ALL kids? ground?up staffing 
1 . . . - DEVEIOP 3? pianfroadrnap with equitv in mind; work with Kitarnba EY to
- Develop scnool sop-port launch materials . . i 
??taifirio sup )0 i.tt..o<.ii.tg qi.i=c.< wlns, Lea. term on: map teams onto new structures}
19 l" ?1 .ba?ed 5? Shittfrorn compliance being at the center to
management acct-153 t0 Core. con-tent high quality
a Budget tor'eoast TU - Etudent supports {network daghbmard for
re?ect the tieanciat impact ot identified. . SPED compiia nce quality; one? stop
potentia cosL savings and roirnagined school - compl: ance poi al and streamlined- Joining;
structure contribute to school- based performance
framework with equity and improved
outcomes)

 

 

 

 

 

 

 

 

 

Interte epeno?ertt Work

 

Cost sat-sings and e?iciencies in the context of the "Realigned?
structure
2. Inte 'trated irnples'ttentation roadmap . 37
3. integrated multi?year budget impact analysis

68 - (ssizvoo) vaci 

 

Functional Area.

Efficiencies
Summary of ef?crenc scope of work

Summary of 

 

Facilities

-'FooId I I

Services

Transportation
Proctirernent 

Infon'nation
Technologies

--Co'm pensation 

O6 - (ssizvoo) vacI 

Budget
Implementationn

Financial'ln'ipact I

Conduct category spend analysis for all scope spending . - - - - - - 
- Identify potential areas of Improvements In procurement practices In lCompetItIon NegotiatIons Contractmg Supplier 
management - 
I 3A5se'Ss and quantify potential cost savings range fromI varioL'Js executable levers IdentIfred

Benchmark current facilities, maintenance and operations costs usingIEY?s proprietary database
Analyze maintenance and operations spend to identify efficiency and cost saving opportunities
Review operational KPIs and SLAs for Improvement opportunities

Analyze food purchasing categories to midentify efficiencv- and cost IedIucItIon opportunItIes - - . 
:Review the vo'lume of meals served associated commodity and personnei costs: 
Identify key drivers. of deficits In Food Services and develop a cost; saving opportunItIes listI- - - I:

Assess fleet and vendor procurement policies to Identify cost Ireduction opportunities
Identify efficiency opportunities through analyzing scheduling approaches and utilizations
Assess Impact of Special Ed I IEP requIrernent on cost of. service deliveryr

Identify and assess IT cost savings opportunities considering standardization assets and services shiftIngI to
external partners {Iv} other areas Identi?ed during iciclcolI'IE
Collaborate with procurement ITD and local districts to develop approach and practIce within each of the areas Identi?ed

current state assessment of organIzatIonal resou'?rces polIcIes and procedures toI manage workers compensatvon ciaIrns
Conduct a review of a sample of claims against Industry leading practice claims management 
- Report on the results Iof the operational assessment and claim review'_ -

Assess budget Implementation processes and policies to IdeInItIth/I Improvements In IIthIe budget function svsterns effectiveness
and related processes
Evaluate current organizational structure In context of the endato~end budget process

. Develop a highelevel rIIr'IulItI? ?vear IbudgetI_ forecast ItviItIh management- to ?the; estimated ?nancial Impact of the RelmagIned
Schools cost structure and potential additional operational efficiencies identified; in previously mentioned functional areas-
. Prepare high- leveld sensitivity analyses; on specific scenarios determined In wIth-I management-7 - - -

Throughout the duration of this work EIY- will provide periodic. interim updates on status aiong with preliminary, draft I?ndings.

 

At the conclusmn of this IIvorit. EY vviil provide a written report outlining findIngs recommendatlons and a high? ~ evel implementation plan? 38

 

L6 - (ssuvoo) vacl 

Key Share

Realigning SeheeE Hoes we get these?
DeEEver abEes E?ea'ge?st ?December E8)

 

 

 

 

- Complete first - -

design sessions and
initial stakeholder
engagement 8:
present 

findings {ppt}

Complete second

I - Complete budget

design sessions and 
continue stakeholder
engagement 
present 

findings (ppt)

analysis (ppt of
findings}

Complete 
performance analysis
[ppt of ?ndings) 

Design tiered service

October i November

Develop initial i i Share initial plan.
shared definition of draft for feedback

what a great school
looks like (informed
by listen and learn
tour; ppt}

options for'System of 
Great Schools {pptl

 

Decent her

 

. EShar-e final plan draft 
?(detailed and public

i-Version)

- Share-

implementation plan
(xls}

 

39

 

Eb 1

?eaEE eonEng ScEEoe eEs: How gs 
Lookmg Ahead: . 9 EE/orkEng Draft TEmefEne ofActEE/Efzes



 

'Fe'bruai'y .

 

Launch

Z6 - (ssizvoo) vaci 

 

 

- Hire Systems Complete Complete - Execute - Complete . Continue
i ofGreat business . school i school performance resource deep

Schools staff - planning and . affiliation affiliation contracts allocation community

support process process between - . process to engagement
Activate processes for 565 and schools and and prep
deep SGS Activate schools 568 563 and
conununhy t?ent schoohfor
engagement 3 . Complete strategies to - Provide Complete August 2019

materials I ensure ongoing materials launch

planning for strong coaching, and guides 

school F?pehnesof nahung,and.E tosuppon

affiliation support to students and

process (eg school level 565 staff families with

gmde/ aa? thehan??oni

manual for to 568 

school structures

autonomies)

4U

96 - (ssizvoo) vaci 

   

'1 :31 Hie-?0

  

Key Shared Deii' 'erabi es

EgpecEaE Eon 

1-1-1314

l'

we get mete?

{Acom sE? December i8)



 

Below outlined are 0U:

 

 

 

 

 

Define overall goals and scope . Solidify timeline, goals, and
of SPEDl?equity work scope of pilot

Envision pilots - scope, goals, Solidify team to support pilot
and possible pitfalls
Begin "plan to scale" work
Begin to assemble team to (IEP 2.0, staf?ng, compliance,
support pilots accountability, capacity
needed]



SchooE-based meetings -
faculty and families

Foundational work for pilots

Continue plan to scale work
2.0, staffing, compliance.
accountability}

 

School?based meetings 
faculty and families

Pilot specifications ?nalized

Continue plan to scale work

ilEP 2.0, staffing, compliance,

accountability)

 

October November Decem ber -

School-based meetings 
faCUlty and families

Complete operational
readiness for pilots

Continue plan to scale work

(IEP 2.0, staffing, compliance,
accountability]



{Speciai EdecatioangoityE: intacti we get there?
Looking Ahead: January at}? 9 Working Draft Time/line of Activities

 



 
  

  
 

  

February 9 - I May I I June

- Full pilot 2 - Pilot - Pilot - Pilot -- F?ilot . - Pilotlessons - Pilot lessons

implementation - implementation . implementatio implementation implementati learned . learned
. . on 

- Implement IEP 2.0, 0 Refine IEP 2.0, - Finalize IEP 2.0, - Begin - Plan to scale
staf?ng, . staffing, - Refine IEP 2.0, staffing, - Begin implementing -
compliance, . compliance, staf?ng, compliance, implementing plan to scale - Capacity-building 
accountability in accountability compliance, accountability plan to scale system-wide
pilot sites accountability 5 review a_ . Capacity-buildin Q-

- Continue plan to i '5 system-wide I

Begin plan to scale scale mapping - Finalize plan to Complete plan

mapping . scale mapping to scale

mapping
Initial theory of .
capacity i - Finalize plan to 
development build capacity 

l.

42

176 - (sstvoo) vacl 



1.

96 - (sstvoo) vacl 

?It;

Realigning Schools Design Session 

September 4, 2018

 

 

Meeting Goaie ergo Ageri?a

 

 

 

Meeting Goals: Agenda: .
0 Share findings? and input I-
u. from educator engagement - 10 00-10 30 Welcome and Context - 
and discuss implications for 10: 30-11 :30 Deep Dive on EducatOr Engagement Key Themes .
. . . LA Cl 8: Takeaways;
in" r? '9 Co?Create "Empowered School's" Framework
des'Q? Effort 11:30-12:15 Lunch Break

 

0 Build a shared Vision of what 12:15-1 :30 Workshop 8: Deep Dive on "Empowered sohools"

 

 

 

 

"Empowered Schools" look Framework Components

and feeI ?kg and workshop 1:30-2:00 Key Takeaways, Next Steps, and Wrap
critical framework UP -
components

 

96 - (gstvoo) vacl 

E. 51??

 

Nah-*-

Why did the school Work?
How did you know it worked7

Please Introduce yourself with your name and role  

"SlabOUt-th? schoclyou broughttommd;

@an1?

 

viIcI

86 - ?(99 LAVOO)



Gus dEng 

RESPECT

We will iisten
authenticaily to-each
other.

We will be receptive
to new and different
ideas or opinions of
others.

We willallow our
fellow community
members to finish
their thoughts before
proceeding to voice
our own.

EQEQEE eys?.

COMMUNITY .

We will seek to work
together to 'find- ways
to serve ALL our
students equitably.

We will-focus on
children and families.
n'ot'positio-ns.

We will strive to
maintain a- sense of
humorand find:

common ground with .

each other.

 

 

are: Ethe Same as East SessEon

.. 

We will put our kids .

and every
day.

We'will dis-cUss

sensitive issues.

We will share-all
relevantinformation
and'explain our

intentions to move

the conversation
forward.

  

 

1- 

gr.

1?
Q6 - (gsuvoo) vac: osnwI

   

Reminder of Why We Ase Here:
as s9 Qvem?ew of Rem-Emsg?o?og Les ?ssge?es Uo??ed


1' i {(153 


. - 


Develop a shared Design a coherent Empower our Reerw??sion LA Uni?ed as a
vision of'studont school support educators to create lean organization focused
success starting with system that ensures innovative iearning on equity, system?wide
the student and efforts are directiy opportunities that performar?lce, standards 8c
schoois at the center aligned to meet the diverse services, school support, 
of our work accelerating student Needs our-L08 -. and continuous
success improvement

 

 

 

  
 
 

15??



3' 3
H1

.L. 

Design Team HeEp-s; Ee EnEegE LE and Operatienaiize SEakehoider input

QUE. Eni?gf 0pm Endeei Engageme ?ied by 

?ulc-IH

INPUT OUTPUT 

EMPOWERED
SCHOOLS

DESIGN TEAM

     

 

CO RE NT
SYSTEM OF
internal andgea?Hi interhaisggigmaa""i 555:3;
(inciug?ing integrating 
corn'mCEnity) and Accelerating Design efE
engagement Reimagined LA Unified 
Model . - . -
(REI-MAGINED LA UNIFIED) 

00L - (99?me

5' 6-. PCQG
Agenda Treeker

 

LOL - (gstvoo) vacl 

 

. 10:00-10:30

WelcOme and CohteXt

 

10:30:11 :30

Themes &Takeaways, -
Co-Create "Empowered Schools" Framework

Deep Dive on Educator Engagement Key

 

11:30-12:15

Lunch Break

 

12:15-1 :30

Workshop Deep Dive oh "Empowered' .

- Schools" Framework Components

 

1 :30-2:00

 

Key Takeaways; Next Steps,ian_d
Wrap Up

 

 

  
  



$96 Cay
a; 6
ex 
5'4;
u: 
I -- 
00'?

ZOL - (99mm) vacl 

What We Hea??

.I?-I-v-wv-I-v-vlrd 

Educators and staff?n

   
 





 

.31.:










an!

235:3

and Fhe He?d?i 0f 3)

?Tamed?  

 

   

 

 

  
I . ?PFe?F?smFaEEziaFL?f
. the? - 
dwerse needs a? 
@amem?
8



 

90L - (sstvoo) vaa 

What We heard from educators and staff. 

Students First
0 The focus of the entire system should be effectively meeting the
diverse needs of ALL students; In contrast many staff'described the
importance that can be piaced on adult needs over stude-nts?.

Principals as Empowered'and. Empowering instructional Leaders
a The most consistent themje across-all stakeholders was the vital role
of principals as instructional'leaders and creators of culture for their
school communities.

a Educators and staff-throughout the system described needing more
flexibility particulariy related to peopEe (such as hiring"must place"
ed ucato rs) and money. "i wont charter-rite autonomy without hovingto
be charter school.?

- . PrincipaEs are spending much of their time on non-instructional tasks
such as operations, parent concerns, and discipline.
?The other stu?" has taken over the. principof?sjob.?

Need for Coherence and Simplicity
Educators and staff described cluttered initiatives based on a
"Christmas tree approach," leading to duplication and conflict

 

a Change is not improvement and more is not always more.

 

 

 

What We Heard From- Educators and Staff in theField (2 of 

-- 

Create coherent system of performance
management focused'on 'stud'ent 

i success-for Schools and: for the systemthat

supports school's.

Empower educators by designing the

"system to provide them with

autonomyiroorn-to d-eCide;
flexibie resources;
0 differentiated supports.

'B'uild atohe'rent'sulsport system around

sChoOls as the unit of change.

 

 

 

VOL - (ssizvoo) vaci 

[Taper dive on hiring and budget tor sci iteoi ieaders



Many principals dont knovv hovv to use ?exible resot. 'rcesffunding currently and don have a
gameplan to guide priorities for resource aliocation

A talent pipeline of high?quality educators to become principals, teachers, and
principaliteacher coaches wouid have a dramatic impact on student learning in LA Unified.

Things to start

6!

Collaborative planning time for teachers was mentioned frequently, and ERS study (june 2018)
noted that LA Unified has much iess than comparison districts

Having a full?time nurse {rather than nurse} for every schooi came _up frequentiy;
FT AP mentioned as vveli but less so than nurse

Teacher evaluation process noted as cumbersome and not differentiatedr'triaged based on
performance -

Things to keepieapand

'31
a

Finding and learning from ?gems who are succeeding vvithin the system

Restorative justicerpositive behavior support: principai oted smooth opening of schools 
welcoming, student centered environment

At local district, separate directors {principal supervisors) for instruction and operations
From central office: data systems {Schoology, My Data), HR processes like payroll; OGC

Need for connection and community across ieveis in tit unified



9

There?s a need for seeing each individual?s work as part of broader effort and shared vision.
Educators mentioned a disconnect between ieveis and need for healing.

What We i?ieard iron. Educators an d3 aft in the Field {3 of 3)

 

Emerging "Quick
wins" .

3Provide school leaders -
- with a flexible fund
Hie. g. to pay for
incentives to increase
attendance)

Find ways to create
consistent flovv 
.. celebrating effective.
- educators and the . 

work they do every

__day

fCo?dhbeto

streamline
communications to

sthool leaders from
"central office through 

10

  
  

   

<55 0
. 9i
Creating art ?Empewered Eerie
:9 - 3
(awning-$0?
DESIGN TEAM
internai and external Internal Design Team-
(including community} integrating, and
engagement Accelerating Design of

Reimagined LA Unified Mode?

Inspired by University of Chicago?s research-based 5Essentials.

90L - (99mm) vaci 

 

ceie? Harnework of 3)

OUTPUT

  

 

 

EMPOWERED
SCHOOLS

 

COHERENT
SYSTEM OF
SCHOOL

SUPPORT

UNIFIED)

I

 

     
 

 

 

mpr?vement --



 

90L - (ssizvoo) vacI 

Proposed Framework

Componem

Empowered,

Empowering
Leaders

 

?mp ower ed Schools? Framework {2 




a:


Key Themes, Takeaways, and Terms from LA Uni?ed Educators and Stanc

Flexibility in. hiring, budget, and program to meet the needs of diverse students-

want charter-like autonomy withoLIi: having to bee Charter. school."
Principal as creator of culture, visible face of school. teller of school's story
Principals described how much harder the principalship' Is now as compared with years past

 

CollaboratIve
Teachers

Supportive
Environment



 

A lack of common planning time and need for peer supports was a common theme, and we know from recent public reports that

LAteachers have less planning time than other districts

 

Restorative justice. Positive Behavior Supports, services
Maintaining safety and working facilities

he other stuff has taken over the principai?sjob."

"Take care of the basics, so I can take care of the rest."

 

Connected
Community

Schools connected to the diverse needs of their students? communities
Educators and staff described importance of connecting with parents and with other community resources

 

L.

Ambitious

Instruction

Condnuous
Improvement

 

 

 

 

 

 

Cognitively Guided InstructIon Adaptive Classroom, standards- a-ligned curriculum and assessments

 

 

Using data, dashboards, and assessments to understand and accelerate student learning

 

 

12

 

AOL - (gemoo) vacl 

SS SEQ {3 0S 3}

In groups of tWo or three consuder these gUIdIng questions
How does this framework fit for our schools LA Unified?
What .d'oxwe like?   

- What might we wantto tweak or change?

13

 

80L - (gstvoo) vacl 

Agenda Treeker

 

1o:oo1o:3?o

Welcome and Context

 

10:30?1 1 :30

Deep Dive on Educator Engagement Key
Themes 8: Takeaways;

Co-Create "Empowered Schools Framework I

 

11- :30-12:15

Lunch/Break --

 

12:15-1330 

Workshop Deep Dive on "Empowered I
Schools" Framework Components

 

1 :30?2:00

 

Key Takeaways, Next Steps, and
Wrap Up

 

 

14

 

LAUSD PRA (0047135) - 109

 

10:00-10:30

Welcome and context

 

10:30-1 1 :30

Deep Dive on Educator Engagement Key
Themes 8: Takeaways;
Co?Create "EmpoWered Schools" Framework

 

11:30-12:15

Lunch Break

 

WOrkshop 8: Deep DiVe oh "Empowered

l5"

12:15.1:30 

Schools

FrarheWork Components

 

.1

 

'30-

2. 

oo

Key Takeaways .Next.$teps, and

Wrap Up

 

 

1

5

 

OLL - (gstvoo) vacl 

Agenda "Erao?eer

 

10:00-10:30 WelcOme and Cohtext

 

10:30?1 1 :30 Deep DiVe on Educator Engagement Key I
Themes Takeaways;
Co- Create "Empowered Schools" Framework

 

11:30?1 2:15 Lunch Break

 

12:15-1:30 Workshop Deep Dive on "Empowered . .
Schools" Framework Components

 

Wrap Up

 

Team

1:30-2:00 . Key Takeaways Next Steps and ff_7

-Upda-te from School Performance Framework?

 

 

16' 

 

- (99mm) vacl 

 
  
    

 
 



 

Design Sessionl .3 Design Session Ii
. (3/24) . . 

{8/23?8/24) 
Principal Focus on Schools on Focus on School

Focus Group Create a Shared Vision Stakeholder Supports Uni?ed
of Success Engagement Supports

Board {Local Supts,
I?n

Engagement Teachers,
Principals)

   

17'

 

- Step 1.: - - -
.., Usihg the graphic organizer in front of you jot doWn eXIstIng
opportunities and conStraints each component

ZLL - (gsizvoo) vaci 

18

 

ELL - (ngoo) vacl oan?I

 

Mapp? pg Oppof mieg Sopsfm?ms by Eaeh Compohehf

- Step 2: . - - -
Now circle perceived constraints that could be shifted With
focused effort

19

 

VLL - (ngoo) vacl 

mg beW :Wmeg Wd ibbgf?tm?ms by Each 

- Step 3: .- - .
Find yobr elbow partner Discuss the most Important

. constraints and opporbunitEeS for eachtamponent

20

 

- (sstvoo) vacl 

 

9%
. Mapping Opporthi ties Constraints hy Eaeh Component


Step - - -
Find your small group and determine one person to scribe the
- group 5 notes on the poster paper,

Discuss align On and scribe the most Important
opportunities and by component on your poster
- paper. - -

21

 

Mapp? hg Oppott om tE EES ehCE {onetr aEhts hy Eath Component

 

Step  
Gallery walk

Take a look at the other posters in the room and as you Walk
around re?ect on the folloWihg: - 

- What arethesimiiaritiesyou notice?
'What arethe difference-s? 

9LL - (ngoo) vacl 

22

 

ALL - (ngoo) vacl 



 

Step .
Whole group discussmn

- What are our key takeaways for each component? 5
- What are ourtop priorities8LL - (swvoo) vacl 

Con?dential Working Draft for Discussion

 

 

6LL - (ssuvoo) vacl 

 

Hew WE we get 
OveE?E/Eew OE EA eed 

SCHOOL SUPPORT NEEDS



REALIGNING
SCHOOLS 
(Kit-amba) jg. 1 
SPECIAL ED EQUITY -. STUDENTS
(T hirdWay Solutions) 

RESOURCES

EFFICIENCIES

(Ernst 8: Young)

 

Interconnected Across External Consulting Partners

Cost savings and in the context of the ?Realigned? structure

2. integrated implementation readmap
3. integrated muiti?year budget impact analysis

25

 

OZL - (gstvoo) vacl 

 

Reimag? ningt gm tir? :i'fieoi: Star rti mg Mt Students and Schoois

The system 'oporationalizes a
Oolicentered-approach

Schoois: Decision Making CIOser to Students
with a Focus on Rigorous Instruction to Drive
Improvement

Networks of School Support: Differentiated

and Coherent Support to Schools

- Beaudry; Focus on Equity Access and

Performance Management of the System

 

1

 

 

Continuous lmproireoteotuModel

LZL - (semoo) vacl 

The 5Essentials System

The 5 Es sentials is a research-based and praetiee-proven school improvement system that provides.
data and insight into schools? organizational and. areas of. opportunity across the ?ve
Families, Supportive Environment, and Ambitious" Insnuetion. Researchers have {band that schools I
strong on at least three of the ?ve essentials were 10 times more likely to show substantial gains in
student learning over time than schools weak on three or- more of the ?ve essentials; Researeh-also
shows that a persistently low-score in even just one of the ?ve. essentials _.r-ednced the likelihood of

improvement to less than 10 percent. The SEssenti?als System is composed of:



ZZL - (gstvoo) vacl 

The Framework for Great Schools I a .

 

The FrameWork for Great Schools is the primary way the Department 01? Education partners with our
schools. At the center of the Framework Is student achievement. The core geal of educatlon is to help

students get to the next level and succeed. SurroUr-lding that core: are; the. three elements of- student

support: instructional guidance,_ teacher empOwer?mer-It, and. student?centered. learning-.- Beyond the.

. . 2s
classroom, we need effective-school- leadership and strong parentseommunlty coilaboratloin;

92L - (99mm) vacl 

 

LAUSD teachers are required to devote little time 
learning annually; LAUSD has the 'oppo?unity toextend'the teacher
workday to create space far ?collaborative planning-anddevelopment.

 

- Teacher.P'rof855ional Learning
in 

    

 

 

 

 

 

I e' Steiegic Practice
60 1 EIGTeacher Individual Planning per Teacher Collaborative Tame per Teachers'Daye Devoted to
Day Week L'eam'ing
Note: ?Baeed on required oaeh'ce as indicated egos urea-muse agreement - 
Some: LAUSD Bargaining Agreement: ERS ans-yes, Fign?ing the LeemhgiEeg?'ie'Edo?aiion Reeoome soaiegies, 2'01? - \r-v .

29

 

 

 

 

VZL - (ngoo) vacl 

 

?g th?g m-E??ram?

?aw m3 empaww mass as e?ucamm amE
Eeadwg?

33 was f?as??b?e {m?ammg mgi ?euira?g and 

30

 

 

9ZL - (99mm) vacl 

Gee

 

Internal and externa?
{including community)
engagement

tee ?emeess Le ge?: ?e oer ??dea? state??

3?
.I

?es? - amt/we? by Se?ucmred Design

en
:5
93%

re
.33

OUTPUT

 

EMPOWERED

SCHOOLS

 
  

 

DESIGN TEAM

 

Ea COHERENT
SYSTEM OF
SCHOOL

SUPPORT

 

internal Design Team

Integrating, and (RE I MAGIN ED LA D)

Acce?eratlng ef-
Reimagined LA Unified Model

31

Introduction
The Case for Change
Core Belief 1: Excellence
Core Belief 2: Equity
Core Belief 3: Efficiency
Six Pillars of Change
Pillar 1: Community
Pillar 2: Service
Pillar 3: Student Learning
Pillar 4: Talent
Pillar 5: Whole Child
Pillar 6: Innovation
Reimagined LA Unified Structure
Schools
Networks
Regions
Central Office
Supporting Persistently Undersenred Schools

Conclusion



I?rI?xt?sl?xI?II?mI?t




LAUSD PRA (0047135) - 126

Reimagining LA Unified Plan Summary
December 2019

Introduction

a. goals
i. Every school to be a place of great teaching and learning
ii. All 'of our students to be on a path to college or a let century career.
Provide equity for the students in our schools.
iv. Not allow poverty to be destiny.

b. lntrodUce Reimagining
i. Why we undertook the work
1. The importance of public education
2. LAUSD making progress . .
a. English and math scores, graduation rates, and dropout rates improving (illustrate
with graph) I
3. But the status quo is not good enough for our stodents and families
a. English-and math scores com pared'to'natiolnal averages (illustrate with graph}
b. Not serving all students. Underserved communities continue to fall behind. (illustrate
with graph] . .
i. Possible language: Low-income students, students of color, English Learners,
LG BTQ youth, children who lack-healthcare, students exposed to violence in their
. neighborhoods or homes, and studentswith special needs are being left behind
. at an alarming rate. These students are not provided with the same
opportunities as their peers in different neighborhoods and communities where
. families earn more money.

I Structure of LAUSD is part of the problem. The structure is part of why we are failing our
students. {Our thesis)
a. Ex'amplefs to'illustrate how structure doesn't support teaching and learning. Doesn't
support school leadership and communities.
b. Structure prevents change and holds back progress
c. Therefore, structure itself needs to change

ii. What Reimagining is. {Our goalr or aims and objectives)
1. Putting-schools and community the center
2 Cutting the central bureaucracy
3. Moving resources to schools
4 Moving decision making to school

c. Background
i. California Context
1. We have challenges we face in our work. While California has led the country in providing
livable wages, fair working conditions, clean and sustainable environment, marriage
equality and healthcare, we are not living up to our values in public education. In a
2

LAUSD PRA (0047135) - 127

 "i 1

generation we have gone from leading the country in education funding to being near the
bottom. We went from top of the chart student achievement to near the bottom. In the
most simple terms, of 100 students who enter LAUSD high schools, 12 will drop out, 77 will
graduate from high school, and only 12 will graduate from college and that?s any college,
two year, four year, or online.
ii. LAUSD Context

1. Provide background on Cortines effort describing what is was.

2. Embrace that Reimagining is similar. Because it is the right approach.

3. UTLA and community supported the effort, but we failed to fully implement.

d. Describe the document.
i. Describe structure of document

e. How we approached the work
i. Engaged all of Los Angeles
1. Students, families, communities, teachers, principals, have a true voice in reimagining
2. Describe in detail the engagement effort
ii. Based on academic research, best practices
Analysis undertook
iv. Engaged leading experts

f. TechnicalDefinitions.
i. Describe the methodology and define any terms.

3
-. LAUSD PRA (0047135) - 128

 

 

.11 . 1
Th5 Case for Change

The LA Unified community - students, parents, educators - is dedicated, smart, and hard-working.
Most importantly, there is a deep and unwavering commitment to care for every child in this
system and recent academic results show the district is improving:

I Proficiency rates in ELA and Math have increased over the last three years.

a Our graduation rate has improved byjust over 7% since 2013- 14.

I We have reduced the number of students dropping out of high school from over 17% In
2013- 14 to 12% In 2015-17.

Despite our best efforts however we re not yet doing enough to ensure our underserved students
are getting the support they need.

I Our low-income, English Learners, African American, and students with disabilities all have
lower attendance and higher chronic absenteeism rates compared to-the district average.

a We are not closing achievement gaps betweenour underserved and more privileged
students according to state test data, SAT scores, or graduation. 

Too many LA students are not being given the to succeed. These students are
concentrated in chronically underserved areas and are'too' often minority students, English
learners, and students with special needs. We are losing students to other types of schools. Our
funding model is broken, with too few resourCes going to students who need them most. Lastly,
our financial situation is challenging? with proj'ected deficits placing the district In insolvency In
just a few years unless something changes. We must continue to provide a high-quality education
to all students and to do so, we must reima'gine how we operate.

This plan outlines a vision for a new LA Unified. One that puts students firmly at the center of our
work and creates a strUcture that draws on the assets, knowledge, and expertise of our local
communities to address achievement gaps, ensure all students regardless of need or neighborhood
get what they need, and provide differentiated and high-quality instruction and support to prepare
our students for life and work In the 215'It century.

This plan embodies core beliefs of excellence, equity, and efficiency and with the support of our
board, our parents, our staff and the entire community, we will follow through on commitments
below.

Core Balief 1: Excellence.

Every LA Unified child is capable of excellence, and we will hold our students and ourselves to that
standard.

Commitments:

0 Student outcomes will improve, and all students will graduate ready to excel in a 215t
century career andfor college.

I More students, in every community, regardless of previous performance or "label" will have
access to truly excellent schools that meet their unique needs.

Core Belief 2: Equity

Every student, regardless of level of need or neighborhood deserves a fair opportunity to succeed
and LA Unified will stop at nothing to deliver fair opportunities to all students.

4
LAUSDIPRA (0047135) - 129

 

Commitments:

I All students will be supported emotionally, socially, intellectually, and physically.
I We will reverse trends in opportunity gaps and address disproportionality in SPED, safety
and arrests, and student outcomes.

Core Belief 3: Efficiency

Every decision should be made based on what is best for students, and we will invest our resources
with a relentless focus on what will help our students thrive.

Commitments:

I Fragmented resources will be consolidated to support robUst and holistic student programs.
it Resources will be in schools, classrooms, and communities, not at central office.

LA Unified has tried many reforms to address its challenges. We?ve been studying past efforts and
engaging with the community to understand how weniight help students succeed. We have drawn
one broad conclusion: there is no single answer, and .the system that?s going to work the best to
address these challenges is one that empowers, supports, and resources schools and communities
to address their unique needs. 

Six Pillars of Change

In creating this plan, we have spoken with thousands of- stakeholders, combed through research,
and consulted with key experts. We identified many areas in need of change in LA Unified. We
have distilled our findings into six ?pilla rs of change,? which we believe will create the foundation
for achieving the goals of excellence, equity, and efficiency and will help all our students thrive.

Six Pillars of Change



  

- 

         

- Whole child 

1mg
EmpoUvEr Provide Top-Notch Cultivate Talent Focus on Improving Support the Pursue New Ideas and
Communities and Service .to Families and Encourage Student learning, Whole Child, Expand Innovations
Schools and Educators Innovation Growth. and Equity Comprehensively that Work

Our goal is to set the'national standard in each pillar, and to prove that it is possible for a school
system even a large one like LA Unified ?to lead the way in innovating, empowering educators
and communities, and helping students succeed. Los Angeles is a world-class city and there is no
reason that our school system should be anything short of world-class.

Below we dive more deeply into each pillar, describing what we would like to achieve, where we
are currently, and how we will move from where we are to where we want to be.

Pillar 1: Community

5
LAUSD PRA (00471 35)- 130

   
   

for all of our students.

We will empower communities and schools. Communities and schools sit at the center ofthis
- effort and we will empower them to make critical decisions on what students need and provide

flexible resources to ensure these decisions turn into rich interactions and learning opportunities

Current state: District-wide mandates come from the central office, which disempowers

communities and disadvantages our students because the people who know them best are not
involved in decisions about how best to support them. There are 1000 full time staff members at

the central office dedicated 'to ?instruction? when we know that good instruction happens in

classrooms and schools; people should bein schools, serving out'students, not in central office.

 

 

apiece-holder:fro mfto concrete-examplel] 

 

Goal: By the start of
the 2019?20 school

How we get there: - I
By 2019-20 School Year - .

   
 
   

year: we will increase I Empower schools to chooSe high-q uality curricula and tailor school-
the decision-making specific instructional approach - -
authority and I Create 32 "CommuhitiEs of Schools" focused on providing excellent
resources available to instructional support - I I I

our schools, provide I Create 6 r"Support Regions? focused on providing excellent

better instructional operational support and Embedded, responsive, modern professional
and operational development .

support to schools, I Create community-based Councils to advise Support Regions with
and expand members appointed by the local community, the district, and labor
commUnity partners I I I 

involvement. In the I Focus the centraloffice on setting system-wide expectations,

future, we will I I ensuring equity, creatingeconomies'of scale, and legal compliance
continue to address I Ensure public assets within communities are put to highest and best
resource equity and - use 
expand school - 
decision making. After the 2019-20 School Year:
- I 'Focus on resource equity and school empowerment through
continued development of needs index

I Increase flexibility for schools in all areas including budget and talent

 

 

 

 

Pillar 2: Service

We will provide top-notch service to families and educators: Our new structure will reflect our
commitrr?nent to highuquality, engaged service to schools and families. Schools will have fewer,
better, and more positive interactions with strong customer service orientation at all levels. We will
organize the system to get the best and most efficient solution to school challenges and ensure
families have easy and accessible access to answers they need.

Current state: Our Schools must often wait weeks or months for basic operations support and only

after a principal has wasted hours on follow-up. We have no accessible performance data for

parents, data-driven instruction is not practiced in every school, and families routinely must come

to the central office to address issues or are passed off from department to department. We must

treat our parents, families, and educators like partners, not problems to be avoided.

termite strategist


LAUSD PRA (0047135) - 131

 

'Goai: By the start of the
2019-20 school year: create
a one-stop call center for
principals and families at
each Support Region,
overhaul the IEP process,

and streamline and
improve operations
services forour schools. In

I the futUre, we will create
family-friendly school
snapshots and continue to
streamline and improve the
school enrollment process.

How we get there:
By 2019- 20 School Year

a Implement a parent and principal hotline at each Support Region
. Create a simpler clearer, and more efficient process for students
3 with special needs
I IdEntify opportunities for efficiency across all operational areas
I to improve service delivery to schools and reallocate resources to 
student needs -
II Reduce response time for school operational needs by tracking
operational metrics and holding ourselves accountable for better
service

After the 2019-20 School Year:

I Publish family-friendly school performance snapshots
0 Continue streamlining and expanding access to options in our
enrollment system -

 

 

 

Pillar 3: Student Learning

 

We will focus on improving student learning, growth, and equity. Schools need a focused,
coherent, and rigorous system of instruction and support. We will create clear, focused menus of

highwquality instructional resources and support from new networks, and a focus on
implementation and professional learning to build ourcollective capacity to implement rigorous
instruction in every classroom, every day.

 

Current state: We haveZXX supplemental tools with no evidence of success. We have four different
divisions focused on with no clear connection between them, leading to confusing
curricular and instructional mandates for schools and teachers and no clear and consistent tools for

student learning.

[placeholder fromfto concrete example]

 

Goal: By the start of the 
2019~20 school year: we
will articulate a clear,

simple academic vision,
hold all schools .
accountable, provide
extra support for
persistently
underserved schools,
and support students
with speciai needs. In
the future, we will
continue to refine our
accountability measures

 

 

How we get there:

By 2019-20 School Year

Articulate a clear, simple academic vision and select and develop
best-in-class tools to support our schools

Develop a school performance framework with holistic
measures of student success to hold all schools accountable

and provide transparency to families and the community

Create a community of persistently underserved schools

and provide extra resources, support, and tools

Develop integrated support for English learners, student

with disabilities, and other students with special challenges

to ensure they are not treated as separate and unequal

 

 


LAUSD PRA (0047135) - 132

 

- We will cultivate talent and encourage innovation: Our educators will be challenged, grow, and

 

 

will design a system that maximizes our communities? assets, knowledge, and input to ensure we

Iii-Iv

 

and supports for

underserved schools. 

After the 2019-20 School Year:

I Refine school performance framework and create
transparent 

I Learn from what works as we serve persistently

 

 

 

underserveo1 schools and scale bestpractices

 

:Pill'ar 4: Talent

  
 

rewarded; we will prioritize new key roles to ensure equity and redouble our efforts to seek out

new leaders and accelerate our support for existing educators in the system to ensure their work,

 

ideas, and local solutions and rigorous instruction are central to the work of schools.

Current state: The central office circulateshu'ndreds'of pages of information and mandatesto 

principals every year; acquiring forms or signoff from the central office for HR matterscan take
weeks and multiple calls; our professional development is often based on outdated and ineffective

?pull-out? models that stifle the creativity of our best educators. We do not invest what We should

in new approaches to personalized learning and time for collaboration among educators.

emcee examplet

 

Goal: By the start Howwe get there:
of the 2019-20

school year: add By 2019-20 Schooi rear

t0 Launch a Principal?s Academy to recruit and develop new, high?quality
address our school-leadership

underserved . Staff Networks with Equity Coordinators and a robust student support staff
students and focus .to ensure allkids get the resources they need

on school I Address class size through ongoing negotiation with our labor partners
leadership. 'In the I Encourage networks to support innovative approaches to personalized
future, we will learning and schools

ensure only the
best are in front of

After the 2019-20 rear.-

I Encourage community-based planning to create and expand a diversity of
learning opportunities to meet each family?s needs

I Advocate with the state and our partners to create a transparent, efficient

and fair process to manage ineffective teachers out

 

 

 

 

Pillar 5: Whole Child

We will support the whole child with a comprehensive approach to meeting student needs: We

  

are providing a healthy, safe, engaging, supportive, and challenging iearning environment in every

classroom, in every school, every day, in all the communities that make up the mosaic of Los
Angeles.

LAUSD PRA (0047135) - 133

8

 

Current state: We have four different departments providing "mental health-like services,? which
means that one student could see many different adults who are each treating different challenges
the student faces. The result is that children's are treated as separate parts and no one
is able to pay attention to the whole child.

{leeward maywees:arena.

 

Goal: By the start of the 2019;20 How. we get-there:
school year: develop a clear visidn

for safe and supportive schools that ;By 201940 School Year

prioritizestudent social-emotional Ciear vision for safe and-supportive schools prioritizing
and growth, create tools to student social emotional needs and growth

support student growth, and elevate I Develop or adopt research-backed tools to improve
students as leaders and decision- learning and relationships for underserved students

makers. In the futu re we will

continue moving away from

Exclusionary and harsh discipline .

practices. o' Continueshift away from exclusionary, harsh discipline

I Continue shift away from thinking of students and
resoUrces as labels and towards integrated I
supports

After the 2019-20 School Year:

 

 

 

 

Pillar 6: Innovation

We will pursue new ideas and expand innovations that work: To prepare our students for life and
we rk in the let century we r?n ust be receptive to new ideas, support innovative leaders, and scale

   
 

ideas that work.

Current state: We do not systematically pursue new ideas or channel the innovative thinking of our
educators.'We use outdated models like "special day" classrooms, fail to invest in or create new
best-in-class approaches to personalized learning, and do not prioritize time for educators to
collaborate on new ideas.

 



 

Goal: By the start of the 2019-20 How we get there:
school year: encourage adoption
and spread-of best practices, and
plan for the future. in the future, I Empower Networks to try new things to meet the needs

By 2019-20 School Year

identify and scale innovative of the unique student populations they serve

Practices and move to further I Encourage innovative approaches to personalized
personalize and differentiate learning 

school models based on student I Community-by-community planning to try new, research-
need and interests. based initiatives and ensure a diversity of school options

to meet student need

 

 

 

 

Los Angeles is a diverse, dynamic, and multi?faceted community and our greatest asset is the
people who make up this incredible city. We must prepare our children for life in the 215t century 


LAUSD PRA (0047135) - 134

students must leave our system skilled, civically-engaged, mature, and happy. We have no doubt
that this is possible and stand ready and energized to undertake this challenge in partnership with
all LA Unified stakeholders committed to this shared vision.

Reimagined LA Unified Structure

To support the goals described above, we are proposing a simple, clean-and coherent structure for
LA Unified to move resources-closer to schools and empower communities. In this new structure,
schools, networks, regions, and the central office will share responsibilities. Currently, schoOIs must
navigate a complicated, inconsistent, and confusing system that wastes our educators? time and
frustrates ourfamilies. We must makethe system more rational, create more opportunities for
local problem-solving and decision-making, and limit the number ofinteractions schools must have
with central office so they can focus on supporting our students. 

Central Office Students
3 Schools
\i'j?jl idtg-J
xi." 9/
Local Distiitts 
Community Networks

Local Regions
I 1
Cent ral; Of?ce

Schools

 

      

E-Uture State

Current State

Top-down, Community-based networks of schools
- Frustratlng away our most focused on performance
talented educators 1 - Developing 3: empowering our educators 
- Unclear expectations and tack of a 'Clear expectations El. accessible data forall
transparency Focused on intisgration and serving the
I Fragmented Whole child?

We believe this structure will enable the following:

The reimagined LA Unified will promote excellence:

Schools be empowered to tailor instruction to the unique needs of the
. students
Networks high-quality, direct coaching and support to schools
Regions i develop high-quality, effective, and embedded professional
development
Central Office . select and curate high?quality instructional resources


The reimagined LA Unified will ensure equity:

Schools receive additional support and guidance on supporting
underserved students

Networks be staffed with Equity Coordinators and full-time student support
staff

10
LAUSD PRA (0047135) - 135

Regions maintain compliance and manage data reporting
Central Office manage funding, ensure high-standards, and protect student rights
i

The reimagined LA Unifiedwill encourage efficiency:

Schools be given more flexibilitv and decision-making over their resources

Networks provide strategic support to maximize resources for'instruction and
student support

Regions provide strategic guidance to schools and streamline compliance
requirements 5 

Central Office push resources down to schools and maintain a commitment overall

fiscal-health and responsibility 

Each unit within the reimagin'ed LA Unified will have a specific and clearly demarcated role. This
clear structure will help reduce confusion and wastegimprove ?customer service (to families and
schools}, and free up time for school staff to focus on what matters most: serving students.

Each level in the new structUre will have a specific mission. which is described below.

 

students graduate ready to excel' in a 21st can [my career endfor college.

Schools understand deeplyr the unique assets and needs of their students. families. and
SCHOQLS communities. Schools connect their community-based knowledge with increased resources and
decision-making to close achievement gaps. serve students holistically. and ensure all students
graduate ready to exc?el.

Comptunity-bas'ed. instructional support teams have deep relationships with a small set of

schools and understand'the unique assets and needs of each school they serve. Netvtork teams act
as a one-stop. customized instructional suppert shop for school '[eade' rs. 'heiping schools to ensure
all students excel and holding them accountable for student success.
REGIDN Reapo'nslve. resUlts?oriented regionat offices. resolve parent and community concerns
inctuding through advisory counciis. provide seamtess operationai support for networks. hold
netniorks accountable for school success. and provide best-tn-class professional development
centers for educators to Innovate and collaborate.
CENTRAL A. streamlined centralof?ce provides a focused set of districtwide policies and hestain-class
OFFICE tools to promote excellence. equity. and efficiency. The central office also ensures

all legal mandates are met in the spirit of the law notjust the letter of the law. and holds schools.
networks. and'local districts accountable for student success.

 

11
LAUSD PRA (0047135) - 136

 

Below is more detailed information on each level.

Schools

Our school leaders and the team of educators they develop are critical to this strategy. We
envision significantly more authority for school leaders in the 2019-20 school year including
the ability to set: -

 

I School mission and vision: Working with the school community to define the mission of the
school.

I School culture and expectations: Developing the culture and expectations for students and
adults In the school consistent with district values 

0 School instructional Approach and Focus Areas: Developing instructional priorities and a
focus for the school based on the opportunities, assets, and challenges of the school, with a
significant focus on equity and'those students most in need. 

II School Instructional Approach, Systems and Materials: Developing the instructional system
and supports aligned with district overall expectations and includes choice of curriculum,
implementation of professional learning for teachers and school staff, and use of data and
asSessment systems to ensure all students are making progress, ultimately towards
graduation. - - - -

I School Budget and Resource Allocation: Aligning resources, including additional resources
available in Reimaging structure, based on the decision-making above

Networks

In our Reimagined structure the expectations on our principals and schools will increase.
- Evidence shows that theonly way to close achievement gaps and accelerate learning is
through rigorous teaching and learning and strong school leadership and so building the
capacity of our principals and teachers is a central area 'of focus.

With this in mind, and with a focLIson returning power and voice back to our local communities,
we are creating networks staffed by rapid response teams who will have deep relationships with
schools and provide primary instructional coaching and support.

Embedded InstrUctional Coaching and Professional Development: School visits,

I observations of classrooms and ofinstructional systems at schools, review of data, and
coaching and feed back; ensure principals are learning from each other and sharing effective
practice.

- Support for underserved students. Equity Directors, staffed at Networks, will manage a
team of specialists to provide comprehensive support to schools for all students with
special needs.

Regions

A Region is a new, streamlined unit that will provide operational support to schools and
oversee Networks. This will be a slimmed down version of the existing local district
structure and it will exist primarily to support the following functions:

 

- Network Management and Accountability: Responsible for managing and evaluating

12
LAUSD PRA (0047135) - 137

- quality of Network service to schools through regular performance management meetings
and administration of school customer service surveys.
- High Quality Instructional Support and Professional Development: Develop model

classrooms and provide high-quality professional development to Region?s teacher in
relevant, em beddedapproach that encourages educators to develop a deep Understanding
of their subject area and how to teach it. 

0 Operational Support: Facilities, IT, food service, and transportation support will be housed
at the regional level for quick and efficient deployment to schools; manager of a regional
school hotline to field school concerns. . . . .

0 Parent and Community Engagement: Empowered to make the -"final call? on all delegable
matters so that parents do not need to escalate concerns to central office; manager of a
regional parent hotline to field parent concerns. I I 

I Community Involvement: Each region will be advised by a board thatlwill include local
include local representation appointed by the community, the district, and labor partners.

Central Office

We assume that, wherever possible, decisions will be made at the school level
and resources willfollow to support those decisions. In this reimagined LA
Unified, the central office will serve a limited. but critical purpose: setting
system-wide expectations, ensuring equity, taking advantage of economies of
scale, and ensuring we are complying with the law. Our Central Office will focus on the following
functions going forward: 

- Define excellence in terms of classroom instruction, student
performance goals, and staff performance on operational as well as instructional metrics;
set clear performance expectations and establish a performance management system
including a school performance framework.

I Talent Recruitment, Development, and Retention: Support the development of talent at

every level with a particular focus on ensuring school leaders have what they need to
successfully lead our schools; build talent pipelines; develop a strategy to retain and reward
our best educators; manage labor- relations and critical HR functions such as payroll.

I Equitable Services and Resources: Establish expectations and practices to ensure equity for
all'students, especially those with the greatest needs including our students of color, those
from lower-income families, English-language learners, and students with special needs;
curate high-quality support models, make them available to schools, and support
implementation; protect student rights including due process.

- Effective Instructional Curriculum, Practice-Sharing, and Tools Curation: Identify high-
quality curriculum options for schools including aligned assessments and professional
learning options; create opportunities for knowledge-sharing across the system; identify
effective programs and scale.

0 Strategic Finance and Financial Compliance: Prepare the district?s annual budget aligned
with the needs students and district priorities including solvency; ensure efficient service

delivery at all levels; manage grants and other state and federal resources as fiscal agent.

13

LAUSD PRA (0047135) - 138

- Leverage Economies of Scale: Supply economies of scale or assistance to principals in
operational matters where expecting each school to perform the function for itself could
lead to significant additional expenses or decreases in quality.

- Operational Standards and Support: Establish and maintain common standards for
facilities, information technology, transportation, food service, and other critical I
operational functions to-ensure; manage bond funding related to these services.

a- Legal: Comply with all contractual, judicial, and regulatory obligations and ensure that
those obligations are fulfilled at the district and school. levels.- I

Supporting Persist?ntly Underserved Schools 

Our goal is a district where every school is high-performing. Hovvever, we must confront the fact
that not all of oUr schools perform at a high-level and that too many underserved schools support
our highest-need students. To support these schools, LA Unified will create 2-3 designated
networks for persistently underserved schools composed of 15-20 schools schools will
remain embedded in their local networks with one key cha nge. The Networks, and by extension-
these schools, will report directly to the central office. We are committed to empowerment and
will thus offer guided options to these schools. However, these options will be more .
managed. Wewill also provide additional financial, instructional,-and wraparound services to these
schools. We believe that any school must be empowered to develop and own their instructional
vision and are committed to providing deep support to persistently underserved schools.

The schools will initially be identified using the state?s designation and we are awaiting the
state?s final calculations of, performance data to confirm'these schools. The specific composition of
each network is a work in progress with our district team and .we look forward to engaging with our
stakeholders on how'best to organize these Persistently Underserved Networks.

The central office, in partnership with identified schools and networks will work collaboratively to
develop tailored support models for each school. We envision that ea ch school will receive support
and flexibility' In the following broad areas:

0 . Staffing: Selection and placement of high-ca pacity leaders to support schools and maintain
consistent lea'dErship; a staff "compact? outlining educator commitment to the school;
equity-based staffing levels including class-size and allocations based on performance; and
other incentives to attract and retain high-capacity staff.

It Autonomies: Daily and yearly schedule including extended learning time and collaborative
planning for educators; additional tailored curricular resources for underserved
populations; budgetary flexibility with increased training and support; and additional per?
pupil resoUrces based on need.

II Priority Support: Central office and national experts on instruction, trauma-informed care,
student health and wellness, and other resources to create a school-specific improvement
plan; focus on skills including core subjects and "soft skills? Such as studying, note-taking,
and time-management; "red phone? support to clear obstacles and allow school staff to
focus exclusively on student support.

I Evidence-based Interventions and Resource Inequities: Interventions will be identified
based on school-context and need with no ?one size fits all? approach to supporting
schools; "whole-child" supports grounded in research and the specific needs of the school
community; emphasis on proven models including middle?school focus or homeroom for
secondary schools.

14
LAUSD PRA (0047135) - 139

 

0 Community: Create space for persistently underserved schools to learn from
each other, central office, and national experts; support on 
management, delegation, and focusing on what matters most.

- Accountability and Performance Management: Clear measures of success tracking leading
and lagging indicators to support continuous improvement; posture of support and
guidance not consequences; frequent and publicly available status updates via the school
performance framework

0 Embedded' In- community: opportunities for parents and broader school community to
engage in improvement efforts; clear delineation of role of family via parent compacts;
continued and ongoing relationship with geographic networks.

Conclusion

We are grateful for the opportunity to engage in the next phase of LA Unified and excited to work
with the community to create a system of excellence, equity,'and efficiency. We acknowledge the
hard work of our educators, our families, and most importantly our students. Together, we can
reimagine LA Unified and continue to support and develop the future of Los Angeles.

15
LAUSD PRA (00471-35) - 140

 

LNG

L..A. UNIFIED

LOS ANGELES UNIFIED SCHOOL DISTRICT: 57'

REIMAGINING LA UNIFIED
Superintendent Briefing

10/24/18

Confidentioi Working Droftfor Discussion

- (ngoo) vacl 

 

zw - (gumbo) vucl osnw

 

Proposed Structure

Description

 

Lea 

 

Central -. 

Organize Central Office around critical
services and economies of scale

 

   

 

Office

 

Create ~8 Integrated Service Units to
provide school-facing operations and
special population support

 

. Networks I 

 

 

 

Create ~32 networks to streamline
bureaucracy and create cross-functional,
customer?service oriented support teams

 

 

 

Schools . 

 

Empower schools by allocating more
resources and giving autonomy {~33?34
schools network]

 

 

 

 

917i - (gsizvoo) vacl 

 

Operations Support for Schools (Kitamba) I
Updated Network Staffing (Kitamba) -

Reimagining Central Office (LA Unified leads)
Revised Reimagining Chart (Kitamba)

Next Steps and Upcoming Topics (Kitamba)

. Appendix

 

 

WI - (scuvoo) vacI osnv?l

Revised Approach: Pushing Operational Supports to Networks

 

After additional review and feedback we moved away from creating a layer of Integrated service
units and instead are recOmmending redeploying current operations sUpport (IT and Facilities)
- from regionallcentral to integrate into the networks .
to cohere all school supports and Improve Overall cuSto?mer service for Schools

 

Current Structure Reimagined Structure

Enobeds more supports in Could-?create a

I . - networkfcommunitylunit of managementchallenge
Central Of?ce Central Office 3 change] for network lead if

 

. overseeing technicians in I
Streamlined problem solving areas like IT or facilities

- - - . for schools: 1
Regional . 32 Netvvorks Coheres' IT and Facilities Need to be careful not to

6 Local . . . -. - . . . 2 support with other network add-positions due to
. (inclfunctIons, provIdIng ?one breakage that would not
satEil'i?es I Support} number to dial" for schools arise at larger scale 

 

to resolve most problems 

Increases network size

 

 

 

   

917i - vucl 

 

 

 

Facilities

Function of Facilities and lT by Central, Network, School

Maintains district?wide systems

 

Select Central Functions:
Sets Policy and Standards

 

 

Asset management and  ong~term

 

Network Functions:

Provides direct support to

schools

Coordinate planning and

 

 

a

School Functions

   
 

Routine cleaning

 

   

   

  

 

 

planning scheduling of all school and operations of
a Construction and capital projects construction, maintenance, schools building 
i Creation of design standards and operations 
a Training design for maintenance Advise on regulations and
i and janitorial staff standards for maintenance
a Facilities database management and operations
a Trades and CPM Coordinate with central
i Facilities team on
school-based facilities
projects
IT 3 0 Define system-wide IT standards Diagnose and address 9 Use information
i a Operate centralized help desk hardware and systems technology for
Provide software applications malfunctions at schools instruction
support install computing syste ms a Note: Some schools
a Operate data center Provide problem solving hire port-time
9 Enterprise planning support to schools technicians to service
i in Infrastructure and systems support own needs i
a IT Technician oversight i
I .


 

 

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Faculities Currently organized into 4 regions and 7 areas. Avg. of 2 CPle per network
a 56 Complex Project Managers: 1 9 Schools 0 64 total Compi'exProject-
currentiv report through the Area Managers-
Facility Service Directors, which report to Trades people and CPMs are
Regional Directors associated with networks {dotted line)
4 a Trades people electricians, plumbers} are but are overseen centraiiy (soh?dir?ne)
allocated by area, reporting through trades Allocation of facilities supports to
supervisors networks corresponds to network
a 852 Plant Managers total facilities needi
Site?assigned plant managers report to Plant Managers continue to be
schools; there is one plant manager for school-based and report to schools
Special Ed, and Adult only schools
Information Currently organized around 6 local districts, but located in Avg. of 3 Technicians'per network
Technology IT Customer Support (School Support): 0 96 total FTES

 

 

99 IT technicians: 1 technician: to schools

9 Each IT technician visits the school once every T510
days to check on open tickets and address an},r
service issues

 

Technicians are associated with
networks (dotted line) but are overseen
centrally (soito? line)

Allocation of IT supports to networks
corresponds to network IT needs

 

 

 

 

- (ssizvoo) vacl 

Updated Standard Network Staffing Plan

 

 

Position

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard staffing plan is
i starting point for all
Network Director 1 i networks; networks can
Deputy Network Director 3: PVUPUSE unique staffing plans
Instructional Lead that meet 

ifalent Coach 1 AddE?d 0 Networks could receive
Fiscal Specialist 1 Added additional poSItIons based on
a. a speci?c needs such as
Operations Generalist i . increased number Of
Lead i turnaround schools or
an? 3? ?gage en high-need Students
Lead Equity Officer i Updated .
. -- - Potentioi?ex positions include
Previous Standard Network Staffing 0 Community
Toto! . Organization
Complex Project Manager 2 Added Development Lead
Secondary 
iT Technician 3 Added 0 Operations Generalists
i - 
I Trades People Varies by trade 3 Added instructional Coat: es

 

 

 

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Proposed Standard Staffing for Networks 

 

Dotted line other supervisor

 

 

Cent-?rd! O?ice

 

Network Dlrector

IT Support;


Serwces 

 

 

 

 

 

 

 

 

 

 

 

Dep?ty NetWork
Director 
Instructional Lead

(TJ

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

'Tai?nt I Ops
Coach: 'Spe'cia'l'is't' Generailst

NJ ff 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

617i - (seizvoo) vaci 

Network Director

Deputy Network
Director 8:
Instructional Lead



manager of all network staff

Evaiuates principals performance and advises and coaches principals on staffing and
instructionai decisions including hiring and strategic plans for schools

Ensures that network staff is providing apprOpriate supports to principals; fosters a culture of
customer support

       

i
i
i
i
i
I

 

 

instructional coaches for principals and assistant principais
Supports principals instructional planning

Assists Network Director with Principai evaluations
Supports Network director on overall network management

 

Talent Coach

0063

Advises principals on selection of staff for availabie positions

Advises principals on selection of appropriate professional development for staff
Coordinates professional development for schools

Interfaces with Central Office HR to resolve issues

 

Fiscal Specialist

 

 

6

Coaches principals on strategies to maximize available doilars; assists principals in completing

their annual budget

Coordinates with Network Director to ensure principals are aligning available resources with
strategic schooi priorities

Verifies and approves principal budget submissions and accelerates reclassification of doiiars

Connects with central budget pianning department to resolve any budgetary issues

 

 

 

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Operations

 

Provides Operational problem solving support to principals and assistant prInCIpals strugglingm

     

interfaces with central Facilities IT Transportation and Food Services offices to raise and solve

 

Engagement Lead

i
I

9 

 

Supports schools in engaging families to develop a thriving school community



Generalist i with operational challenges

I.

I operational issues at schools
Family

Provides organizing support for family engagement events on behalf of schools

Advises principals on strategies for how best to incorporate families into school planning and

student instruction and support
Provides strategic advice on creating an attractive school environment and marketing to families
to encourage good attendance and enrollment

 

"Lead EquityI
Officer

 

 

iPreiimino?ry thinking pendign further discussion with internoi and externoi partners

Collaborates with principals in development of strategic approach for serving students with
additional needs

PI ovides instructional coaching and support for principals and teachers working with students
from high- need populations

Liaises with central Division of instruction to coordinate additional supports for students at
schools

Works closely with Special Education Division to ensure schools are receiving appropriate
supports to serve students with disabilities including addressing any transportation issues

 

1O

L9L - (ssizvoo) vaci oan?I

 
 

Position

Complex Project

Provides school-facing support on basic maintenance tasks

 

  
 

Responsibilities

 

 

 

 

Manager a Schedules and prioritizes maintenance and operations activities, verifies funding sources, advices
i on regulatory requirements and resolves complaints and inquiries
i a Conducts site inspections
Approves scope ofwork for major construction projects
9 Supports on emergencies as needed
a Directly reports to central facilities division with ?dotted line" to network director
IT Technician 0 Provides school-facing IT support
9 Basic maintenance, set?up, and tech support (Le. networking, device repair)
8 Interface with central IT on tech purchasing
a Interface with central IT to support district adoptions and implementation
Directiv reports to central iT division with ?dotted line" to network director
Trades People i 9 Repair and maintain facilities as needed within common areas of specialty
a Examples: Electricians, Plumbers, HVAC specialists, Painters
a Supports on emergencies as needed
a Directly reports to centrai facilities division with ?dotted line? to network director

 

 

 

 

11

sz - (gsuvoo) vacl 

 

Integrated Operations Support for Schoois (Kitamba)

Updated Network Staffing (Kitamba)

Next Steps on Reimagining Central Office Unified leadS)._ -

Revised Reimagining GANTF Chart (Kitamba)
Next Steps and Upcoming Topics (Kitamba)

Appendix

12

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pr?; 'Li?ur: 1? ?3 329:? 'i (7?33#351
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\hy' 

Phase 1.: Initial Data Collection 
- Obtain accurate "staffing data, including concise: functional info rmation
(primary and secondary-responsibilities)

Phase Functional Mapping
3 Build-on. data gathered and begin preparing for- analys-is by:
- Identifyingcorefunctions
Role category
- Physical location
- Mandated/Discretionary

E333

 

ng - (scuvoo) vacl 

 

 

 

Communications

 

 

 

 

 

 

 

 

 

 

 

 

 

78

OGC 129 9

Information Technologyi Division 534- 116

Deputy Superintendent 13,932 I 20.
Chief Financial Officer I 2375- 36

Division of Instruction 6,390 12

School Police 499

Special Education 7,780 

Personnel Commission 333

Facilities 2,775 169.

 

 

 

99L - (99mm) vacl 

2

 



:3


4

hole District Approach

vervfew

Whale Child

 

 

0 Ee a 55 mo 
DESTREC 

Who?e School

Whoie Community

 

15

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:s-ECommunity Neighborhood Networks

32 Community Neighborhood Networks

0 Each network consisting of approx. 34 schools and
15,500 students 

 


(5'62: . 5.2% 
$9 :6 II 


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Whole Support: Future Mapping (Phase 3)

   

The Central office is realigned to provide efficient and needed
support services to build Whole communities, Whole schools,
Who/e classrooms, that are focused on the Whole chi/d.?

 

18

 

 

69L - (99mm) vuci 

 

Reimagining - Future Mapping (Phase 3): The Reimagining team will meet
with you starting next week to:
Provide an overview of the emerging priorities ofReimagining
Think through implications of the emerging priorities for your division
0 Get your early feedback on how you might reimagine your division
given emerging priorities

Reimagining Support: You will receive future?state functional mapping 
templates next week to help you make your reimagining concrete, building on
your cu rrent?state.
0 As with the current?state templates, you will receive support in this
effort from the Reimagining team.

Completed Reimagining templates: We will ask you to complete templates
for your division by Thursday, November 15th.

19

Mateo?
Frequently Asked Question

  

In What ways does the Reimagining work intersect with the
15% 25% budget cuts that are pa it of our fiscal
pian?

 

09L - (99mm) vacl 

L9L - (gsuvooi vacl oan?i

 

Integrated Operations Support for Schools (Kitamba)
Updated Network Staffing (Kitamba)

Next Steps on Reimagining Central Office (LA Unified leads)
Revised (Kitamba) g. 
Next Steps and Upcoming Topics (Kitamba) - I

Appendix



sz - (gsizvoo) vacI 

 

 

 

 

Updated Deliverables

November

Discussion Topic: Creating a Critical Coalition of Support 

   

in Progress

 

 

 

 

 

 

   

Current Central Of?ce-Mapping
:5 - i_ 3 PosItron)

LALu??ed'

Continue engagement and
draft communmatIons plan

 

Dealgn Networks School ?Sp p-p'ort (FTE-TT

 

(Ci
1: 
HE Communlty Engagement FIndIngs Repg? .
ImplementatIon Pian {Jan Aug 20? 9} Draft "i
Errcrenues malaise? iif?'?i 
5pm 2 
Today

*Nore: much more detoiied work pier: with GANTT chart is iinired here.

Reimagined Central Office Mapping
- position)

Align Budget with ReTmagining Priorities

_Continue engagement and. communIcatIons.

 

Re?ne 3: -. Implement

I implement 

Refine .- 3 Finalize
Continue support of community engagement and communicatlons
Refine - -. SupportImplementation

Real estatestudyr (TEQH-

22
HNote: additionoi detoii's to foiiow as scope ?noiized

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Integrated Operations SUpport for Schools (Kitamba)
Updated Network Staffing (Kitamba) I
Next Steps on Reimagining Central Office (LA Unified leads)
Revised Reimagining GANTF Chart (Kitamba) .

Next Steps and Upcoming Topics (Kitam?ba) 5 - 

Appendix

23

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Network governance, accountability, and management (business planning etc)
Deep dive on struggling schools support (talent and toolkit)
Equity through line from Central to schools

School talent and toolkit (instruction, assessment, PD approach)! menu of
services and pricing

24

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Are Continuing Our Analysis in the Following Areas

#45 eta-35??

 

Schools, People, Money
- Reimaeinine Summarv Document (HT)
0 School Empowerment
0 Central Office and Network Structure
0 Affiliations for Specific Schools
Related Budget implications
0 Network Governance
Network Accountability
- Reimagining process for all divisions Unified with Kit support on process and templates)
- Aligning E?r? recommendations to reimagining process (all)

Communications and Engagement

- Continue ongoing community engagement (850+ community members, parents, and staff; 50+ meetings so
far) (KET w! LA Uni?ed)

- Continue school based community forums {200+ staff and parents reached so far} w! LA Unified}

- Activate planning of integrated communications effort Unified w! KIT)

School Performance Framework
Providing project management support to SPF working group 
- Develop SPF options for presentation to working group (LA Unified w! Kit}

25

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Facilities Regions &Areas

#40 OF shod?

M843. Regions

North Region 1' {13:13:13 Area 1311) .
6551-3 Balboa Bin.: Van. Mays, CA 

NOrth Region 2 Area 
3961'}. Home}: Avenue, Sun Valley, CA 913521231 

Conoai Area-C1}
1406' S. Highiand Avenue: Les Ange-195', OH 90019- {323.} 54943501]

Central Region Zita?b?rea 
415% Huntington Drive South, Lag Angels; (mi-90032 

Contra} Region Areacs 3. Special-Services)
124.0 3. Naomi Avenue, Los??Angeles, CA 90021 {2131?454430

South Region?f 
562i} TITH z'iiameriue= L'os Angola; CA 991343 

South Region 2 [moo 111-93152}
177298; Figueroa, Street, Gardena, 09.93243. {311013034509


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There is no national staffing standard for determining the number of plumbers roofers.
or electricians needed by a district.

 

 

Option 1: Large districts often use the "area support management concept," in which the district is divided
into two or more areas, each with its own direct-support team that provides comprehensive maintenance.

Each team would include:
a Skilled craftsmen such as painters,
Plumbers, eiectricians, HVAC repairman, general maintenance personnel
9 Grounds personnel

Other tasks for which there is less demand such as kitchen equipment specialists, small-engine specialists,
cabinetmakers, roofers, and iocksmiths are supported from a central location.

Option 2: Group staff according to their skill or craft
a For example, all electricians work for the iead electrician, all plumbers work for the lead
Plumber etc.

 

 

- Planning Guide for Maintaining School Facilities

SOURCE 2e

 

 

 

In 2002, the Council of Great City Schools began the process of developing performance measures
that could be used to improve business operations in urban public school districts. They identified
Denver Public Schools as a district with lower routine maintenance costs.

Denver Pubiic Schools Facilities Team Structure:

in Team includes:
0 Operations
0 Maintenance
Construction Services
0 Planning and Community Use

a Facility Management manages over 16 million square feet of building space and

approximately 2 000 acres

0 226 schools in 177 DPS facilities

a Facilities Management consists of 72?! full-time and approximately 214 part? ?time employees

 

 

. Managing for Results in America?s City-Schools

SOURCE 29

 

 

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Denver Puhiiu: Schools

ELEMENTARY NETWORK STRUCTURE 20 17-:sEmrthIDEhwa Lemar IP-iraSE-L?-Lam?wm hal?dlim??tp??W?np?gs EIIHE. 

 

 

IUpu'aIe?l?M? '35? L003 Term Sub .55? FSHE?aIIzed.5?hrloe Wg?tnnquisi?mm'ed?us?: Span: ?9::meth-
SOURCE - Denver F'ubiic Sc ois ie enta Network Structure

 

01L - (99mm) vacl 

 - (99mm) vacl 

 

 

SOURCE

 

Neiwmks {Comm}

Denver Pulznlir: 

DSE NETWORK STRUCTURE 2017-18

 

A
2959mm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Denver Public Schools HS 

31

 

?zzL (99 moo) 

New Staf?ng 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Parme'morlg Network Leader
. -
;j - :5 
Deputy I
Leader
i Stu?'e'?t' 8: . 
Family Seminars a 
Achievement! Devzlgitgent Special . Facilities}. . Budget? I
Instructlon Implementation ELL, Attendance Eddcatlon (Lead) Procurementi- . . grants
Sp??g?d' Transportation, Human - Data-{IT .
Safety, Health
. esources .
E. Food - . - Payroll

 

 

 

 

 

 

 

 

 

 

 

- Children First Newark Dvewiew
SOURCE

 



ELL - (ssizvoo) vaci 

 

 

 

 

_ZDep'uty student services .

evv Yo ri< Citjv - etvvo r: So 
?Elam? a?dl?rga?izatiun v??l?ie?aa 

instructionand achievement?

 

Youth-deveiopment

Speciaieducation

Budget and payroll

 

i Human resources

 

Common core'learning standards

Quality review support

 

 

Purchasing and procurement English language learners

 

 

Alternative quality reviews

 

 

 

Inquiry and teacher team SUPPOH

 

 


Compiiance Transportation
Food services Safety and suspensions

Post secondary-readiness

 

 

Facilities Attendance

. .. 

 

 

 

Professional development

 

 

Grants

 

Instructional expectations

 

Technology applications

 

Leadership development

 

4

1


?Legal Services Provided by Central

 

Teacher effectiveness

 

Student leadership

 

 

 

- New York Citv's Children First Networks: turningaccouritabilitv on its head

SOURCE

 

 

33

 

- (99mm) vacl 

 

New YOEK - Ne eweg

New YeEk 





60 netweEks of ~30 each
6 OEEG as each faced

cenEEaE e?Eee

Renamed 
cempEEanee generm

 

 

 

- New-York Ciw?s Children First Eggrning accountability or: its head
SOURCE

 

 

 

 

34

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Network Accountability :in NYC

Principal

 

School Quality

  

20.0%

20.0% 60.0%

 

- Ne ?Y?o Ci sChildren First Networks: turnin tabili

SOURCE

 

New York City Nett?votk fetteet?htataitity

a in Newr Vork City any network in
the bottom? 10% percent, two years
tenhihg, the hetwork Header" is

dismissed, the network?s

embahded

Any network in the bottom 25% for

three years, has to ?nd a new

network Header

e?

?on its head

35

 

chooi
istrict

Total
of
Schools

ndtx: Network Bencnmatics

it of
etvvo its

of
Schools in
etvvo i:

Functions of Network

-Help principals hire teachers

*Budget coiCuioted using the estimated salary of 1 instructional Superintendent

and 5 support sto??merniaers.
Hiicyi'iects network model untilr 20151

Staffi rig

Network 'Leader

  

Overall
Budget

Individual
hi etvvo rl25-30 $3 mil i $181 mil
York i i -ivianage budgets 
City? -Find and create speci?c 15 experts in instruction, i 
i professional development i operations. and student i 
i viinalyze student data I and family services 'g 
5 i -Troubleshoot operational and 
technical issues 
5
Denver 207' 15 Up to 20 Networks provide increasing Superintendent mil*
Public i intensity of support for higher . i
Schools needs schools to implement their I: 5?6 staff members i i
a improvement plans Support Partner i 
-TeacherTalentAcquisition
?Specialist
?i-lu man Resource Specialist
I W. I
Partner-s 18 1 18 Principal capacity building and CEO mil mil
hip for support 
LA Teacher professional development 35?40 school support staff
Schools and support members
Parent advocacy and support Instructional support
- Liaise with central office and local School Culture Restorative
districts on operational issues 1 Justice 36
i. I - Family Community Engagement I

 

91L - vaci 

 

 

 

 

ALL - (99mm) vacl 

 

Regionalization - Transportation

Transportation

District

  



 
  
   

  
   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i?TR-e?-i-gn?glized
EBaltimore Eublic School Digtrict ~811000 ~103 
Albee; publi?'?ghooas 138;;536 ~209 
I (2 Terminals)
630,050 1,224 
.. 2 I

 

 

 

 

 

37

81L - (99mm) vacl oan?I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Districts Students Enrolled? Regionalized
1 .. 
5 Baltimore Public ~668 
a School District
Albuguergue Public ~612 
5 Schools
Denver Public Schools ~90,000 ~773 
5 Dallas ~15? 000 
School District 
LA. Uni?ed 630,000 

 

 

 

 

38

 

61L - (gstvoo) vacl 

   

. 

District

 

Baltimore Public
School District

#Students Enrolled School Safety FTE's

 

 

Albuquerque Public
Schools

~81,000

~84,000

School Safety

 

 
    

 
  

Regionalized

  

 

 

 

 

Dallas Indegendent
School District

 

 

LA. Unified

57,000

 

 



 

 

 

 

~95 i 

~183 
~208 


~545 

 

 

 

39

 

08L - (gsizvoo) vaci 

 

Los Angeles Unified, Baltimore City Public Schools, Dallas Public Schools and
Albuquerque School District have their own dedicated school police force.

 

School Safety Staffing

 

 

 

 

 

 

 

 

 

 

 

District-MW - -- ?#Students Enrolled ?School-.- Safety F'l'E?s 
Egg); Public School District C: ~8?l?000 ~95 
Albuquerque Public Schools ~84, 000 ~183
Dallas Indeoer?i?o?ehlt School 000 - ~208
i
.17; Ufa?ified ~545 

 

 

 

 

 

 

 

4D

L8L - (99mm) vacl 

 

 

SOURCE

 

School Safety

Las?Angeles. smear-mice omen:? mum _'i2?af?2m 142315--

 

 

v-r

LASPD 2017?2018 Org Chart

 

 

 

 

 

 

 

 



main?su- 5

- Funn- Guru!

- Imammw
. "mm aluminum-gm

 

 

 

 

LAUSD 2017-2018 Chart

 

 

 

 

 

41

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LA. UNIFIED

LOS ANGELES UNIFIED SCHOOL DISTRICT
REIMAGINING LA UNIFIED

Superintendent Brlefmg Network Structure

 

Confidentioi Working Droftfor Discussion

98L - (ngoo) vacl 

 

Critical Deliverabies on Path to! Reimagined LA Unified
(Kitamba) - - -

Lean Support Structure for Schools and
Two Options for Network Staffing (Kitamba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix

 

43



178L - (ngoo) vacI oan?I

 

it




In.
IF.)

?21?
rm.

C:
2

5

C2.

 

     

 

 

     

Current Centralof?ee Meppin I Reimagined Central Of?ce Mapping . . i . g. - . . 
PoSItIon) I positionRefine I..: . I implement -:

Align19i20 Budget with Reimagining Priorities .I 5 Implement

 

Continue engeg?Inen't and I II
draft communICt?itlons 

 

- LA
- Unified

- Continue engagement communication;

 

.. . 

DeSIgn Networke-I- SchoolSupportIfI?TE . - Refine 3. I I Finalize

   

Communlty Engagement FIndIngs Report - . Continue support of community engegement end communIcatIons
Implementatlon ?Pian [Jan Aug I I Refine 3 I . H- - I Support implementation
EffIcIeneIesAnalySIs(by11KB) 
I .SpEdIFu??Ict-i?onel Niepiping. . i I. .
Today I 44

1+Note: much more detailed work pion with GANTT chart is linked here.

98L - (gstvoo) vecl 

 

 

 

 

Sept- Oct
Listening Learning

Community Engagement

 

Nov-Dec

Analysis Feedback

Jan 15 (2019)
Share Findings 

 

 

Overall engagement with community
organizations, pa rents, staff, and other
key stakeholders {In-progress: 850+
community members reached so far,
50+ meetings, ~1 0-15 organizations)
Host 1? School Based Community
Forums {In-progress; 200+ staffand
parents reached so far]

Analyze engagement data
Share out findings from
community engagement in
3?5 page report

Reengage partners and key
stakeholders to discuss the
concept paper and
recommendations

 

Communications

 

 

Draft integrated communications plan
by the end of Oct {led by LA Unified
Communications team}

Identity partners and messengers to
support the reimagining work

 

Activate communications

plan (placeholder! based on I

integrated communications
plan)

 

Publicly release the
Reimagining Summary
Document with the support
of community partners

 

 

45

98L - (gsizvoo) vaci 

 

Critical Deliverabies on Path to Reimagined LA Unified (Kitamba)

Lean Support Structure for SchoOis and

Two Options for NetWork Staffing (Kitamba)
Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix

45

18L - (ssizvoo) vucI 

   

egLA Unified

Iii/f: _Empower Schools and Gain Efficiencies by Rebalancing Functions Across

The below proposed structure provides better customer service and support for sc?h'dols.

Proposed Structure
7 tea
Central


Service 
Units 

Networks 9

 

at a lower cost

Recommendation

Why?

 

Organize Central Office around critical
services and economies of scale

Lean central office frees resources for
schools and financial stability

 

 

 

Create~ ~8 Integrated Service Units (ISUs) to
provide school- -facing operations and
special population support

 

Coheres school-facing operations,
compliance,.and other non-instructional
support functions into a customer
service?oriented structure

 

 

 

Create ~32 networks to streamline
bureaucracy and create cross-functional
support teams

 

Networks staffed with skilled generalists,
enabling schools to focus on instruction

 

 

 

 

 

Empower schools by allocating more
resources and giving autonomy {~33-34
schools I network}

 

 

 

Schools interface with network staff to
address instructional and operational
challenges with clear line of sight to
support

 

 

4f

88L - vacl 

 

 

through Implementation of the Network and Structure

 

 

Notes: Current Structure Proposed Structure 
Operations I - Push down . . . 
compliance and Central schooiufocing . Central
instructional Of?ce - functions to 513 Office 
support are .. -

Lack Of clarity Districts Satemteg Combine ii?ifO

around who ?ts and 

principal Other Networks 
non?school . 5

 

- functions

 

Schools 

     



a improving Customer Service for Schools and Allocating More Resources

Notes:
Divide
operations it
compliance and
instructional
support

functions

Networks staffed
with skilled
generalists for
nimble support
to schools

43

68L - (gsizvoo) vucl 

 
 

Position

 

i NetWork Manages network, evaluates
I Director principals, lead advisor and
principal coach

 
 
     

 

Deputy i Advisor and principalpcoach,

 

 

 

 

 

 

i
Network i supports instructional planning,
Director! interfaces with ISUs on instruction
Instructional related items
Eteed i
Operations Triage operational issues and
Generalist i interface with ISUs on all
non-instructional items
Family and Support school family and
.5 Community community engagement efforts
Engagement
Special Triage special population issues

Populations with ISUs


*See appendix Jfor benchmarking summary

  

 

 

Benchmark Details:*

All ratios are ratio of
instructional lead to schools

The current ratio of
1:23 in elementary schools

Benchmarks: NYC 
Denver (1 Partnership for
LASchools 

?Benchmark? ratio is 1:6

?Targeted? ratio is ~1:15

 

49

 

06L - (ssizvoo) vacI 

   

?ii I;Pre iminary estimates suggest more efficient use of resources and better

service to schools possible

Preliminary network cost estimates - Kitamba to work IiIrith budget of?ce to detail potential savings ofI
new structure taking into- account entitlements- and one time 

 

 

 

Targeted Support Benchmarked Support
(Avg. 5 (Ava 1o 
-. ScenarIoZa
Total network FTEs 160 16 320 320
Total network cost $25.7 $51 .4M
Avg. cost per network $0.8 $1 .EM 
Net reduction In TEs from network structure 1'75 1? 15

Notes:
{We budgetfor the current tocm? Districts is and in cludes 335 FTES and of nonvpersannei costs.

50

L6L - (SELLVOO) vaci 

 

 

Critical Deiiverabies on Path to Reimagined LA Unified (Kitamba)

Lean School Support Structure and .
Two Options for Network Staffing Network (Kitamba)

NetworkBoundaries: Neighborhood or Feeder.E Pattern.(LA' Unified)
Next Steps

Appendix

51

26L - (ngoo) vacl 

 

   

 

 

 

 

 

 

 

 

96L - (ngoo) vacl 

Two Approaches to Network Design

 

Miemmee? Egg e-E? 
ag??mhee 
Ef?e ?geEe?em

   

53



176i - (99mm) vacl oan?I

 

Community Neighborhood Networks Approach

- Create 32 networks organized by neighborhood
based on where schools are located.

- School networks leverage and engage

community resources in support of the Whole
Child. -

- Network leaders focus on building portfolio of
schools that serve the community and provide
opportunities and choice to families and
students.

- School leaders work with major employers and
other resources to offer internships, career
education, and pathways tojobs and careers.

 

1 5,493

Average student
enrollment per
community network

 

Average number of
schools
per network

96L - (sstvoo) vacl 

 

Families of Schools:
Feeder Pattern Networks Approach

- Create 33 feeder pattern networks organized
around existing feeder patterns.

Feeder pattern schools collaborate to deliver
consistent education and coherent instructional
programs across grade levels.

- The goal is to keep children together as they
progress through school, minimizing the impact of
disruptive transition periods such as moving from
elementary to middle school.

- Feeder pattern networks support students with
disabilities, English learners, and other focus
subgroups at school level transitions.

 

1 5,024
Average student

enrollment per feeder
pattern network

 

Average number of
schools per feeder pattern

netwo rk
55

96L - (99mm) vacl 

 

EmTwo Approaches to Network Design

i?mm?mi?y
Ne?gh??ma?m??
??e?iwmkg? Mm

 

 

Tgml?m a? gaTmmg:

Pmiem 

Appmam

 

5E3

16L - (gsizvoo) vaci 

 

Critical Deliverables on Path to Reimagined LA Unified (Kitamba)

Lean School Support Structure and
Two Options for Network Staffing Network (Kitamba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)

Next Steps 

Appendix

57

86L - (ssizvoo) vacl 

 

We are continuing our analysis in the following areas

Schoois, People, Money
- Reimagining Summam Document (KIT)

00000



School Empowerment

Central Office and Network Structure
Affiliations for Specific Schools
Related Budget implications
Network Governance 

Network Accountability

Reimagining process for all divisions (LA Unified with Kit support on process and templates)
Aligning EY recommendations to reimagining process (all)

Communications and Engagement

- Continue ongoing com munitv engagement (850+ community members, parents, and staff; 50+ meetings so
far) (KIT w! LA Unified)

Continue school based community forums (200+ staff and parents reached so far) (KIT w! LA Uni?ed)
- Activate planning of integrated communications effort (LA Unified w! KIT)

School Performance Framework .
- Providing project management support to SPF working group (KIT)
- Develop SPF options for presentation to working group (Ln Unified w! Kit}

58

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Affiliations

Groupings of schools based on performance or type in addition to
networks

Lean staffing to provide additional support and cross-school learning
E.g. - Persistently struggling schools, Secondary it high schools,
personalized learning innovation on specific learning model or support
for student population affiliations

How do we identify a low-performing school?

Low-performing schools will be identified by an analysis of school

achievement data and other factors; in the future the SPF wiil inform this
designation

How are we empowering tow-performing schools?

Identifying cadre of high potential leaders from LA and externally
Leaders get targeted management support (Leadership Academy model
and cohort model)

Leaders choose from a list of pre~approved improvement models 
Hopkins}

Receive suppiemental resources

Choose from a list of pre-approved support vendors

Persistently underserved schools have a further affiliation beyond
Woe geographic network and leadership and structures to support improvement

 

 

Next Steps:

Confirm identification of

low-performing school (via
SPF)

Allocation of supplemental
resources to low-performing
schools (from projected
savings) 

Build out support model

Confirm composition of
central office support team

 

 

59

ooz - (99 LAVOO) vacI 

  

What is the role of Division and instruction?
- Set instructional vision for LA Unified and develops coherent academic

plan

- identify basic ?full support? package with aligned curriculum
assessment and professional development

- Pre?approve list of vendors

Identify high-leverage hot-spots and scale

Conduct research

. Provide more intensive supports for low?performing schools

- Strategic procurement

qr lean instructional team at central office offers strategic support and sets
aw ?tithe overall instructional vision but does not provide direct support

 

 

Next Steps:

Con?rm composition of

central office division

Develop processes for
critical division
functions

Align procurement
recommendations to
determine 'options for
instruction I
Procurement
coordination

 

 

EU

LOZ - (ssizvoo) vaci 

  

  

ghPeople

 

 

Category



 

Talent Management 3:

 

Hire, assignr promote, and evaluate

School Decision?Making

 

a - 

     
  

 

 

 

 

 

I Autonomy 

       
 

 
  
  

for 2019-20 

 

 

 

 

 

 

i Staf?ng teachers and support staff, and create new Bargaining 
.5 roles Agreement
Time -
School Schedule and Develop aligned school schedule and - CDHECUVE
Calendar calendar Bargaining
Agreement
2
Money Equitable, Efficient, and ?lign school budgets to all autonomies District 
Impactful use of Resources - State law
i
ngram Instructional Expectations Adopt, design or source curriculum and DlEtliCt WHEY
- and Practices interim assessments if use of data and i State law
progress monitoring Consent decree
- State law

1
1'


Progra 

 

 

Professional Learning for
Teachers and School Staff

 

 

Adopt design, or source and deliver
profESsional learning

 


I

I

Progra 

9

School Culture, Climate,
and Core Values e.g.
Achievement, Equity and
inclusion

 

 

Establish support systems for
socialfemotional health of students and
culture for adults focusing on core values

 

 

assessor?

District policy

 

Focus school empowerment efforts on instruction for 2019?20 school year

 

 

For Discussion:

Focus efforts on
empovverments unrelated
to CBAdue to ongoing
negodadons

Sequence budget
empowerment with
instructional flex for next
year (via menu of services)

implications for
low?performing schools

?(next slide)

Implications for Division of
Instruction at central office

{Slide after next)

 

61

 

zoz - (gsizvoo) vaci 

 

Critical Deliverables on Path to Reimagined LA Unified (Kitamba)

Lean School Support Structure and
Two Options for Network Staffing Network (Kitam?ba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix

62

soz - (gsizvoo) vaci oan?I

 


I

Reimagining Summary Document Working Outline

Guiding Principles
Strategic Priorities
A System Designed Around Great Schools





0

Schools:
I Empowered Schools
I Opt-In Instructional Package
I Other Empowerment Options
I Persistently Low Performing Schools Affiliation
I Secondary Schools Affiliation
Networks
Integrated Service Layers
Central Office

Budget Implications

CI

00000

0

Overall Revenue
Schools

Networks

Clusters of Networks
Central Office
Efficiencies
Summary

Governance

Overview of Implementation Plan: How will we get from here to there?

63

voz - (semoo) vacI 

 

 

Summary of ISU role:
Provide school facing
and operations and
special population
support

Recommendation:

- Reallocate

school?facing
central office
pogansand
itinerants into 8
ISUs

- Position and

resource
implications
pending furth er
fun ctionoi mapping
and on oiysis

 

  

Faculltles(EYto 


- Malntenance 

inform structure) - Plantimprovements

 

 

Design standards
Project prioritization
Bond capital management

 

 

- Support position(s)

 

 

 

 

 

Family Board engagement

Engagement and - Public relations

Comms . Overall brand

Financial FiscalmSpecialist i . Equitable resource allocation -,

Management (EV -- Corebudgeting

to inform 5 - Accounting 

structure) - Financialcompliance

i inform - Maintenance and tech - Technology standards

structure) support - Network infrastructure
- 'Helpdesk 

.. - Core data systems such as MSIS

ESpecial i - Likely reallocation of - Compliance 

Education itinerants

(Thirdwoy to

inform structure)

 

 

 

soz - vacl 

School
District

Total
it of
Schools

it of
etwo ks

it of
Schools in
Network.

 

rm:

Functions of l?xletvvork

 

*?Budget calculated using the estimated saint]; of "i instructional Superintendent

and 5 support members.
??f'Re?ects network model until 20i5.

Staffingr

in ivi ual
etvv rk
Budget

Overall
Budget

   

   

 

 

 

 

 

New 1300 60 - 25?30 -Help principals hire teachers Network Leader . $3 mil $181 mil
York Manage budgets
CitE/t'Jr ?Find and create specific ?15 experts in instruction. 
professional development operations. and student
?Analyze student data and family services
i -Troubleshoot operational and 
technical issues 
Denver 207 if: Up to El] Networks provide increasing Superintendent rnilt
Public .E intensity ofsupport for higher
Schools needs schools to implement their 5-6 staff members
i improvement plans Support Partner
?Teacher Talent Acquisition
?Specialist
?Human Resource Specialist
i ?m 
Partner-s 13 18 - Principal capacity building and CEO ~33? mil mil
hi-p for support 
LA i Teacher professional development 35?40 school support staff 3
Schools and support members
'2 Parent advocacy and support Instructional support 
Liaise with central office and local School Culture at Restorative 
districts on operational issues Justice 65
- Family Community Engagement 
i i 

 

90a - (ssizvoo) vacl 

School District

Proposed LA
nified
Networks

Total
at of
Schools

of
etwo 

 

Of
Schools in
etworlt

 

Fun ctions of r-iiettrircirlt

Principal capacity building and
support

Teacher professional
development and support

- Parent advocacy and support
- Special populations support

 

Staffing

in dividuai
etwork
Budget

   

Overa ll
Budget

        

 

 

.-1 
Network Director i $1.5 - 1
{contingent {contingent on i
flexible additional staff: on FTE count} I
- Deputy network director count) 
instructional lead i' 
i Operations support
Family Es community i 
engagement i
i - Special populations 

5?5

zoz - (99mm) vacl 

 

Integrated Gantt Chart/ Project Plan (1 of 2)
Critical Milestones

 

Critical Milestones _Responsihle Organization Suppo?ing Start Cornpletitm Tracker

  

Person Date Date

 

II

 

. .
Outline of- Document: share LA- Kitamb'a- Sam Btz-T- - 

feedhaI?I eutllne will include: . 

-- etr?t?git: printili?a 
- lethal: I'I'etdek' structure (Ratipriale fu'r. natiw'rk structure. I
bust .

high level ful'tctionai maps far sihnels.'nehleIIts. and


E- munts?. ofneIwu?Is E: 

i- high-level suppo?s networks and Beaudry proviIIle 

place holder for 

EBrie?ng With Superintendent lande'rahip Ei?tamba Collin 8

E-Nethrk cost an& model headcount arid a'
Ereepons'lbil?ies against casts arsIl' ?ailing of 
'dthe'r nehIIruIlIlsuppurt 
E-Revii?w eIatue of. cti?eal chart E-
FOCUS E-Cun?nn eumppnente nf' Relmaghting Bummary- 
Today E-Plan for rollput- s'ltategy paI'licula'r iIienlIfy cent muI'IIly LE
i lea tiers stppurI plan aIId 'tlrneliIIe oftuuchpdints with Iham] 
'Draft implementatidh plarI de Jan-Au-g 2919?. share with LA Iiitar?ha E33111 1,031
feedba clI I: 

 

 

 

Link-t0 full integrated
Ewerkplan 

 

 

 

 

EBrie?ng 1193.1;
EPmppaed i i
E.Re-.Iiew recommended schoel op?uIIs 
Elncludlng for struggling schenls E'i I
E-Diecuss network govemance and netWaIlIs 





 

 

 

 



 

802 - (99111700) vacl 

 

?@Critical Milestones

Critical Milestones

 
  

 

 

.Hesponeible Organization

Supporting Start

    
      

Integrated Gantt Chart/ Project Pian (2 of 2)

  
  

Com ptetinn 

   
      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Per 50:1 0 Person 8311';- Date
;Pr_e_;1are ovetview of kimwn budget and Mark?F - Immina 1119 11115
:10; 5 summary damin'Ient {with named nhn?rtainties. from I
;First Draft Reimagining SumIImary [Itocumenb share with ECullin 11.1115-
Efor feedback 
i- LA i?atierahfp '_team to review an 11!? 1 '5 
??th Eiin Emmiaati?' iS'am 11115
-3-5 pages - . .
'r-mein themes - 
?lists and wants at those engaged .1 . . 
:Aelivate htegtatian ef?naneial impact of r?imaginmg pm?tiesz thMark E?ilamiaa Kiri-1'; 11126 111311"
*Ifschoole. networks reduced Beaudr? with 19-20 budget EEY 
1 I
e?mences tenor'n mende?un'e and reimagiI-Ied 11.26 12131
Epn'urities info 1991] budget i 
=FiI'Ial Draft: Heimagining summary Document: Share for ;;Cu?in :Ieembe Sam" 1213-11115 
:feedbeck- and re?ne Dec Jan :3
board brie?ng; on 'lreimaginlng plan and SPF METRO 511A 1213 1-2131 
?de's'ign Public Of plan 51.1131 11.131 1115 1115 
. . 

 

 

 

 

 

  

.Link to Mt integrated:

work glen

ea

Jar-i503
oI J. (36%
In to;
Wendie!"

6oz - (scizvoo) vuci oan?I

 
 

Deiiveraiale

Define shared values {1 Gi3?l]

 

Proposed immediate Decision Pat
Oct 

De?ne weights and targeticut points {1 180} i-

 

 

 

 

or Each Deliverable for Discussion

lnterdepen de nt

   

Pressure test &?nalize SPF

 

 

 

of?ce (K) (1Gi3'lj

(schools, networks, reduced centroi o??ice}
with 19-20 budget (LMEDJ {discuss date)

 

Develop a School I- .
Performance l' Define measures i indicators [1081] i' Develop SPF policy {including tiersiratings and design (1281]
Framework I I implications for schools) [1 1.80} 
I I .I
Increase Principal l" Define principal decision-making In Determine path to enabling principal I. Finalize principal flexibilities
Decision-Making Activate autonomies work group {to streamline is I decision-making [1 ifsui and resources in Reimagine
reduce barriers. eg. to grant waivers) l' Determine path to providing flexible Plan (1231}
l' Determine potential flexible resources for schools resources for schools (HBO)
i i1 on 5)
I Confirm principal decision?making for 19?20 I I
i1Di?22)
Implement the i - Con?rm network structure direction In Implementation plan to operationalize . Finalize support structures
Structure to Determine network governance {10.81} I networks {functional mapsi roles} in
Support Principal Ii: Determine network accountability?orsij l' Network launch prep and materials ieg. job Reimagine Plan [125?)
Decision-Making _io Determine central office structure {school support i descriptions and potential candidates) [11.80)
only) (10.81]
Analysis and 1- Activate current central of?ce functional and i' Integrate'Kitamhafs functions! cost and a Implementation plan to
Integration position.ana'lysisiinapping I position analysis with initiai EY ef?tiency operationalize networks [Ki
I 9 Con?rm Kitamba iaunch?on? functional analysis I ?ndings for review and discussion i. It! 1261] and central office 
I for instructional divisions implicated by new {by'11i23j {12:31)
network structure 19:26) Review initial integrated 'Reimagining . Current budget analysis on
I. Initial analysis on network structure costs I priorities {schools._ networks, reduced. initial unit costing of network
5- Functional map and cost for network structure i centraiof?ce) for feedbackidiscuss date} services (1281)
I with implications for local districts and central '0 Activate integration of reimogining priorities a Integrate efficiencies

recommendations into
budget {Ln} {12:31)

 

 

69

OLZ - vaci 

  

Confirm network Functional Mapping

 

position count and - Process {1 5,375
budget implications - non-school 

 

 

 

 

Examples:
Thirdway analysis identified discretionary
district positions in the SpEd roster

 

 

Allocate to target 
reduction (minimum

. 431 FTEs or 

Allocate to Central
Office

Allocate to ISL

 

  
 
 

 

gThe central office functional mapping process will identify where positions
glare located and the right allocation of positions to central office. and the 

  

integrate with EY
financial model and
adjust projections

  
   

 

identr?ed
reduction is'current
. target

 

 

 

7'0

LLZ - (ssizvoo) vacI 

 
  
 

19??

Community Partners Engagement (in Progress)

ioIH

Stakeholder Group Organizations I I Member-of" . ?yTot'ol Number of}.
"mastitis: mews. 

Local Community Based BD 2 Community Partners Meeting {Multiple Organizations Coalitions organizations)

and Faith-Based leaders

   

  
 

  
    

- Reimaginging Brie?ngfor Community Based '3 36
_Organizations{CLASS EquityAlliance Network
Partners Others)

Network-Partner Partnership for Los Angeles Schools I . 1 6

_GrandTot_al I I I   '5 

F?i

ZLZ - (99mm) vacl 

 

26 I 

LA. UNIFIED

LOS ANGELES UNIFIED SCHOOL DISTRICT e? '3 
REIMAGINING LA UNIFIED . . ..
Superlntendent Brlefmg Network Structure

 

1 0/18/1 8 

Confidentini Working Draftfor Discussion

?Lz - (gstvoo) vacl 

 

Critical DeliVerables on Path to Reimagined LA Unified
(Kitamba) - - - - -

Lean Support Structure for Schools and
Two Options for Network Staffing (Kitamba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix

VLZ - (99mm) vacI 

 

re
:22

?Ci
.4:


 

 



U?g?ed Blue in; Pregress

m. 

 

Unified



Continue engagement and
communicatmns plan

'Des1gn Networks+8chmI3uppart(FTE - Refine . -: Finalize -

. Commumty Engagement FInciIngs Report

  

 

  

dr'cer?I?thentraIOf?Ice Mapping" ReImagIned Central Mapping . i . - . 
3 . (FTE position} - ..: Re?ne . .. . . Implemenc:

 

   

 

 

Align 19/20 Budget: with ReImagining Priorities 3 - implement

ContInue engagement and? communications .

 

 

 

 

Continue supper: of'communitye-ngagementand communications 



 

'limplementatten Plan {Jan Aug2019)DraI?t - - - I Re?ne"- 

-- A- 

I- EffIcIencIesAnainIstby11:23}

. SpEdLFu-b?i?nal mapping. 

Today 5 a 3

1iilicjfe: much more detailed work plan with GANTT chart is linked here.

 

st - (sstvoo) vaci 

impiementation? 

Sept- Oct
Listening Learning

Community Engagement

 

 

Nov-Dec
Analysis Feedback

Jan 15 (2019}
Share Findings

 

 

rDyerall engagement with community
organizations, parentsr staff, and other
key stakeholders {in-progress; 350+
community members reached so far,
50+ meetings, ~1 0-15 organizations}
Host ?17 School Based Community
Forums [In-progress; 200+ staff and

Analyze engagement data
Share out ?ndings from
community-engagement in
3?5 page report

Reengage partners and'key
stakeholders to discuss the
concept paper and
recommendations

 

parents reached so far}

Communications

 

 

Draft integrated communications plan
by the end of Oct [led by LA Unified
Communications team}

Identify partners and messengers to
support the reimagining work

 

Activate communications
plan {placeholder I based on
integrated communications
plan}

 

Publicly release the
Reimagining Summary
Document with the support
of community partners

 

 

 

9Lz - (gsizvoo) vaci 

Critical Deliverables on Path to Reimagined LA Unified (Kitamba)

Lean Support Structure for Schools and .
Options for Network Staffing (Kitamba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix

LLZ - (ssizvoo) vaci 

 
 

g- liEmpower Schools and Gain Efficiencies by Rebalancing Functions Across
Unified

The below proposed structure provides better customer service and support for schools i

Proposed Structure

.. Lean
1 central 
'1 - Of?ce .

{ff'i'asgatai

Service



Networks 

a Schools I

at a lower Cost.

Recommendation

Why?

 

Organize Central Office around critical
services and economies of scale

Lean central office frees resources for
schools and financial stability

 

 

 

Create ~53 Integrated Service Units (ISUs) to
provide schoolwfacing operations and
special population support

 

 

Coheres school-facing operations,
compliance, and other non-instructional
support functions into a'customer
service?oriented structure

 

 

Create ~32 networks to streamline
bureaucracy and create cross?functional
support teams

 

Networks staffed with skilled generalists,
enabling schools to focus on instruction

 

 

 

 

 

 

Empower schools by allocating more
resources and giving autonomy (~33?34
schools} network)

 

 

 

Schools interface with network staff to
address instructional and operational
challenges with clear line of sight to
support

 

 

8Lz - (ssizvoo) vaci 

 

Notes:
Operations I
compliance and
instructional
support are
consolidated
Lack of clarity
around who
principal
contacts to solve
problems

Current Structure

Central



Office

Local Operations
Districts Satellites

Other
non-school
functions

 

 

 

Push down
school-facing
functions to 515



ombine in
5:15 and
Networks

Proposed Structure

Central
Office

 

 

Schools

Networks

Notes:
Divide
ope-rations!
compliance and
instructional
support
functions
Networks staffed .

with skilled

generalists for
nimble support
to schools

6Lz - (99sz00) we 

 

 

Position

Function

. . . . . 
Manages network, evaluates

 

 
 

 
 
 

 

 

 

 

 

 

 

 

 

*See oppendixfor benchmarking summary

 

Network . 1
Director ?r principals, lead advisor and
. principal coach 
Deputy Advisor and principal coach, 4
i Network supp-ortsinstructional planning,
Director I interfaces with ISUs on instruction
Instructional 3 related items
ELead i 3
Operations Triage operational issues and 3
Generalist interface with ISUs on all
5 non-instructional items
Family and Support school family and 1
Community community engagement efforts 5
Engagement 
Special Triage special population issues 1
Populations with ISUs

 

 

 

Benchmark Details:*

All ratios are ratio of
instructional lead to schools

The current ratio of.
1:23 in elementary schools

Benchmarks: NYC 
Denver (1 Partnership for
LA Schools 

?Bench mark? ratio is 1:6

?Targeted? ratio is ~1:15

 

 

ozz - (ssuvoo) vacI 

 

eallocating local district functions to 32 networks can reduce net positions-
nd is an opportunity to allocate more resources directly to schools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Targeted Network Staf?ng . Benchmarked Network Staffing 
- 
- Scenario 1: scenario 2:
Use savIn - i
to?offsetg . Average of 5 FTEs per network . Average of 10 FTEs per network
deficit - Savings used to offset de?cit - Savings used to offset deficit 
. Scenario 1a: i Scenario 2a:
tiaav'ggts . Average of5 FTEs per network - Average of 10 FTEs per network
. Savings allocated to schools . Savings allocated to schools 
coach ratio is 3x below - Aligned w! benchmarks
Notes - benchmark Faster, more responsive-support to
Requires prioritization of support needs schools (assumes strong network I
i talent) i

 

 

 

 
  

GuIdIng Questlon - . .. 
How should we thInk about allocatlng the sa; ..

LZZ - (seuvoo) vacI oan?I

5 Preliminary estimates suggest more efficient use of resources and better
service to schools possible

 

In any scenario the proposed network structures create savings of at Ilea'st $1 1. 2M 
The remaining savings to meet the deficit obligations would come from the ongoing central of?ce - 
restructuring effort and ef?ciency research. 

Targeted Support Benchmarked Support

 

 

 

{Avg 5 (Aug. 10 .
Scenario 1 .. Scenano2 ScenarIDZa
Total network FTEs 160I 160 320 320
Total network cost $51 .4M $51 .4M
Aug. cost per network 
Net reduction in FTEs from network structure 175 175 15 15
Net savings from network structure $11.21?
Savings on personnei costs $26. iM 
Savings on non-personnel costs 
Remaining ?19-20 FTE reduction in Central Of?ce 210 431 364 431
Savings in '19-20 from reduction in Central .. . ., . . ..
Office -- 3M 1- -- 


-The budget for the current Loco! Districts is and inciun'es 335 FT E5 and ofnon-personn ei costs.
Savings estimates for centrni of?Ce assume I696 ofthe reduction in centrai o?ice is e?iectuuted through reductions. Projections do not in ciude Vs pending e?'icienqr recommendations.
-Amount of remaining reduction in central n?ice based on needed :5 ofsnvings for Schooi Year ?19-20 identified in the revised, Board-approved Fiscai Finn as of 1 none.

 - (gstvoo) vacl 

 

Critical Deliverables on Path to Reimagined LA Unified (Kitamba)

Lean School Support Structure and
Two Options for Network Staffing Network (Kitamba)

Network Boundaries: Neighborhood or unified)
Next Steps

Appendix



 - (ngoo) vacl 

 

 

 

 

 

 

 

 

 

 

 

 

 

- (ngoo) vacl 

Two Approaches te Network Design





 

mega 
Pe?em weeWe?ee
Aegemeeh

 

?i3

 - (sstvoo) vacl 

Community Neighborhood Networks Approach

 

Create 32 networks organized by neighborhood
based on where schools are located.

- School networks leverage and engage
community resources in support of the Whole
Child.

- Network leaders focus on building portfolio of
schools that serve the community and provide
opportunities and choice to families and
students.

School leaders work with major employers and
other resources to offer internships, career
education, and pathways tojobs and careers.



15,493

Average student
enrollment per
community network

 

Average number of
schools
per network

14

p?z - (scizvoo) vacl o?sm?p



   

Families of Schools:

.6 Feeder Pattern Networks Approach

. Create 33 feeder pattern networks organized
around existing feeder patterns.

. Feeder pattern schools collaborate to deliver
consistent education and coherent instructional
programs across grade levels.

. The goal is to keep children together as they
progress through school, minimizing the impact of
disruptive transition periods such as moving from
elementary to middle school.

- Feeder pattern networks support students with
disabilities, English learners, and other f0cus
subgroups at school level transitions.

'ii'

15,024

Average student
enrollment per feeder 
pattern network



 

Average number of
schools per feeder pattern

network
15

 - (99mm) vacl 

   

?3 .
ETWO Approaches to Network DeSIgn

E?mmu??w
Na?g?hmh?g?


a? Ehms:
E?a?er Pamem 
Agamam

 

16

ezz - (gsizvoo) vaci 

 

Critical Deliverables on Path to Reimagined LA Unified (Kitarnba)

Lean School Support Structure and
Two Options for Network Staffing Network (Kitamba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)
Next Steps

Appendix



6ZZ - (ssizvoo) vucI 

 

We are continuing our analysis in the following areas

Schools, People, Money
- Reimagining Summam Document (KIT)

00000

0

School Empowerment

Central Office and Network Structure
Affiliations for Specific Schoois
Related Budget Implications
Network Governance

Network Accountability

. Reimagining process for all divisions Unified with Kit support on process and templates}
- Aligning EY recommendations to reimagining process (ail)

Communications and Engagement

. Continue ongoing community engagement (859+ community members parents and staff; 50+ meetings so
far) WI LA Uni?ed)

- Continue school based community forums (200+ staff and parents reached so far} wi LA Unified}

. Activate planning of integrated communications effort Unified w! KIT)

School Performance Framework
- Providing project management support to SPF working group (KIT)
. Develop SPF options for presentation to working group {tilt Unified w! Kit)

'18

 

osz - (seizvoo) vaci 

 
  
 

Later

[@3qu

Affiliations

Groupings of schools based on performance or type In addition to
networks

Lean staffing to provide additional support and cross-school iearning
Eg. - Persistently struggling schools, secondary high schools,
personalized learning innovation on specific learning model or support
for student population affiliations

How do we identify a low-performing school?

Low-performing schools will be identified by an anaiysis of school
achievement data and other factors; in the future the SPF vvili inform this
designation

How are we empowering tow-performing schools?

Identifying cadre of high potential leaders from LA and externally
Leaders get targeted management support (Leadership Academy model
and cohort model]

Leaders choose from a list of pre approved improvement models g.
Hopkins)

Receive supplemental resources

Choose from a list of pre-approved support vendors

Persistently underserved schools have a further affiliation beyond
egeographic network and leadership and structures to support improvement

 

 

Next Steps:

Confirm identification of
low?performing school (via
SPF) 

Allocation of Supplemental
resources to low-performing
schools (from projected
savings)

Build out support model

Confirm composition of
central office support team

 

 

?19

L92 - (ssizvoo) vaci 

 

What is the role of Division and instruction?

- Set instructional vision for LA Unified and deveIOps coherent academic I

plan

Identify basic ?full support? package with aligned curriculum,
assessment, and professional development

Pre?approve list of vendors

Identify high-leverage hot-spots and scaie

Conduct research

Provide more intensive supports for low?performing schools
Strategic procurement

 

 

 

Next Steps:

Confirm composition of
central office division

Develop processes for
critical division
functions

Align procurement
recommendations to

determine options for

Instruction 
Procurement
coordination

 

 

20

 - (smvoo) vacl oan?I

 

 
 

 

Talont Management 8:

School Decision-Making

 

Hire, assign, promote, and evaiuate



 

 

 

 

 

 

 

 

 

 

Staf?ng teachers and support staff, and create new Bargaining
roles Agreoment

i Time School Schedule and Develop aligned school schectule and CUHECFWE
- Calendar calendar Bargaining
6- Agreement
Wm?? Equitable. Efficient. and . Align school budgets to all autonomies District Delia:
i =3 lmpactful use of Resources State law
3 W. 
Instructional Expectations - Adopt, design, or source curriculum and ?ism? WHEY
-- - and Practices interim assessments i? use of data and State law
progress monitoring COWSEWE 
State Eavv
i - . 
Program Professionai Learning for - Adopt, design, or source and deliver

.

i

Program

Teachers and School Staff

professional learning

 

School Culture, Climate,

3 and Core Values eg.
gAchievement, Equity, and
inclusion

 

 

Establish support systems for
socialfemotional health of students and
Culture for adults focusing on core values

 

?D-istrict policyr

District policy

 

Autonomy 1.-
for 2019-20 

   

 

 

 

For Discussion:

Focus efforts on
empowerments unrelated
to CBA due to ongoing
negoua?ons

Sequence budget
empowerment with
instructional flex for next
year (via menu of services)

implications for

low-performing schools

(next slide)

Implications for Division of
Instruction at central office
(slide after next}

 

2?1

 

 

99a - (SELLVOO) vaci 

Critical Deiiverables on Path to Reimagined LA Unified (Kitamba)

Lean School Support Structure and
Two Options for Network Staffing Network (Kitam-ba)

Network Boundaries: Neighborhood or Feeder Pattern (LA Unified)

Next Steps

- Appendix

 

22

179a - (seizvoo) vaci 

  
 

gReimagining Summary Document Working Outline

0 Guiding Principles
in Strategic Priorities
0 A System Designed Around Great Schools
0 Schools:
I Empowered Schools
I Instructional Package
- Other Empowerment Options
I Persistently Low Performing Schools Affiliation
I Secondary Schools Affiliation
0 Networks
0 Integrated Service Layers
0 Central Office
a Budget Implications
Overall Revenue
Schools
Networks
Clusters of Networks
Central Office
Efficiencies
0 Summary
It Governance
- Overview of Implementation Plan: How will we get from here to there?

00000

 

 

 

 

 

 

Summary of ISU role:
Provide school facing
and Operations and
Special population
support

Recommendation:

- Reallocate
school~facing
central office
poauonsand
itinerants into 8


. Position and
resource
implications
pending forth er
fun ctionoi mopping
and anoiysis

Function

i - Main?tenance
- Plantimprovernents


inform structure)

:su Role 3)

Design standards.?
Project prioritization
Bond 1 capital management

 

 

5 Financial 
3 Management (EV
to inform
structure)

- Support position(s)
Engagement and

- Fiscal Specialist

 

IT (EV to inform
structure)

 

?Education
i (Thirdwoy to
inform structure)

 

- Maintenance and tech

support

Board engagement
Public relations
Overall brand

 

 

Equitable resource allocation
Core budgeting

Accounting

Financial compliance

Technology standards

Network infrastructure
Helpdesk

Core data systems such as MSIS




 

 

. Likely reallocation of

Itinerants

Compliance

 

 

 

99a - (scizvoo) vaci oan?I

99a - vacl 

 

School
District

Appendix: Network Benched.

Total
of
Schools

of
Networks

131:

Schools in
etw l:








Functions of t-letiriiork

  
    

 

*Buo?get calculated using the estimated soionr of i instructional Superintendent
and 5 support stoijf members.
?'ti?te?'ects network model until 2015) .

Individual Overall
Netti-tort: Bud get
Budget

 
 

 

 

 

 

 

 

 

 

 

 

 

. . . .. .. . .. .. . . i
New 60 25-30 ?Help principals hire teachers Network Leader $3 mil $181 mil
?rork Manage budgets 
City? 3 ?Find and create specific 15 experts in instrucuon, 

professional development operations. and student 
i Analyze student data and family services 3
-Troubleshoot operational and 
technical issues 

Denver 207 Up to 20 Networks provide increasing ? nstructional Superintendent $633? 
Public intensity ofsupport for'higher

Schools needs schools to implement their i 5?6 staff members

improvement plans ? nstructiona  Support Partner i
?Teacher Talent Acquisition 
-Specia ist
?Human Resource Specialist
i I

Partner-s i8 1 is - Principal capacity building and ceo ~s7 mil mil

hip for support .
LA i Teacher professional development 35-40 school support staff
Schools and support members
Parent advocacy and support - instructional support i
1 - Liaise with central office and iocal a School Culture is Restorative 
districts on operational issues justice 25 
i

 

 

Familjiir Community Engagement

?92 - vaci 

 

    
   

School District

Total
of

Schools

of
etwo rite

#of

Schools in
Eat etwo it

 

Appendix: Netw Benchmarks

Functions of etwo it

Staffing

 

ind ividuai
ENE etwo 
Budget

 

 

Overall
Budget

 

  

  

 

 

. .. . . 
i Proposed LA ,000 32 ~33?34 - Principal capacity building and Network Director $1.5 
Unified support {contingent {contingent on
Networks - Teacher professional flexible additional staff: on FTE FIE count)
development and Support Deputyr network director E. count}
Parent advocacy and support I instructional lead
- Special populations support Operations support
- Family,?r community
i engagement 
i - Special populations 
26

892 - (gsuroo) vacl Gan?I

 
  
 



FocusFor
Today

. Integrated Gantt Chart! Project Plan (1 of 2)
em: Critical Milestones

Critical Milestones

i Reepeneihle

i Person

Organization

Owner

Supporting Start

Person

Date

Corn pierien Traci-rer-

Date

  

 

 

 

lootiirre of Reir'nagining Sumner} Document: share: with 

ifor' feedback, dulline- Include:

i- strategic 

i- high leriel. remark- errecrore [Relionale re. et'nierure
i. FTE, test rho dei}

high level fune?onal maps for scheme 'netwu?rIre. and

i- BeautilrrI

i- eo'u'nre- of networks

i- supports networks- a'nd Beaudryr provide

place holder for ?nd?nge

 

:Ieemba- I

 

lBrie?ng with Superintendent! leadership

[Propesed fopfca

r-Nelwork- cue! and eta?ing rnodel headcount and

I responsmilmes ageinel hosts and :33an of

I 'other nehirorkieupporr Iriodele IEIenirer 

i-Eeirie'w statue bf. critical milestoneeI?GAN?iT chart

componenle of Reimagining Sum Inery documeni
EwPIen for roliout errategy [in particular idenrihr' 

!Iea tied: to support plan and timeline oftoudiprilnls with ihemj

Erin

Kilarnha

cairn

:nms,



TGHB

 

I Draft implementation plan for JanaAog 2919: share with LA
ifor feedback

Kitarnhe

dam

Si 14'-

 

 

:Bri'e?ng \riI?i .Superinte'nde nu leadership
EE'MPOSEd-bpieai .

E-Review recommended school supphrisi?exaaiity op?one
including for eimggiing schools

--Diecues network governance and holding 
accountable

Kiternha

 

damn

 

Idea

 

 

 

 

 

 

 

 

3 . Link to fui'l Integrated

work 9 Ian 

2?

692 - (gsizvoo) vacI 

 

 
   

Critical Milestones Responsible

Person

0 rganizatinn

Owner

Supporting Start

Person

Date

 

Corn pie-Lien Tracker

Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



. . I I

I Prepare overview of known budget and personnel Mark EKhmba 11H 151135

Efnr 11i'1_5 summery document {with named uncemintieel tram i

I i i

:Firet Draft Reimagining Summary Document eherewi?'l LA. Ceilin EKitamha ESam til-1H5

Efar f?edha?k .- 

.- LA ieedexenip'feem' ta review on 

ICom mu nit},r engagement Erin EKitamliaiLA- E53111 

3-5. pages - i 



wrnain themes 5 

-lis_ts and counts e?hnee engaged 

:A?tivate htegi'eiien ef?nenciel imp-eetei reimagining p?e?tiee I Knamhe i E11123 trim

mis?t-naive netIirorIts; netluc?d with 19-29 bticiget 
[Mediate?H ef?ciences recommendations and leimagined Pitta LA E11126 1251'
inl?e 1Si2? tmdg'et . . . 
iFinai EIImjft: Reitnagin?ing Simmer}! Becunient: share for EE Collin Kitamb'a Sei'n' E123 ?ti?l?

Efeedhack and re?ne Dec; Jan 
EI'ndividu'aI hoard hrie?ngti on raimagiriing plan end'SPli'm Erin 12:3. 12:31 
ideeign 
of Eden ESupt LA tits 1 J15


 

 

 

 

 

 

 

 

Link to fuil integrate-d-

"work Elan

28

ovz - (scizvoo) vacl 

?55) IS

 
 

Proposed immediate Decision
Oct- ?eets?

 

 

?We

no

 

each for Each Deliverable for Discussion

lnterdepentient

   

 

 

 

 

 

of?ce {10.81}

 

(school's, networks, reduced centrol? o??ice)

recommendations into

Develop a School 0 Define shared values [1Ui31] - De?ne weights and targetfcut points (1 180) 3: Pressure test 8: finalize SPF
Performance - De?ne measures i? indicators {1031] 0 Develop SPF policy {including tiersrratings and f; design-(1281)
Framework 5 implications for schools} [11:90} -
i 5
Increase Principal - Define principal decision-making in Determine path to enabling principal f- Finalize principal ?exibilities
Decision-Making Activate autonomies work group {to streamline Etc decision-making (11.30] i and resources in Reimagine
reduce barriers, eg. to grant Waivers} 0 Determine path to providing ?exible Plan {121?31}
0 Determine potential flexible resources for schools resources for schools (1180) 
on 5)
lu- Confirm principal docision?making for 19?20 5 
Max:121 .
implement the lit Con?rm network structure direction. (SIZE) - implementation plan to operationalize Finalize support structures
Structure to in Determine network governance [1 [11'3le networks 2? {functional maps roles] in
Support Principal it Determine network accountability (10:31} . Network launch prep and materials job Reimagine Plan [12181)
Decision-Making lo Determine central of?ce structure (school support descriptions and potential candidates) (11GB) 
i only) {1081} 
i 
Analysis and lo Activate current central office functionat and l' Integrate Kitamba?s functional cost and lo implementation plan to
Integration position anelysisimapping position analysis with initial EV efficiencjir operationalize networks (K)
it Con?rm Kitamba launch on functionat analysis ?ndings for review and discuesion?J-?t r-K 1281) and central of?ce 
for instructionai'divisions impiicated by new {by 111-23} (1281}
i network structure {10(91?26} 3. Review initiai integrated'Reimagining in Current budget analysis on
i initial analysis on network structure costs {Ki (1W1) priorities {schools._ networks, reduced initial unit costing of network
l. Functional map and cost for network structure 2 central of?ce} for. feedback {discuss date] services (LA) [1281}
with implications for local districts and Central lo Activate integration of reimogining priorities Integrate ef?ciencies


 

with 19-20 budget (discuss date)

budget (LA) (12,31)

 

 

29

va - (ssizvoo) vacl 

   
  

sThe central office functional mapping process Will identify where positions

3}

cgii?i?are located and the right allocation of positions to central office and the 


Ailocate to target
reduction (minimum
43i FTEs or 

  

- Integrate with EY
financial model and
adjust projections

 
 

Confirm network Functional Mapping
position count and - Process (15,375

 

Ailocate to Centrai
Office

 

 

      

budget implications non-school FfEs}

 

 

Allocate to ISL

 

 

 

 

 

 

 

Examples: $72M-ideh?fied I
- Thirdway analysis identified ~500 discretionary reduction fscurrent
district positions in the SpEd roster - target 

 

 

3U

 

- (gsizvoo) vacl 

 
  
 

 

"rotqmumbar bf

 

?Commumty Partners Engagement (in-Progress)

Stakeholder Group Organizations I "'Nambiar ?of
Moorings 
LooaIC'ommIIrIity'. Basled' BDZCommunity Partners Me?tingWuli?ipl? Ii 
Organizations Coalitions organizations)
and Faith-Based leaders 
Reimaginging Briefing for-Community Based 3
Organizations (CLASS EquityAJliance, Network
Partners Others)
Network Partner. Partnership for Los Angela-s Schools - I 1
Gra'ndTotal I - -- 3.:5
H.- 

Pasticipants 

36

93.]

31

917a - (99sz00) we 

LOS ANGELES UNIFIED SCHOOL DISTRICT 3  
AREIMAGINING LA UNIFIED I I

Weekly Check In
September 2018

Con?dentiai Working Draft For Deliberative Purposes Oniy

 

1717a - (gsizvoo) vacl 

What We Accompiish Today"?

.-
.1

 

 

path to launch Reimagme?d LA

 

by August 2019
I Confirm a working definition of the decision-making ?exibility schools will receive,
and the balance of ?exibility and support for individual schools using the School
Performance Framework (SPF)

I Review an example network support menu of services provided to schools by and
network team roles

I Review revised network geographic map (feeder patterns, type of school, and school
performance)

I Identified concrete next steps including any additional analysis needed

917a - (swvoo) vacI 

 

:Reimagining Steobeck

What Is true by August 2019 if we are successfuI:

Schools have significant decision making poWer with flexible resources aligned to measures of
success (SPF) and a support structure that' IS designed to meet schoOI needs enabling them to focus
primarily on student learning - -

917a - (scuvoo) vacl 

 

Board Vote

integrated Highmtevei iimeiine tor Reimaginiog Effort
Oct?iS - Aog?ig

SPF Schooi Performance
Framework

 
 

[vi 

Gating items on Reimoginingfor 

I- - - - 1 303'? Board HR sends Board Board
Complete lete approves authorizes notices makes approves
. . I PUSiti?n - plan personnel . final 19-20 budget
3: anaiysis; notices decision
Budget Board (5:15}
I analysis at I approves SPF HR
Complete 83'3ng I design sends
I budget {Begmm final
amass-ism ?5:33:15 notices
i SEWICES . Align I 
network . 
i Complete support I Finalize Engage Network Network Menu-of Launch-SPF Continue Schools 
schools structures Reimagine community positions positions services training 8; SPF attend {attached
. . anaiysis on with 19-20 Plan around posted hired developed principal training Network 3.1-5 .7
elmaglne Esupportsac Budget pian; prep capacity and fairs 
Effort I structures (with I Finalize SPF for SPF data Activate SPF building capacity 
{Led by LA- EY design implement- collection network Training buiiding - - .
sum-?red mama. Katee Prep . awaited
by K, I Report Out Develop bu?dmg Confirm ?exibility .- 
ThirdWay} .. 1- Implement? SPF roll 33;: ,5 
SPF SPF weights anon plan SPF out resources 
measures and poiicy (inciuoingioti Training strategy - forsthoois__ 
indicators descriptions} Prep - 
confirmed 

 

- (ssizvoo) vacl 

Develop a School Performance
Framework*

Annual school performance 
management to differentiate
support and autonomy

0 Could include multiple
measures like:

student achievement
and growth
attendance
studentfpa rent survey
0 equity index

0

 

increase Decision-Making
Flexibility for School Leaders

in Flexibility for principals
to make decisions to
meet local student needs
hiring additional
instructional coaches)

a? Flexible (and additionai,
if possibie) dollars for
principal
decision-making

*Note: SPF support under discussion; not currently in it?iromoo r'eimrrginiiwg scope

Deep Functional and a? . 

Budget Mapping

 

Implement

Structure to Support School
Leaders as Customers.

New customer-service
focused support
for 
Cut over from existing
structure to. new
streamlined structure
(including Beaudry)

817a - (ssizvoo) vaci 

 


gig-i limbProposed irrimeoiate trail? tor each Deliverable for Discussmn
at, OCE- Decigg - Interdependent

 

i
I5
i

 

 

 

 

 

 

 

 

 

. 
Develop a School - De?ne shared values (1081} i' De?ne weights and targetrcut points {1 i - Pressure test &?na i2e SPF
Performance go De?ne measures i indicators {1081] Develop SPF policy;r {including tiersiratings and design (1281)
I Framework implications for schools) (1180}
i 
i a
i Increase Principal i- Define principal decision-making i' Determine path to enabling principal Finalize principal ?exibilities
Decision-Making - Activate autonomies work group {to streamline 8.: i decision-making [1 and resources in Reimagine
reduce barriers, eg. to grant Waivers) i? Determine path to providing ?exible i, Plan (1281}
0 Determine potential flexible resources for schools i resources for schools 180) 
(1 on 5) i
0 Con?rm principal decision-making for19?2El
mom) i
implement the a Confirm network structure direction I in implementation plan to operationalize - Finalize support structures
Structure to - Determine network governance {1081} i networks {11813) {functional maps! roles} in
Support Principal . Determine network accountabilityi1tli31) i- Network launch prep and materials (eIg. job Reimagine Plan [1331}
Decision-Making 0 Determine Beaudrv structure [school support only] descriptions and potential candidates} {1180)
(1 W31)
Analysis and In Activate current functional and in integrate Kitamba's functional cost and i Implementation plan to
Integration position anaiysisimapping position analysis with initial EYef?c'iency operationalize networks (K)
is con?rm Kitamoa launch on functional ?ndings for review and discussion i i 12:31) and Eleanor-y 
for instructional'divisions implicated lay-new {discossdate} I {1281)
network structure (TODAY) 3- Review initial integrated Reimagining Current budget analysis on
0 Initial analysis on network structure costs (K) [10m i priorities (schools. networks. reduced initial unit costing of network
II- Functional map and cost for network structure Beaudry) for feedback {discuss date) services 281}
with implications for local districts and Beaudry i' Activate integration of reimoginiog priorities 0 Integrate efficiencies
i [10:31] {schoois, networks, reduced Eeoudry) with recommendations into
i 19?29 budget (discuss date) budget (LA) {12.81}

 

 

 

 

617a - (swvoo) vacI 

What We Accomoiish Today?

By the end of our conversation, we 

Understand integrated timeline and critical decision path to launch Reimagined LA
Unified by August 2019

a defInItIon of the deCISIon making schools WIll recewe II - i
- .- - .-and the. balance of and support for IndIv'd-'= schools usmg the School

 

an example network support menu of serVIces prowded to schools by and 
I. network team I . ..-.., .

Review revised network geographic map (feeder patterns, type of school, and school
performance)

Identified concrete next steps including any additional analysis needed

Adoptedfrom Denver Public Schools

Recommendation at hiscussioo at: Activate Focused Autonomies Work
Group to Streamline Reduce Barriers to Existing Flexibilities (eg. waivers)

Networks Current Path to Autonomy

 

Schools Beaudrv

   
  

 

 

osz - vacl oan?i

 

 

 

   

 

 

 

 

 

 

Manageme?t . Hire, assign! promote! and - Grier aligned surrealism"; - sEhinrigW'term'i?n'atidn 
Staf?ng evaluate teachers and for support package and procedures consistent w! EBA Individual Waiver
3 support staff, and create new coaching on talent and ensure due process
_2 roles management

gTime School Schedule and . Develop aligned 9:th Offer schedule aligned - Set school start date; inclement Pilot Schools
Calendar schedule and calendar with support package and 1 weather, and state assessment ESBMM
5 coaching on school calendar Local Initiative School Models
. custom schedule individual Waiver
Money Equitable, Ef?uendtgang all Provide coaching and i - Ensd're equitable allocation of Pilot Schools
i Impactfuf use of autonomies technical assistance on resources, develop pricing ESBMM
Resources budget proCess, purchase _i model and devolve resources Local Initiative School Models
supports to autonomous schools Individual Waiver
Program Instructional . Adopt, design, or source Offer network-adopted - Create and enforce minimum Pilot Schools

I

Practices

Expectations and

curriculum and interim
assessments i' use of data
and progress monitoring

curriculum and interim
assessment and related
progrESS monitoring
support. 

 

 

Program

Staff

Professional Lea rrling for
Teachers and School

- Adopt, designr or source and
deliver professional learning

instructional guidelines

ESBMM
Local Initiative School Models
Individual Waiver

 

 

Offer naiveit'asaisiea
rofessi onal Icarni ng and
su ppo rt 

school-customized options i

Hold state required
professional learning

Pilot Schools

ESBMM

Local Initiative School Models
Individual Waiver

 

 

Program

 

 

and Inclusion

 

School Culture, Climate,
and Core lvalwes e.g.
Achievement, Equity,

 

socialiemotional health of
students and culture for

Establish support systems for 

adults focusing on core values 5_

 

Provide planning supp?o?,
encourage autonomvi?
empowerment and push
out on core district
policies leg. 

 

Set and enforce student
enrollment and exit protocols;
discipline policy} attendance
and other critical policies

 

Local Initiative Schoomddels
Individual Waiver

 

ng - (99mm) vacl 

- - we - :in. . '3 LAUni?ed Guidance&Su artJedb Netw 
Re?ataonshan Seii?itc? HEXibn?Ey; Suppert, . a?
- Mandated Requirements, led by Beaudiy

- Legal Requirements, ied by Beaudry

 

Fiexib for
Schaais ("white
space?)

 

Mandated

Mandated

Mandated 

 

Legal Leeal Legal
School Quality - - . PM 

{informed by School Performance

 

Fra mework): .
High Performing Law Performing 
Mast Decision Making Least Decision Making


 - (scizvoo) vaci 

 

Types of
flexibility

l'opt-outs" are

approved by
the district 
SPF-ratings

and capacity
are a factor

in approvals 

?sOption to Opt- -Out

District provides'specific support if school does -
notpplifpl?W I

Flexibility Type Content Area

Grade Band

District-Supported Option

 

Professional Learningr

Funding, If Declining District?

 

 

Curriculum - I Selence 

 

 

Professional Learning

 

Curriculum 

 

Curriculum ., 

 

 

 

 

Professional Learning

Assessment

 

 

 

 

 

 

 

 

Denver Offers Decision? Making Flexibility to All Schools Giving Schools the
SPF Rating Factors in Approving Opt- Out Plans


receives

 - per-.pupilfor

dechned
"op?on'

10

The School Performance Framework Provides Critical Information for
Granting Decision-Making Flexibility

 

- vacl oan?I

 

 

 

 

 

Discover a world are Diaper-ruhi?l?y?



INDEPENDENT scunaLnIsmIcT' I 

   

 

 

 

Opt-inlopt- -0ut
- DPS provides baseline
supports for school leaders

. All schools can opt-outvia
Streamlined process I planning
work with district

I SPF rating informs decision

making flexibility

 

 

- Categorical
- District provides
comprehensive support

- Only higher performing
- schools are granted decision
making flexibility-

- SPF ratingdetermines 
decision making flexibility

 

 

 

179a - (ssizroo) vacl 

 

 

Low pEEtoEmEEag sehooEs 365%
EEitiEai eeter.
theretore a.

Step 1:

Step 2: Non?

 

Academic Academic Body- of I Engaging intransformative or
Flag-s Flags Eaa-adoaace turnaround strategies
- Redf?range on SPF - Teacher Voluntary - Conduct party - Results from prior . Strata . . 
Red on Growth Turnover School Quality.r supports Strateglc Schoolgf?tfgge?? pcllans a
. Persistence of tow - In boundary-choice out Review - instructional If. I .Ef'x and strategies.
performance rate Superintendent - - 
- Sign'rficant drop in - Enrollment demand review of current

- Stud?nt Satisfaction
- Parent Satisfaction
- Attendance

Suspensions

performance ?lm-3}

Step 4: Other

 

improvement efforts
5r. Leadership
assessment and
recommendation

EE ae EE Erased on 85% data and other
EEaes oE support and




n-

r-

 

Tiecing:
Schools are placed-in a Support-tierbased on focus 8; need

 
 
    
 
 
 
 
 
 

- intensive supportifor high need

 

 

i Iquus on continuous
improvemEnt and
moving schools
from good to great

 

  

-I'Denver's Tiered Support Modei . .
.- 1.9 Higher bureau. of proof? for decasaon making 
'3 "more support from district team in; all aspects of
piano -
-. - II .I .lrEcrEaseci fananCIal resources
If, Increased staff-I

?12

 

99a - (sstvoo) vacl 

High?Performiag Dallas Sehools are Automatically Granted Decision

Making Based on "their School Performance Rating



Dallas SPF ?Categories?Ir

 

   

ACCDM LISHE FOCUS

   

 

I EARNED 

 

 

     

 

 

  

Choose and select Mae ifDeeIgn their. awn
of dual faitgtiage Marielr 

{Instrumental support
Crirnodel With appreual
._fren1. Language and:
Literacy department

 

 

 

 

Lower performing schools are not
granted decision-ma king ?exibility
and supports are dictated

High-performing schools automatically
granted autonomy based on SPF rating

13

?ix-Wore detail on Dallas SPF coreeon'es ls the appendix.

to

a: seEIEss or
and Support for aE St -

Best Process to BaEaGte FEexibEiity



 

Proposed Options for Discussion: -
Option 1: Denver? Ii ke system. school performance informs flexibility and support but optmout
poSSible for all schools though must be .

Option 2: Dallas~like system: school performance determines flexibility and support and
supportIgLIidance for lowest perfOrming schools is tight (managed instruction) 

Option 3: Hybrid

_-DIscu55Ion Questions - - - - - -- -.
What resonates for each model? What doesn t? . 

14

99a - (swvoo) vaci 

 

l?

i 192 - (99 wool osnv1

 

a

Recommendation 

inroo: propose cos" 

WHAT IS A 

A network is a nimble, solely support and problem
solving focused unit focused on helping schools succeed.
Networks will provide:

A standard package of instructional and operational
services (eg. curriculum and related support)
Deeper support for schools rated lower on SPF
Targeted support and increased decision-making
flexibility for higher performing schools

. Knowledge-sharing and effective-practice sharing
across schools peer to peer learning

- Operational support

- Targeted student support

Open Questions:

- Do these roles resonate? What?s missing?

- Confirm next steps to begin mapping to current local districts
and implications for divisions in Beaudry that supporting
networks (instruction).

scoss on



est Network Roles Starting

oc tore Ho;? geocn network)

PROPOSED LEREERSHEP RULES

Leader ofthe network and responsible for
coaching and growing principals to attain the
variety of capacities needed in an empowered
system.

 

'3 Lead team member tasked with providing data

and student achievement related support

including data analysis and work with schools on
data team I progress monitoring design
(regardless of model e.g. professional learning
community etc.)

 

 

Lead team member for all operations support
issues including escalation or follow?up liaising
with Beaudry

Lead team member focused on all student
support matters from special education to
chronic absenteeism

 

Positions Network Leader determines based on
unique needs of community (parent liasion,
math specialist, etc}

 

15

892 - (ssizvoo) vad 

 

School District



New York City Public Schools

and Overaii {u

 

Benchmarks on Primar?v Network Functions: Princi al Ca acitv Buiidin
.r 

- u- I. 4- 
stomei service LG scnoois

 

 

Network Approach to Schooi Support
Support and coach principals
Support analyzing student data and progress monitoring

Support with managing school budgets

Support finding and creating school?speci?c professional development
Troubleshooting technical and operational problems for school leaders including hiring

 
   

 

Supporting principals with providing schools the supports they needed in instruction. data,
budgeting, family and community engagement, human capitai and facilities and maintenance
Provide school leaders with a single point of contact

 

Provide principals support with strategic planning

 



 

Support for schools based on their needs {tiered support model}
Content experts and leadership development
Provide coaching on ways to strengthen school culture

 

 

-
I
.

Baltimore Public Schools a
Chicago Public Schools 5 Administrative support

a Leadership development
Denver Public Schools i 
i I
i 
~Clark County School District a

I

 

Develop capacity and assist the principals with resource deployment
Support principals with business operations
Help with reporting on school?s progress

16

 

 

692 - (scizvoo) vuci 

   

woman?

Regardless of strategy, the importance of talent and
capacity for the school leader is clear.

Shift of the system to school?based decision making
means:
a Principals need to have the skills and capacity
to exercise good decision-making
a Support structures need to be able to
build principal capacity

Thus, high quality talent at the network level is
critical to developing our school leaders to lead
effective schools {see link here for sample
responsibilities], naming this principal capacity
building function).

 

Recommendation its: io-ntini ?e to ldentify to Find Highest?Performing
{a Talent Within and Outside of System to Take on this Transformation Work

Proposed Immediate Next. Steps:

a Follow up informal-conversation toiidentify
highest quality talent currently at LA Unified

a Dev-eiop'netvvork staffj'ob descriptions

17

09z - (scizvoo) vaci 

 

By the end of our conversation, we 

Understand integrated timeline and critical decision path to launch Reimagined LA
Unified by August 2019

Confirm a working definition of the decision-making ?exibility schools will receive,
and the balance of flexibility and support for individual schools using the School
Performance Framework (SPF)

Review an example network support menu of services provided to schools by and
network team roles

. .. .. . .. ..

'I?Revnew rewsed network geographic map (feeder patterns type of school and school

Identi?ed concrete next steps including any additional analysis needed

18

L9z - (ssizvoo) vaci 

Identifiedconcrete nextsteps 

 

By the end of our conversation, we 

Understand integrated timeline and critical decision path to launch Reimagined LA
Unified by August 2019

Confirm a working definition of the decision-making ?exibility schools will receive,
and the balance of flexibility and support for individual schools using the School
Performance Framework (SPF)

Review an example network support menu of services provided to schools by and
network team roles

Review revised network geographic map (feeder patterns, type of school, and school

performance)

19

 - (gsizvoo) vacI 

 

2






?3
if]

 

 

Activate current Beaudry functional and position an'aleiSI'rnapping (LA)

Activate (Kitamba) launch on functional analysis for instructional divisions at local district and
Beaudry implicated by new network structure (Kitamba)

Activate autonomies working group to streamline I reduce barriers (LA)

Complete and activate integrated project plan I effort for SPF with DOI (LAI Kitarnba)

 

 

20

99a - (ngoo) vacl 

Con?dentfa! Working Draft - For De?beratfve Purposes Only

 

179a - vaci 

 

Strategy

  

 

Description

 

Traditional Turnaround

Differentiated more intensive
supports for lowest performing
schools; principal gets ?exibility to hire
staff

Newark Public Schools

 

?l

as:
t" 
co
to
Fee.
9

"Cl
FD

:mnr.?
C)

.




C)
9;
Ln

?Renew Schools" flexibility of staf?ng to improve student achievement
Denver Public Schools

Provided tiered supports to schools to improve student achievement

 

New School Strategy

 

i Partnerships

Closing or phasing out
underperforming schools and
restarting or reopening with a change
in leadership and staffing

  

 

Chicago Public Schools
Schools that did not show improvement over time are slated for

New York City
Closed 31 failing high schools and opened more than 200 new, small
high schools in their place. These schools were developed and approved
through a competitive proposal process.
Denver Public Schools
Schools that did not show improvement over time are slated for


 

District partners with outside
organizations to help manage and
drive school improvements in
exchange for autonomy

 

 

lndiohopolis Public Schools

Innovation Network Schools
Camden Public Schools

- Renaissance Schools
Denver Public Schools

Luminary Learning Network

 

 

22

Our example districts aiso provide two paths for determining support and
guidance for struggling schoois

 

99a - (ssizvoo) vacl 

 

-- PUILIC
- SCHOOLS

 

 

 

 

.Disoosrer GI Woflal o-F Opporl?um'i'lfyr



    

 

 

"Decision Making Flexibility for All
Schools" 
Low-performing schools still have
the option for autonom'ies
The district tiers support - giving
more resources and district
capacity to lower-performing
schools -

 

 

"Decision Making Flexibility for_

Only high-performing schodls
receive decision making flexibility
Persistentljir low-performing
schools are supported via
managed instruction 

 

 

 

The School performance framework provides critical information fordistrict
support in both cases -

 

 

 

99a - (gsizvoo) vacl 

 

. .
scheols are high fer sie' cede 

Competing sch-eels heve noticeable 

Developing

a9:e:tereeah-se F: amewark categsr?es

 

 

 

   

  

 

 

 

 

 

 

 

Developing seho'ols heve some igtit. also have areas requirmg Improvement These
schools 
will reteive Increased dIstrIct support

 

 

 

 

24

ng - (ngoo) vacl 

       

.. w- i"
Perm mas we rramewerk

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

?'niuva553%; Academta Ana Mane Sandoval . ,AcademnaAna Mane Sandman! 
.mem-.. 

Isg?n??- Mum Eva-r 
Em ?mm??m
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. . . - i ??mw .. --. Il?imeISMImcWW- 9:53. 5 emu-F5

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mamamm 3
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wwn?aam?nmwe ain?t-MW . grammar: mun-m 
:?mrl?ln'l?lr: e?mm jun-Imus 

- - 14m\ HI mums-mm mum-0mm,? 1
ih-mm?Mu -
. .h?u?m?bm: 3


 

 

 

 

25

892 - (99mm) vac. 

   

a.




(I)
Q.
?1211


?mn?o? unnumbhm ..mwun? mnwoum 

 

?ngm?nlnmua? 
5.. 

Eun?dmnu??s?m?n??u
E?ug?n EH33 ..uhnw. ?m?k?pi?gz?? SHERERE
Em?i?. 3.53 9:93. EEDEDE. ?gngm?n?vu?n?gn?a??w

Ktn?nnb. .n as. 550% ..En??ni?A ESE Faun??Eh gin?HE

 

   

 

 

 

 

. 

. Earn? .H. - I . ..
mai?mmnwao??umER??m?urmmEb?knqh?qagn?gu?gta?inwgnmutiny-am . . . . .
gg?n?d?m??whMme? .
5. .5. 5 .Euutani?uilwil?F . .. ..iaHLnniimyain?awtuEwEI-rllug lung-15% hanging . . . .. . 
. . .. . . . . . . . . 1. . . .
. EFF. . . . . . .?nnidu?. H.
I?unln?ti?andn??hn?5.11 11.3.2 rmg?istf?u .735.1.53.9?: ..
.

. . .. .iligil?ntun-hldunal

 

692 - (99mm) vacl 

 

 



Middle School 2313 Categories

Manam-

 

41?Day; .
lam-Ink; Hull-m; 

Esmzcelzu;

Ila-ah Emu-
immacu-

I ?#53313?!


Lan??ib?ang.

Ema-whim: Linn-3 a.

SituFEn-pmr;
it: was-(?
35W ind-15n- 


rm



1mm 

 

 

Appendix: Dae?as S?h?0? Perfwmame Framework (2)

r: campuses categorized under the 

 

Hus??r- Hm


 

 

 

 

 

 

 

 

 

  
 

 

 

 

- 1 . ?Michal
Muw?p'mi . .3 . . .

_mmemm?1? . .- . . madman
-msz -mm' Wham:

What are $113 new: sieps in me reliant of 

53mm"
mm 'i?mfjir.

27

 

 

LAUSD PRA (0047135) - 270

 

 

LLZ - (99mm) vacI 

      
 


Schools ("white
Space-'3!

SE

and Resewees Netwerks vaIde

  Mandated .-

Legal

LA Uni?ed Guidance 8: Support fed by Newark:
Mandated Requirements fed by Beaudty

- Legal Requirements, led by BeaudIy 29

 - (99mm) vacl 

Reimagining Los Angeles Unified
Teacher Focus Group

August 2018

STRICTLY CONFIDENTML
WORKING DRAFT

 - (ssizvoo) vacl 

Agenda

Reimagining LA Unified Overview and Guiding Principles for

Today (5 min)

Activity One: Sharing Successes and Opportunities for
improvement (6-0 min)

Activity Two: Quick Snapshot into a Teacher's Day (5 min)

Closing (5 min)



Activator

HEADLINES

 

805.3 mg - NE.

a

 - (99 moo) vad?asnw

Goal for Today

Begin a conversation on how to empower our
schools and create an inclusive environment of
academic excellence that supports the diverse

needs of all learners.

4'

n? 
5

ill

91a - (seizvoo) vuci 

 

 

 

 

 

RESPECT

We will listen
authentically to
each other.

We will be receptive
to new and different
ideas or opinions of
others.

We wili allow our
feilow community
members to finish
their thoughts
before proceeding
to voice our own.

COMMUNITY

We will seek to wOr-k
together to find
ways to serve ALL
our students
equitably.

We wiil focus on
chiidren and
families, not
positions.

We wiil strive to
maintain a sense of
humor and find
common ground
with each other.



We will put our kids
first today, and every
day.

We will discuss
sensitive issues.

We will share all
relevant information
and explain our
intentions to move
the conversation
forward.

Thank you for being a part of the movement to support ali LAUSD kids.

uz - (ssizvoo) vacl 

Agenda

Introductions, Activator, and Goal for Today (7 min)

-- 

 

_:I:'iReimagIn1ng LA Unified OverVIevv and mg Princmles for
5. '_33j'Today (5 mm) - -- . .. 

Activity One: Sharing Successes and Opportunities for
improvement (60 min)

Activity Two: Quick Snapshot into a Teacher?s Day (5 min)

Closing (5 min)

812 - (swvoo) vacl 

Reimagining LA Unified Overview

.

Deveiop a shared
vision of student
success starting
with the student
and schoois at the
center of our work

4 

Design a schooi
stateroom system
that ensures 
etiorts are directiy
aligned to
accelerating

student success





Empower our
edecators to create
innovative iearning

opgoortunities that

meet the diverse

needs of our Los
Angeies community

Re-envision LA Unified
as a iean organization
focused on equity,
system?wide
performance, standards
services, school
support, and continuous
improvement

612 - (gsizvoo) vacI 

 

Superintendent Beutner?s Purpose and Vision

 

 

"Great schools make great districts, not the other way around"

 

LA Uni?ed Superintendeiit Bonnet-Announces Efren; IE ti?
Aimed at Providing More. Resourtes-for'Locai .S'cho'olsTo 
Improve Student: Learning

Civic ieaders- Miguei. Santana, Peter Tayior and Zev "l?arosievsiry ?assist visited in
this e?'ort

 

 

LOS ANGELES (Aug. .10, 201.3) Los Angeles Unified Superintendent Austin Eeumertoday
announwd. an effort to. deveiop a plan to provide more resources to schools and' Improve student-
learning. This initiative aimsIto develop a pian to move resources and decision-mainly from the
bureaucracy to schools, to empower school leaders and teachers and mere eouitabiy fund
schools

The input of students their parents and. communities along with teaches and school leaders,-
virill be sought to heip identify the needs of schools and students.

LA Uni?ed will engage two ?rms Kitamba and Ernst 8; Young to help in- the effort. i?tambararl
mganization led by education professionals,- has experience in education, noticing to design
strategies to build capacity and practice lasting improvements In [earning and life outcomestor
students Ernst Young has expertise.? InIhelpi'ng organizations ?nd and implement ef?ciencies.

 

Miguel Santana. Peter Taylor and Zev YaroslavsRy will viork with Stipetintendent? Beutner and
the LA. Uni?ed team on- this effort "they as lending their expertise to this effort as volunteers
DeputyI Superintendent Vivian Ekchian wilt help lead the effort intemally.

?This is about empowering and supporting our school leaders and teachers, providing the
resources needed to improve student learning-and staf?ng- apath to increased parent'and
community participation in schoots." said Superintendent Rambler.

"We are grateful for the su pport of the philanthropic community and the civic leaders who are
involved' In improving public education in Los Angeles. 

?Our students. teachers and school leaders deserve more resources tc'hEJp tl'lern be at their
best." said Miguel Santana. ?l'm'honored to be partnering with parents and
communities to improve our-public schools.?

 

 

oez - (geuvoo) vacl 

 

How will we get there?
Overview of Reimagining LA Unified 

SCHOOL SUPPORT NEEDS



REALIGNING
SCHOOLS '9   EFFICIENCIES
(Kitamba) E59 3 ij_' . .. :ij- . 
-- 1- 'll' A (Ernst 
SPECIAL ED STUDENTS . hung)
EQUITY
(T hirdWay
Solutions) -

RESOURCES

 

interconnected Across External Consulting Partners

1. Cost savie and efficiencies in the context of the ?Reaii nee!? structure
9
2. integrated implementation readmap
3. integrated muitE?year budget impact analysis

L82 - (gsizvoo) vacl 

Agenda

Introductions, Activator, and Goal for Today (7 min) -

Reimagining LA Unified Overview and Guiding Principles for
Today (5 min)



Ifif'g'ji'fActIVIty One Sharing Successes and Opp. uinitles for
jii'improvemen??o min) 

  

Activity Two: Quick Snapshot into a Teacher's Day (5 min)

Closing (5 min)

10

 

zez - (swvoo) vacl 

Activity One: Sharing Successes and Opportunities
for Improvement

 

 

 

 

 

Guiding questions for individual brainstorming:

What should we keep doing?
'What should we stop doing?

What should we start doing?

     

Schools Locai District LA Uni?ed



sez - (sstvoo) vucl 

Keep, Sta rt, Stop Activity

 

a ld we i a 
empowers you to prOVIde excellent

educational opportunities for students?

 



 

 

Local District LA Unified

12

178a - (gstvoo) vacl 

 

 

Keep, Sta rt, Step Activity

we"! .., if}

 

What should we domg that slows
progress from accelerating educational

opportunities for studentsSchools Local District LA Uni?ed

13

 

sez - (ssizvoo) vacl 

 

Keep, Sta rt, Stop Activity

 

 

  

at ld we "i 
empowers you to prOVIde excellent .
educational opportunities for students?

 

   

Local District LA Unified

14

982 - (swvoo) vad 

Gaining Consensus to Prioritize Ideas

After table talk, use your dots to "vote'ion the top five ideas that you would
like to see as top priorities across all. the categories (keepr start, and stop)
5 votes (dots) per person

Top five ideas will move to the large group for reporting out and
consensus-gathering

     

Schools Local District LA Uni?ed

15

zez - (ssizvoo) vacl oan?I

CIosing (5 rnin)

Agenda

Introductions, Activator, and Goal for Today (7 min)

R-eimagi?ning LA Unified Overview and Guiding Principles for
Today (5 min)

Activity One: Sharing Successes and Opportunities for
Improvement (60 min882 - (ngoo) vacl 

Activity Two: Quick Snapshot into a
Teacher's Day

 

M.

 

 
  
 

 

. . 


Guiding questions for individual re?ection:
- How do you typically spend your time currently 

- How would like to spend your time 

1'7

682 - (ssizvoo) vaci 

(5 mm)

Agenda

Introductions, Activator, and Goal for Today (7 min)

Reima?gi-ning LA Unified Overview and Guiding Principles for
Today (5 min)

Activity One: Sharing Successes and Opportunities for
Improvement (60 min)

Activaty Two Snapshot into a Teacher?s Day (5 min)

   

18

19

 

 

 

 

 

 

 

 

 

 

 

 

805.: m9 - mmo

L6z - (ngoo) vacl 

APPENDIX

STRICTLY CONFIDENTIAL
WORKING DRAFT

 - (gstvoo) vacl 





What does success look like overall?
Backwards mapping from july 201 9

High Pe?otmteg Set of Schoots {laeoctted by joly 2m 93

Schools: Groupings' ot schools with
autonomy ano? clear accountability for
student outcomes

Schoot Support: Govemamce; talent,
capacity, and support moclel in piece to
support schools in accelerating student
OUTCOWGS

 

LA Uot?ec?: Realigned to be leaner and
more ef?cient and effective in sop-pottiog
schools

21

?62 - (ssuvoo) vad 

*From the UChicogo SEssentiois accessed at 

Activity Three: What is Our Shared Definition of a
Great School?

 

 

 

 

What do you think a GREAT SCHOOL looks and feels like?

Effective Leaders*
- How do you know when a leader is effective?

- What support, knowledge, and skills does a leader need to be effective?
Collaborative Teachers*

- How do you know when teachers are working together?

- What are some signs that teachers are focused on students?

Involved Families"

- What does a school with involved families feel like?

- How do schools involve families effectively?

Supportive Environment1i

- What does a student's day look like when she/he is supported?

- What non-academic components of a school make up a supportive environment (Le.
cleanliness, schedule, responsiveness to student sociallemotional needs)

Ambitious instruction*

- How do you know when instruction is aligned, rigorous, and ambitious?

22

176a - (ngoo) vacl 



LA UNIFIED -

 

Kita mba pdate . 
ove ?l 6, 2 ?l 8 I

Con?dentiai Working Draft For Deiiberative Purposes Oniy

 

962 - (ssizvoo) vaci 

 

Agenda

Quick Overview of Table of Contents for Reimagining Plan
Review mapping of who does and decides what - and call out specific decision points
Review significant design decisions

Confirm next steps and remaining open questions

Reimagining ca. trainee PEan: ties Documents

 

Fuii Plan At-a~Glance Materials

 

 

.- .. . . . I: . Case for Action . Background datument
For reference,?; 1 Academic performance and achievement gap - (executive summary}
I no action data
today What we heard from community . ?Brie?ng deck?
Current state summary tag, incoherent, -
top-down, not community focused)
Current state fromfto exampies)

WaiitiilltliCk

$150133? H. Path Forward

ocngsar a Broad design principles

0 Vision statement for organization structure
or Function by layer

Iii. Where We Go From Here
a Community' {Phase 3 and II)
rClarity {Phase 1 and 
I Continuous improvement {Phase 1 and II)

    

For, reference, 
no action 
E'r'equired today

 

i

962 - (99111700) vaci 1

Press Announcement

 

Announcement tracks
major themes from
walkaround deck and
background document

 

 

 

A62 - osnv1

NETWORKS
(32)

REGION
(6-8)

CENTRAL
OFFICE

Schools use increased resources and decision-ma king to serve students close achievement gaps
and improve student learning in their unique communities.

Local, rapid reSponse teams made up of generalists that wilE have deep relationships with schools,
act as a one-stop support shop for school leaders, and hold schools accountable for addressing
achievement gaps and improving student learning.

Regions provide operational support for networks, hold networks accountable, provide
best-in-class professional development centers for educators to innovate and collaborate, group
schools across networks into affinity groups. Board?

Provide a focused set of districtwide policies, cu rate resources for schools to select from, enforce
legal mandates, provide a limited set of scalable tools like data system, and hold schools,
networks, and local districts accountable for addressing achievement gaps and improving
student learning.

862 - (ssizvoo) veci 

l'



 

0ft 

Vision

 

Talent

Recruit develop, retain and manage high- caliber talent across all positions

 

Performance Management

Develop annual and metrics and performance standards, provide data to managers, and data
reporting; lead per

 

 

Academics

Develop coherent academic strategy, identify best materials,, support professional learning and
implementation

 

 

Student Supports

 

Develop behavior safety, social emotional learning and non? core academics and support implementation

 

Special Populations

 

Provide equitable inclusive, and high? ?quality service to all special need students' In LA Uni?ed.

 

 

Finance

operations: Information Technology

 

Operations 

Operations: Transportation

Ensure equitable resource distribution, strategic finance, and compliance .-

 

 

 

Develop technology standards, manage adoptions and provide basic tech support

 

 

 

Maintain facilities, manage capital projects and assess and prioritize improvements

 

 

Provide It-ranSpor?tation services and manage costs

 

Operations: Food Service

 

Provide food service to schools and manage costs

 

 

Family Engagement and Community Crisis
Response

 

Field parent concerns and respond to emergencies

 



Public Relations and Communications

Systems Planning

Develop communications strategy and overall outreach and messaging to community

Enroilment vision and projections, system?wide portfolio, and aligning budget with school planning

 

 

 

FOCUS Area

 

662 - (ssizvoo) vacI 

Talent

EA,ttract recruit, and develop highEE ca paEEcEEiEtv talent and ensure ?human capital at all levels aligned to student
success

 

Performance Management

Academics

Empovver schools with tools, resources, and capacity to build to EprEEovide high~quality, rigorous, and
personalized instruction

 

Develop and provide clear performance metrics for all LA Uni?ed functions and driveE continuous improvement 
at all levels

 

Student Supports

Create a safe, inclusive, healthy, and personalized support system to nourish the mental, emotional, and
physical health of all LA Unified students.

 

 



 

Special Populations

-E Ensure equitable and service including training and compliance

 

 

Family Engagement and Community' Crisis
Response

E- Provide LA Unified parents with comprehensive and clear solutions when school issues issues arise.

 

 

 

009 - (seuvoo) vacI 

Vision: Attract, recruit, and develop
high-capacity talent and ensure
human capital at all levels aligned to
student success.

Current Divisions: Human
Resources, Labor Relations, Division
of instruction (no strategic talent
management currently)

Case Study: The Division of Special
Education funds ~100 FTEs in other
divisions through LA Unified,
including 540 FTEs in Human
Resources to recruit Special
Education teachers

. Responsibility 

School

Network

Region

Central

- Hire teachers and instructional support staff -
-Place and manage assignments for all instructional staff to best meet needs .

of students

Manage and evaluate instructional staff

- Develop professional learning plan for school based on student need and

instructional staffinterest, and opportunities

- Create eligible pool of principals and network leads

- Hire regional leads and in Y1 hire network leads

- Deveiop comprehensive talent strategy. build talent pipelines, partnerships
with iocal universities etc.

Hire and manage network leaders
- Strategically create netWorks (e geography, school performance, af?nity)

- Create eligible pool of principals and network leads
- Hire regional leads and in Y1 hire network leads

-Develop comprehensive talent strategy, build talent pipelines, partnerships
with local universities etc

 

L09 - vacl oan?I

Vision: Develop and provide clear Unit Responsibility .
performance metrics for all LA Unified

functions and drive continuous 5mm?
improvement at all levels.

Network
Current Office of Data and
Accountability (no strategic or cross-cutting
performance management function 
currentiy) Region
Case Study: Division of Federal and State
Accountability (63 Fl'Es, and Data
and Accountability FTEs, are
both looking at accountability. Central

Embedded in

management
*Appendix [135 sample dashboards process

 

?Review student data weekiy to identify students in need of extra support and
to identify what's working and what?s not

lmplement continuous improvement model and hoid school leaders
accountable for compliance and academic performance
- Conduct qualitative reviews of schools

- Select continuous improvement model around dashboard

- Differentiate support and address underperformance for network leaders
- Hold progress report meetings (basic compliance,'evaluations. on
time metrics)

?Define outcome measures for schools as well as operationsfsupport
measuresfoutcomes)

- Maintain data systems to collect, store and share outcome data

Calculate and produce School Performance Framework reports annually
Perform mandated accountability activities from state etc.)

Set possibilities for qualitative review

- Define process of continuous improvement and curate CI resources-(for
example,_ "comstat" for operations. or ?improvement science" out-of
StanfordfTony for 

 

zos - (ssizvoo) vuci oan?i

Vision: Empower schools with tools.
resources, and capacity to build and to
provide high-quality, rigorous, and
personalized instruction.

Current Divisions: Curriculum and
instruction, Division of SpEd Instruction,
Intensive Support 8: Intervention,
Instructional Technology Initiative, Office
of Chief Academic Officer Instruction,
A-G Intervention Office

Case Study: The Division of SPED
Instruction Department has i9 FTEs
supporting Curriculum and Instruction

. while Intensive Support Intervention

has 25, Curriculum and instruction has
10, Curriculum and Instruction Pre 12
has 83, the Instructional Technology
Initiative department has 48, the Office
of Chief Academic Officer instruction
has 41, and the A-G Intervention Office
has 14. These offices perform similar
tasks. In total, Division of Instruction
currently has 740 FTEs.

School

Network

Region

Centrai

 
 

Responsibility

 

Curricuium: Choose curriculum from menu of options or select their own with
approved plan developed in conjunction with the network; opt-out if able to
demonstrate capacity

- Assessment: Formative, Interim, Curriculum aligned etc.

- Professional Learning: Content [aligned to curriculum or academic focus}, partneris),
and calendar

Intervention I Supplemental Small Group: Choice on programs, tools, solutions to
Support intervention supplemental support for students

- Define schooi schedule (ensuring it fits with EBA) including start and end time,
instructional approach block or period scheduling) Wednesday afternoon pd etc.)
Define academic calendar including formative assessment, state testing specific dates
[within assessment windows}, report cards and parent conferences etc.

   

Economies of

Networks approve opt?out 
scalefcoherence

Provide coaching and curriculum implementation support

- Set-up and manage profEssionaI development hu-bsicross-network- learning
opportunities)

-- Shortlist good I research-based curriculum {Tier I. and ?Tier ii)

Establish guidelines and standards on running professional development
- Directly support persistently underserved schools

udent Supports

 

Vision: Create a safe, inclusive, healthy, and Unit Responsibility 
personalized support system to nourish the . - 
mental, emotional, and physical health of all LA School Managed choice choosrng from thin menu of support

Unified students. options established by central office
a Administer safety, behavior, and other supports

Current Divisions: Student Health and Human -
Services, Division of Special Education, Division of ?Skips" Natwork Com??hing 0n safew and bEhaVIOr
Instruction regions i Capacity building at schools

  

Region - Due process and rights protection

Case Study: Student Health and Human Services . . .
Compliance on safety, behavior etc.

(1884 FTEs, has multiple function overlaps
with the Division of SPED in mental health and
counseling services. The actual number of HE
are difficult to compare with this level of data

Central - Set vision for non-curricular supports (thin menu of
socio-emotional learning tools} (SEL, schoolwide
safetyfbehavior, response to incidents, attendance}
2 lvlanciatory - Policy makingrole re: response toincidents (escalation,

Advanced Learning Options (26 FTEs), Secondary 5 central pgijcieg due process}

Ed?catl?n Programs l2l ~6 and Arts - Chief Student Support Officer is responsible for capacity

Education Programs {261 NE) have an building at networks and schools

?enrichment? thread running through them that is ..

common.

 

?09 - (sstvoo) vacl 

 

1709 -(99L1voo)vaa 

 

Special Popuiations

Vision: Provide equitable, inclusive, and

high-quality service to all special need students in -
LA Unified. 55m?
Current Divisions: Health and Human Services,

Division ofSpeciaI Education, EL, Foster, Homeless,
Title Service providers
resoorce

Network

  

maximization

Case Study: The Division of Special Education
hosts the Charter Operated Program department


with 12 FTEs supporting SWD at Charters, while egmn
C5D has 59 FTEs conducting support to

Charter Schools in a similar fashion.

Early Child SPED has 27 FTEs supporting SWD in Central

Early Ed settings while Eariy Childhood Education
has 12 FTEs doing similar work.

Legal Adviser and General Counsel have 131 FTEs
supporting and responding to legal complaints and
challenges. The Division ofSpecial Education has
12 FfEs responding to Due Process challenges with
SPED.

Unit 1 Responsibility

Ensure equitable and high quality education for special
populations

Staffed with Equity Officer and 5 staff directly
supporting schools on IEP development, compliance,
and efficient use of special population resources

-- Manage service providers

3- Implement block grant for SpEd I EL X- Title Iii-homeless
Staff budget support on service providers (OTPT,

mental health, etc.)
- Compliance

Set vision on speciai population support

- Purchasing on economies of scale {special equipment

etc.)

11

 

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Vision: Provide LA Unified parents with
comprehensive and clear solutions when
school issues issues arise.

Current Divisions: Local Districts, Of?ce
ofSpecial Education, Division of
Instruction (Family Engagement)

Case Study:

School

Network

Region

Central

Family Engagement and {ammonity {risis Response

Unit 5 Responsibility

Field and resolve parent complaints and refer to
network for resolution I escalation

Responsible for responding to and resolving
parent complaints

- Final escalation level for resolving parent

concern-s

-. Makes decisions? on school closure, police
response etc. for all emergencies except most dire

- Responds to highest priority emergencies
Manages parent hotline and routes concerns to
relevant party

12*

     
  
 

909 - (gsizvoo) vaci 

i

9 Systems Pianning

?5



I

Vision: Provide LA Unified with integrated
operational, technical, and programmatic
support to streamline current enrollment
systems and support portfolio planning.

Current Divisions:

Case Study: No strategic space, quality, or
equity planning.

   

School
Network

Region

Central

Responsibility

- Develops school brand and conducts family
outreach

- Support school famiiy outreach efforts
- Cultivate innovative ideas

-Active partners in identifying unmet needs,
inequitable access, and proposed innovation from
network leaders

Identify and elevate innovative school-leaders for
program expansion or additional opportunities

- Manages annual process for determining demand,

supply, and-"options

- Sets enrollment vision {phase 

- Aligns budget-to-offerings and portfolio plan and
overall strategic goals

- Ensure equita-bleaccess to high-quality, diverse,
and responsive options for all families (especially
highest-need)

Support and incent innovative school models

 

Vision: Provide excellent customer service Resoonsibility

t0 t0 ENSUFG are

. School Pre are bud et and strate ic finance resource
equitably allocated and maXImized to allocg?on 
benefit students and ensure the ongoing .
fiscal health of the district. - Principals on budget development
- Reaion -Com Name and strate ic finance su ort I

Current Office of Chief pig'eed??fg?FinanCIal Officer, Budget Serwces and via weighted Central - Strategic ?nance

 

Financial Planning, Accounting and student'funding
Disbursement, Payroll - - 

- Annual budget preparation based on student need -
{phase II)
- Compliance

Case Study: The above divisions cover
similar responsibilities with 320 FTEs and


14

109 - (ssizvoo) vaci 

 

 

809 - (ssizvoo) vua 

Pu; iic Relations and Communtcatl

Vision: Plan, manage, and develop a
comprehensive communications and
engagement strategy for the district.
Current Divisions:

Case Study:

CH8

Responsibility

School a Responsible for proactive outreach to families (backpack
letters etc.)

Network - Handles network specific-communications on activities
etc.
- Pushes out messaging from central

Region - Convenes networks to push out comms messages from
central

Central Manages overall comms narrative and strategy
Board relations
Intergovernmental relations

15

 

609 - (ssizvoo) vaci 



Vision: Provide excellent customer service
to schools and district staff and ensure LA
Unified technology is up-to-date, well
maintained, and suits student needs.

Current Divisions: information Con?rming

Technology alignment w! 5
recommendations 

 

Case Study:

EY presentation highlighted there are
fragments of IT throughout CO divisions
that should be consolidated 

Operations: information iecnnoio

School - Manage student technology

Unit Responsibility

- Escalate maintenance, implementation, support issues

to network
Network support tri-ages 1T requests

Region 3- Field service team deployed to schools and networks
for basic maintenance

Central Develop IT standards and equipment specifications
- Manage procurement} purchasing including bond
- Staff central office IT team (also services regions)

16

 

0L9 - vacl 

iities

Vision: Ensure all LA Uni?ed students are
educated in a safe, clean, well-maintained,
and nurturing learning environment.

Current Divisions: Facilities

{lase Study: . Con?rming.

aiignment w! E?r
recommendations

 

Unit Reaponsibility

School

Network 

Region

Central

Plant manager addresses basic maintenance and
cleanliness

Escalates repair and improvement requirements to
network

Operations support triages facilities request

- Field service team deployed to schools and networks for

basic maintenance

Establish design standards
- Monitor and prioritize maintenance requests and capital

improvements

- Assess buildings and prioritize repair
Work with system planning to identify space needs,
decommission buildings etc.

1?

 

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Operations: Transportation

Vision: Provide LA Unified students with
safe, efficient, and inclusive
transportation accommodations.
Current Divisions: Transportation

Case Study:

Responsibility

 

School - Field first line family concerns on transportation

Network - Operations support handles-transportation issues -
(though may originate from school)

Region Compliance and data collection related to
transportation

Central - Route development and contracting
- Fleet maintenance etc.

18

 

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on

:3
Fl
rt)


Vision: Provide all LA Unified students
with nutritious meals.

Current Divisions:

Case Study:

Unit Responsibility

School - Provide nutritious meals for students

Network - Operations support addresses issues related to food

service

Region - Data collection and compliance related to food
service

Central - Procurement

- Nutrition standards
Interface with budget on reimbursements and
efficient service provision

19

 

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Vision: Advise on legal and policy matters.

Current Divisions:

Case Study:

Legal Adviser and General Counsel have
131 FTEs supporting and
responding to legal complaints and
challenges. The Division of Special
Education has 12 FTEs responding to Due
Process challenges with SPED.

School
Network
Region

Central

   

- Legal compliance

Responsibility

- Representation otdistrict and district staffin legal

matters

20

 

we - (99mm) vacl 

- Review Design De and Deeide on Path to {leasing
Out

What is the answer to the persistently underserved schools network?
What is the role of the ?board? at the regional level?
How do we avoid the Regions feeling like the current approach?

How far should we go on integrating speciaiized populations?

21

 

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Persistentiy Underserveo Echo ;s

C)

Option 1: Create underserved support network in each focal district with schools designated by regional leader
Each network includes 15?25 schools {roughly}

?Underserved networks? get best talent and additional resources to support schools

Central Office can provide targeted support and development for ?underserved networks?

0

Pros:



000


Cons:

0

True to geography

Clear reporting structure

Speaks to all board members

Identifies lowest absolute performing schools and schools w/ high achievement gaps in regions where absolute performance is higher
Sweeps in larger number of lower performing schools

Teams can work across networks

Maintains clear decision rule for organizing to push in governance changes

Ca pacity to effect im provements

Option 2: Create one underserved network

Pros:

Cl
C:
Cons:
0
Cr

CI

Option for highest-capacity support and most concentration of resources
Clear demarcation for governance staffing flex
Clear reporting structure

Smaller number of schools can be supported
Loses geographic support structure
Similar to ISIC

22

 

9L9 - (ssizvoo) vaci 

What is the Role of the ?Board" at the Regional Level?

0 Regions governed by 5 person board
a Board no formal authority - holds public sessions and provides recommendations to regional lead and advises on:





CI

Network leader customer satisfaction surveys from principals

Network leaders surveys on regional supt/structure 

Articulation and alignment eg pathways from and early childhood seat needs etc.

Information and support for parents and families making choices ie catalog of options, navigation support for
families on choices in their respective regions

a Networks have no community governance structure

23

 

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Schedule next check-in
2. Discuss path to plan completion I engagement timeline [see next slide)

24

 

25

LAUSD PRA (0047135) - 318

 
9?Option A. Organezaooe of Persisteetty Underserved Underpertormmg
h. 0 0 



Optimize on Performance (carve out cluster of persistently underserved/underperforming schools)

?7

Includes Persistently Schools Report Build a High-Capacity . Lower Barrier to
Underserved Schools Directly to Central Support Team at Flexible Rules
Office Central Of?ce
Grouping of highest Increased support and Additional and effective increased accelerated
need campuses across focus from central school support, empowerment fw strong
LA Unified (no office directly to including to navigate leaders 1:0 implement
geographic ties} schools to aCcelerate operational barriers transformatwe interventions
progress to best meet the needs of the
students

25

6L9 - (sstvoo) vaci 

Teather Data Dashnaa 

 

FOCUS Sim; Suppore?fng'educa??n- mmughdate enema mam

M?ddh SdnGITannhet Role

Summary Demagrap'mcs Advanced Naming '-nrn _r 

 

CE) Teacher; Advanced Anabel:
Student Progress Monitoring

   

Selenelyear 3- . "Tet"? 3 
nun-201a .. Tenn: ammpemue Dunn W1 

 

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Opportunities

1. The Division of Special Education hosts the Charter Operated Program department with 12 FTEs supporting SWD at
Charters, while CSD has 59 FTEs conducting support to Charter Schools in a similar fashion.

2. Early Child SPED has 27 FfEs supporting SWD in Early Ed settings while Early Childhood Education has 12 FTEs doing
similar work.

3. The Divisi0n of SPED Instruction Department has 19 FTEs supporting Curriculum and Instruction while intensive Support 
Intervention has 25, Curriculum and Instruction has 10, Curriculum and instruction Pre 12 has 83, the Instructional
Technology Initiative department has 48, the Office of Chief Academic Officer- Instruction has 41, and the AC Intervention 
Office has 14. These offices perform similar tasks.

4. The Office of Data and Accountability have 8? staff members whiie Division of SPED have 9 FTEs doing similar work. 

5. There is an opportunity for synergy between Division of Adult and Occupational Education (1181.6 FTEs, and
Linked Learning {43 FTEs, 

6. Legal Adviser and General Counsel have 131 FTEs supporting and responding to legal complaints and challenges.

The Division of Special Education has 12 FTEs responding to Due Process challenges with SPED. ivlay be an opportunity to
consolidate.

7. Student Health and Human Services (1884 FTEs, has multiple function overlaps with the Division of SPED in mental
health and counseling services. The actual number of FTEs are difficult to compare with this level of data.

8. Advanced Learning Options {26 Secondary Education Programs (21.6 FTEs), and Arts Education Programs {261 FTEs)
have an ?enrichment?thread running through them that is common. Can these be combined and staffing leveraged?

9. Would we have better efficiency if the Office of Chief Financial Officer, Budget Services and Financial Planning Division,

Accounting and Disbursement Division, and Payroll where consolidated and leveraged [320 

10. Division of Federal and State Accountability (63} and Data and Accountability are both looking at Accountability.
Consolidate and leverage.

33

 



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What's Better for Principals

More hands on support for principais in maximizing their resources: An increased and
improved role for the fiscal specialist (located at districts) to provide hands on budget guidance to
principals.

Less red tape: Principals currently need approvals from up to 3 different people to reallocate any
funding in their budget (LD instructional lead, fiscai specialist, grant coordinator). This slows the
process immensely (reclassifications can take weeks) and limits principal autonomy. We can reduce
red tape by removing the instructional review which often causes the greatest delay.

Increased autonomy over purchasing decisions for curricuiumlPDIassessment packages:
Principals will have more autonomy over purchases for curriculum, PD, and assessment packages
than the standard options prescribed by DOE. Over time, the most effective principals will be able to
opt-out of the offered packages altogether and receive flexible dollars to make the decisions and
purchases themselves. I

34

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Proposed Theor} arse tEon "for Le 

 



Our strategy will empower educators and create communities of great schools in every neighborhood while

EMPOWERED PRINCIPALS
AND EDUCATORS



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1.

 

See {inked resources for more detail? on proposed approach and theory of action. Denver, Camden,
Lawrence, MA,

maXImIZIi'ig FESOUFCES t0 

SHARED VISION or ACCELERATED
STUDENT success STUDENT OUTCOMES

II
System de?nes a shared vision Schools made up of great
of student success and equity teachers and leaders meet
and is designed to support the needs of each student
schools. and accelerate student learning

39

 

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Schoois as toe Unit of {hange



 

   

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The system is meaningfullyichanged to
operationalize a school-centered approach
Schoois: Decision Making Closer to Students

with a Focus on Rigorous instruction to Drive
improvement

.. Networks of School Support: Differentiated
and Coherent Support to Schools

i Beaudryz Focus on Equity Access and
Performance Management of the System

 

Continuous Improvement Model

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LAUSD PRA (0047135) - 334

 

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For discussion
Accelerating Student Outcomes and Supporting Sustainability

What strategies have sustained over time in education improvement efforts and are they a pa rt of the

Reimagining work currently?

 

Accelerating Student Outcomes

{School empowerment (Rermagme)

Performance management} accountainIty
(Reiniagiine- SPF) 
Leadership talent (Reimngine contract!
practice)

Focus on coherent rigorous instruction and
instructional support (Reimagine - Networks)

Supporting most vulnerable populations
(Reimagine SPED)

New school creation (Refmagfne schoof
model's tying capital 8: operating)

Supporting Sustainability

- - -, fResource allocatIon devolutlon to schools
.31 I: . . . .

fCommumtIes ofSchoc-is) . {15.53"

- Enrollment! -

{Commumtres of Schools)

42

See linked resources for more detoii on proposed opproocn ono? theory of oction. Denver, Cornden, Lawrence, MA.

Ii. - 
DocuSlgn Envelope ID: 

ThirdWay Solutions, 
57 West 127th Street, New York, NY 10027 if
Tel 911843.485? 

seturnuaey

This agreement (the? ?Agreement"} is made this July 2, 2018 by and between California Community Foundation and
Third Way Solutions, LLC (?Independent Contractor?) California Community Foundation and Independent .
Contractor agree to the following:

 
 

I CONSULTING AGREEMENT

Term. The term of this Agreement will begin on July 27, 2018 and end on September 14, 2018.
Description of Services. The Independent Contractor will provide the following:

Overarching Objectives:
- Serve as a strategic adviser to the Superintendent of LAUSD
0 Identify areas for structural, policy, and human capital improvements in Special Education and other
areas within LAUSD as needed
0 Support overall strategy work 1n reimagining LAUSD, including identifying areas for ef?ciencies that will
also drive results
- Support Superintendent and other cabinet- level stair" on strategic tasks as requested

- Outputs
- Vision for how to improve outcomes for students with disabilities
- Theory of action including prioritized levers for change and an action plan to realize the vision
- Recommendations about how to make special education services higher quality as well as more efficient
- Options for how the Special Education division can ?t into a ?reimagined? LAUSD
- Sample accountability, coordination, and collaboration tools for a leaner Special Education department
that is in service to schools and clusters of schools (instead of a large, centralized bureaucracy)

Compensation. In consideration of the Independent Contractor?s performance of Services in accordance with the
terms of this Agreement, California Community Foundation agrees to compensate Independent Contractor in the
amount of $100,000. Payments shall be spread over three payments: one paid upon signing of contract, one paid
upon receipt of mid-engagement report (before August 1st), and one paid upon receipt of ?nal report (before
September 15th).

No Employment Relationship; No Liability for Taxes, Insurance. Independent Contractor acknowledges and
agrees that she is not an employee of California Community Foundation. Thus, Independent Contractor will not be
entitled to any bene?ts of an employee of California Community Foundation, including without limitation the right
to participate in any insurance, retirement or other bene?t plans of California Community Foundation. Independent
Contractor will be solely responsible for determining the means and methods for performing the Services under this
Agreement. Independent Contractor agrees she is and exclusively responsible for the payment of all state and
federal taxes, contributions and similar payments attributable to his engagement hereunder, including without
limitation all employment, payroll and federal and state income taxes (including declarations and payments of
estimated taxes), and all contributions for unemployment insurance, old?age pensions; annuities or Social Security
payments that are measured by the wages, salaries, or other remuneration paid to ThirdWay Solutions? agents,
employees or subcontractors, if any. Independent Contractor ?arther agrees to comply with all legal and
administrative regulations related to such taxes and contributions.

Intellectual Property. Independent Contractor will retain all rights and intellectual property for training materials,
agendas, tools, and other collateral material to the extent it is general not speci?c to the budget or other
recognizable elements of the work with LAUSD). Project Materials that are developed by the Independent
Contractor speci?cally for California Community Foundation as a result of this project may be used by the
Independent Contractor and the client, provided the client obtains permission.

Con?dential Material. In the performance of the services, Independent Contractor may have access to, receive and
be entrusted with con?dential information, including but in no way limited to information relating to grant

LAUSD PRA (0047135) - 336

?r .
DocuSign Envelope ID: 

ThirdWay SolutionsWest 127'? Street, New York, NY 10027 fhlr! - 
Tel 917.843.4857 _i .

serrations

   
 

proposals, implementation, management, evaluation, and other organizational and ?nancral
information. All such Con?dential Material is considered secret and will be available to Independent Contractor in

strict con?dence.

Termination. Either party may elect to terminate this Agreement at any time and for any reason by giving written
notice to the other party no later than ?fteen (15) days prior to the effective date of termination. Ifthis Agreement is
terminated while Independent Contractor is actually performing services hereunder, Independent Contractor will be
entitled to compensation according to the terms of this Agreement for services performed in compliance with this
Agreement through the effective date of termination.

Compliance with Policies, Laws. in the performance of services hereunder, Independent Contractor will comply
with all federal, state and local laws, policies, rules and regulations governing California Community Foundation
and Independent-Contractor, including without limitation tax laws, non-discrimination requirements and prohibitions

against harassment.

Dispute Resolution. IfIndependent Contractor and California Community Foundation cannot resolve any dispute, 
controversy or claim arising out of or relating to this Agreement or the transactions contemplated by this Agreement,
or any amendment of this Agreement, Independent Contractor and California Community Foundation each agree to
submit the matter'to ?nal and binding arbitration conducted in accordance with the then-current Commercial
Arbitration Rules of the American Arbitration Association before a single Arbitrator.

Enforceability. If any provision of this Agreement is found to be void or unenforceable by either of the parties,
such ?nding will not render any other provision of this Agreement void or unenforceable.

Entire Agreement. This document contains the entire Agreement of the parties and supersedes all prior
negotiations or agreements, whether oral or written, regarding the matters set forth herein. It may not be changed

orally but only by an agreement in writing signed by both parties.

READ AND APPROVED:
By: By:
DocuSlgned by: DocuBignad by:
damage . . (amt Wow
2?13 4'12' 50 PM PDT r/15/2o1s 12 29: 59 PM PDT

Carol Bradford Cami Anderson
Legal Counsel Founder and Managing Partner
California Community Foundation ThirdWay Solutions, LLC

LAUSD PRA (0047135) - 337

 Envelope ID: 

Colifornio
COMMUNITY
Foundohon

 

INDEPENDENT CONTRACTOR AGREEMENT

This Agreement dated this-Ei-th day of August 2018, by and between California
Community Foundation, 221 S. Figueroa Street, Suite 400, Los Angeles, California
90012 and Third Way Solutions Group (hereinafter "Contractor"l.

Witnesseth that:

California Community Foundation has need for a person to undertake a variety of
administrative and program development tasks associated with the Los Angeles
School District Re-lmagining Work. Payments on this contract will only be fulfilled if

there are sufficient assets in the Fund for Equity and Excellence.

Contractor represents that iher'she) is able and willing to undertake the work.

Now, therefore, in consideration of the mutual covenants hereinafter set forth,
California Community Foundation and Contractor agree as follows:

1. Scope of Services to be Performed.
See Attachment A.

2. Term.
September 15, 201 August 15, 2019

3. Job Price, Invoicing and Payment Schedule.
Total contract cost is $450,000, in addition to $45,000 for overhead
costs which may include but are not limited to travel, graphics, and
materials. Expenses are subject to approval by the Foundation. Invoices
for work performed and any appropriate expenses are to be submitted


4. independent Contractor. It is agreed and understood that Contractor
shail perform services under this Agreement as an independent
contractor and not as an employee or agent of California Community
Foundation.

3] California Community Foundation does not grant Contractor any
authority or right, expressed or implied, to assume or create any
obligation or responsibility on behalf of California Community
Foundation or to bind California Community Foundation in any manner.

Page of r.


LAUSD PRA (0047135) - 338

DucuSii?jn Envelope ID: 

. - Contractor will not represent the contrary, either expressly or explicitly,
to anyone. .

bl Contractor shall be solely and personally liable for any personal iniury,
either to {himselffherself} or to others, or for any property damage,
which may be occasioned by the performance of (hisrheri services
hereunder. 

cl Any and all income tax returns filed by Contractor with either the
Federal or State governments shall be prepared in accordance with the
terms of this Agreement; that is, those returns shall indicate that all
income Contractor receives as a result of this Agreement is income
earned as an independent contractor and not as an agent or employee
of California Community Foundation.

d) Because Contractor is not an agent or employee of California
Community Foundation, California Community Foundation will not
withhold monies from Contractor's job price payments for Federal or
State income tax purposes norwill California Community Foundation
make any payment or contribution in Contractor's name or on (hisrheri
behalf for purposes of Social Security, Unemployment Compensation,
Workmen's Compensation, or for any other similar purpose.

e) Contractor shall not participate in or in any way share in any benefit
plan, program or fringe benefit of any kind created by California
Community Foundation or in which California Community Foundation
participates for the benefit of California Community Foundation's
employees.

fl Consistent with the policies and procedures of California Community
Foundation and where applicable, those of the clients of California
Community Foundation, Contractor shall determine the manner and
methods to be used by {himi'herl in carrying out the contract, in lhisr?her}
sole judgment and discretion. California Community Foundation,
retains no right to direct or control the manner or method of such
performance, but Contractor is obligated to produce the results,
information, and materials called for by this contract in the time
contemplated by this contract and in a form suited to the needs of
California Community Foundation

g} California Community Foundation shall retain all property rights, title
and interest in any research, written products, computer analysis, or

other information or documentation, produced or developed by
contractor.

Page 2 of r,

LAUSD PRA (0047135) - 339

 

DncuSign Envelope in: 

hl in the course of performing the contracted services, the Contractor
may have access to confidential information of California Community
Foundation and its clients. Therefore, the Contractor agrees not to use
or disclose any confidential information to third parties.

The Contractor 3 out of pocket expenses require CCF 8 approval prior
to being incurred

5. Assignments and Subcontracts. Contractor agrees not to assign or
subcontract to other parties any of the services to be performed under
this Agreement, without the prior written consent of the California
Community Foundation.

6. Conflict of Interest. California Community Foundation expects all
persons associated with it to conduct business on its behalf with
integrity and a high ethical standard. Contractor agrees to avoid
activities or conduct which involve a conflict of interest, recognizing
that even the appearance of 'a conflict of interest could adversely affect
the integrity or reputation of California Community Foundation.

a} While it is impossible to list every circumstance which may suggest
a possibility of a conflict of interest, potential and actual conflicts of
interest generally exist where Contractor has a direct or indirect
significant financial or other interest in, or contractual or other
relationship with, any person doing business with or receiving
grants, loans or contracts for services from California Community
Foundation. In considering whether a conflict of interest may exist,
Contractor should remember that relationships of their business,
business associates, family and friends may give rise to an actual or
potential conflict of interest even if Contractor is not involved
directly.

bl Using the foregoing principles and guidelines, Contractor shall act in
good faith and Use hisfher best judgment to bring to the attention of
California Community Foundation any conflict of interest, real or
perceived, whether financial or otherwise, between hirnfher and
California Community Foundation. Contractor shall declare in
writing any and all areas of conflicts of interest at the time of
entering into this Agreement, at any time during the term of this
Agreement when a conflict of interest arises, and on each
anniversary of this Agreement should the term of the Agreement
exceed twelve months.

7. Modification of Terms. California Community Foundation may, with the
mutual consent of Contractor, materially modify the scope or extend
the term of this Agreement. Ail material changes of this Agreement

Page 3 oft,

LAUSD PRA (0047135) - 340

 

DocuSlQn Envelope iD'r 

California Community Foundation

Accepted By:

ITS:

Date Signed:

10.

must be documented in writing.

indemnification. Contractor agrees to indemnify and hold harmless
California Community Foundation from and against any and all actions,
causes of action, claims or demands, liabilities, losses, damages or
expenses of any nature, including attorneys' fees, which may be
assessed against it by third parties in connection with the Contractor 
performance of services under this Agreement.

Termination. Either party may terminate this Agreement, with or
without cause. The party requesting the termination must provide the
other party with five days? written notice of termination. Upon
completion of Contractor's services to the satisfaction of the California
Community Foundation, it shall pay Contractor for all work completed
through the date of termination.

Construction of Agreement. This Agreement, which is to be performed
and construed under California law, supersedes any and all prior
agreements and contains the entire agreement of the parties.

independent Contractor
DecuSlune? by: DecuSigneii by:
6m (Mi rill/Limos.
AcceptEd By: I:

 

 

Senior Counse1

Contractor Cami Ande r'son
Name:

 

 

9/11/2018 10:18:46 PM PDT

Date

. 9 13 2018 7:26:13" PM PDT
Signed: I ?1

 

 

Page soft,

LAUSD PRA (0047135) - 341



r:

DDCuSign EnvelopelD: 

727-13
ATTACHMENT A

Special Education Reimagining Consultant(s)

Scope of Work

Purpose Statement: 
The independent contractor(s) will provide Special Education project plan development

for the reimagining work of the Division of Special Education for the Los Angeles Uni?ed
School District (LAUSD), The contractor(s) will serve as the LAUSD consultant(s). The
purpose of the Special Education Reimagining Project is to recon?gure the class
structure and service delivery for special education services. The plan will also address
behavior support across the district and the shift in addressing the needs of students
that are struggling academically and behaviorally.


Scope of Work:
The Consultant(s) will perform and complete the following tasks over the period of
September 2018 through June 2019:
- Prepare and develop Project description and summary
- Coordinate and hold Stakeholder meeting(s)
- Coordinate and hold Leadership meeting(s)
- Develop data requirements and tracking requirements for project;
Provide for assistance in overaii project coordination in fulfillment of objectives;
Provide organizational and administrative assistance to the Project Team;
- Coordinate and conduct project report writing: and,
- Provide for supplemental report writing, if necessary.
- In collaboration with Division and District leadership, develop a budget for each aspect
of the project.

Schedule:
The Consultant(s) will deliver the project summary and details to LAUSD and the
Division of Special Education no iater than September 30, 2018 for review.

Price:

The consultant(s) will be paid approximately a total, in one fiscal year, of $450,000. An
additionai $45,000 is aliocated for overhead costs to include, but not limited, to travel,

graphics and materials. Invoices will be submitted at the end of each month. Payment
will be made within 30 days of submitted and approved invoices.

Acceptance:
All Project plans and project submissions must meet with the approval of the Associate

Superintendent of Special Education and the LAUSD Superintendent of Schools.

LAUSD PRA (0047135) - 342