L A U S D P U b L i c S c h o o L c h o i c e R e S o L U t i o n
Quality
Education
for Every Child
(213) 201-3900 | www.familiesinschools.org | 1545 Wilshire Blvd. Suite 700 | Los Angeles, CA 90017
e D U c At i o n At A c R o S S R o A D S :
Parent call to Action
A qUALity eDUcAtion PRoviDeS StUDentS with oPPoRtUnitieS to fULfiLL theiR DReAmS.
Today’s jobs require a high level of education beyond high school. In the next 10 years, more than half of the fastest growing jobs will require a four-year college degree. Parents must ensure their children are prepared for success.
Data reveal that many children in low-income neighborhoods attend chronically low-performing schools. This problem becomes evident at the elementary level, continues on through middle school, and is further intensified by the time the children reach high school. According to 2010 data from the California Department of Education, only 32% of African American and 29% of Latino students in the Los Angeles Unified School District (LAUSD) were reading at grade level by the end of
3rd grade. Only 21% of African American and 27% of Latino students were successfully completing Algebra 1 in 8th grade.
Parent voices are a critical factor in addressing the persistently low achievement levels of our students. The LAUSD Public School Choice Resolution seeks to genuinely engage parents as partners in the educational process to set students on the path to success.
Data obtained from 2010 CDE STAR Test results online search tool: http://star.cde.ca.gov/star2010/SearchPanel.asp. Percentages for algebra scores were calculated by combining the average percentage of students in grades 6-8 scoring proficient in Algebra 1 with the average percentage of students scoring advanced in Algebra 1.
LAUSD 3rd Grade Students Scoring Proficient or Above on CST English Language Arts
100%
0%
66%
White 64%
Asian 32%
African- American
29%
Latino 30%
IncomeLow
34%
District Average 11%
English Learners
100%
0%
59%
White 70%
Asian 21%
African- American
27%
Latino 28%
IncomeLow 9%
English Learners
LAUSD 8th Grade Students Scoring Proficient or Advanced on CST Algebra 1
55%
District Average
Estudiantes con Puntaje Avanzado y Competente (3er grado CST)
100%
0%
66%
Blanco 64%
Asianticos 32%
Afro- Americiconos
29%
Latino 30%
Bajos Recursos
34%
District Average 11%
Aluminos Apprendiendo
Ingles
100%
0%
59%
Blanco 70%
Asianticos 21%
Afro- Americiconos
27%
Latino 28%
Bajos Recursos
9%
Aluminos Apprendiendo
Ingles
Estudiantes con Puntaje Avanzado y Competente (Escuela Intermedia CST)
55%
District Average
2009 Unemployment Rates 2009 Median Weekly Earnings
Benefits of Higher Education
14.6%
$454
Less than a HS Diploma
9.7%
$626
High School Graduate
8.6%
$699
Some College, No Degree
6.8%
$761
Associate Degree
5.2%
$1,025
Bachelor’s Degree
3.9%
$1,257
Master’s Degree
2.3%
$1,529
Professional Degree
2.5%
$1,532
Doctoral Degree
Índice de Desempleo en el 2009 (por ciento) Ingresos medios semanales en el 2009 (dólares)
Nivel de Educación Obtenida
14.6%
$454
Sin diploma de preparatoria
9.7%
$626
Diploma (Preparatoria)
8.6%
$699
Colegio (sin diploma)
6.8%
$761
Título Asociado (AA)
5.2%
$1,025
Licenciatura (BA)
3.9%
$1,257
Maestría (MA)
2.3%
$1,529
Experto Profesional
2.5%
$1,532
Doctorado Note: Data are 2009 annual averages for persons age 25 and over. Earnings are for full-time
wage and salary workers. Source: Bureau of Labor Statistics, Current Population Survey.
PUbLic SchooL choice (PSc) ReSoLUtion
In 2009, the LAUSD Board of Education adopted the Public School Choice (PSC) Resolution to improve school performance and increase student achievement through innovative, efficient, and rigorous school plans that increase student achievement at under performing schools.
how it works:
how Does it Affect Students?
A school impacted by PSC will experience changes in one or more of the following areas based on the school plan selected:
management model, administration, staffing, programming, curriculum, and support services, among others.
These changes will affect the learning environment of students and can improve the quality of education at the school.
Parents need to carefully assess and determine the best educational environment that supports their child’s learning.
quality schools build strong communities! All members of the school community will ultimately be impacted by the changes in the school. when education quality improves, employment rates, voting rates, quality of health and safety also improve over time.
Defining chRonicALLy UnDeRPeRfoRming
SchooLS
1• 3 to 5 years classified under Program Improvement
• Academic Performance Index (API) Growth Score of 600 or less
• Less than 100 points net API gain over 5 years
• Did not meet Adequate Yearly Progress (AYP) under No Child Left Behind (NCLB)
• Less than 30% of students scoring proficient or advanced in English Language Arts or Math; and,
• More than 20% of students drop out of high school over 4 years.
1 2011-2012 criteria specified by LAUSD’s definition of PSC Focus Schools: http://
publicschoolchoice.lausd.net/sites/default/
files/PSC%203%200%20FAQs_04%2027%20 11_FINAL.pdf
imPActeD SchooLS:
Every year, schools are selected for the PSC Resolution process based on indicators that demonstrate chronic underperformance. In addition, new campuses will participate in PSC as they are scheduled to open.PARtneRShiPS:
Teams of teachers and/or administrators, universities, charter management organizations and nonprofit organizations are among those invited to propose school plans that aim to increase student achievement at impacted schools.Review:
A body of education experts and practitioners in public education from local, state, and national levels are invited to participate in the Superintendent’s school plan review process.SeLection:
Informed by the review process, the Superintendent makes recommendations to the LAUSD Board of Education, which makes the final decision in selecting the school plan for each impacted school.AccoUntAbiLity:
LAUSD evaluates how well the new school plans are being implemented each year. If the schools do notdemonstrate improvement, the Superintendent may intervene with other reform strategies.
1
3 2
4 5
which Students are Affected?
• A student who attends a school impacted by the PSC process is affected since the school will have a new school plan the following school year.
• A student may eventually be affected if he/she attends a school in the impacted school’s feeder pattern.
• A student may also be affected if the family decides to transfer the student from a private or charter school into the impacted school.
• A student who is transferred by LAUSD to a new school designed to relieve overcrowding.
meASURing SchooL PeRfoRmAnce
take the School experience Parent Survey
As part of the school community, parents need to complete the School Experience Parent Survey. In 2010, only 23% of LAUSD parents completed the survey.2 Parents should expect to receive the survey in the spring. The results from the survey will be included in the Learning Environment section of the LAUSD School Report Card.
2 Data obtained from 2009-2010 LAUSD School Report Card Summaries: http://getreportcard.lausd.net/reportcards/reports.jsp
Total percentage of surveys completed by parents was calculated by averaging the summary percentages at the elementary, middle school, and high school levels.
LAUSD School Report card
The specific data provided by the school report card addresses the following four components:
to get a School Report card for your child’s school:
call: (866) 669‐7272 or visit: http://getreportcard.lausd.net
The LAUSD School Report Card provides information about schools at every level. The document helps families understand how a school is performing in a number of key areas critical to student success. The document is available annually at the beginning of the school year. The LAUSD School Report Card information helps parents:
PRogReSS
This section provides data regarding progress made with students towards key educational goals. Measures include:
Adequate Yearly Progress (AYP);
California Standards Test (CST) results; academic growth over time (AGT) data
ReADineSS
This section provides information on how well students are prepared for the next level of learning.
Measures include:
8th graders taking and passing Algebra 1A &
1B; graduation rates;
performance of students taking college-prep courses (A-G)
LeARning enviRonmentS
This section summarizes some findings from the School experience Survey that students, parents, and staff complete in the spring. Sample findings include:
How welcomed parents feel at their school; how parents feel about the safety of the school, etc.
StUDent gRoUPS
This section breaks down data by groups of students to assess if all students are achieving educational goals.
Measures include:
CST results by subgroups (Latino, African American, special education, English language learners, low-income, etc.).
Monitor their child’s school’s performance Advocate for changes at the school
Collaborate with school staff to increase performance
Decide if their child needs to attend a different school
get invoLveD!
SUPPoRt yoUR chiLD’S eDUcAtion
Research indicates that the involvement of parents in their child’s education is fundamental for a student to succeed in school and in life.
Parents are responsible for setting high expectations and promoting a home culture that values education and learning. However, support at home is not enough. Parents also need to partner with their child’s school to support learning and must advocate for strategies and changes that ensure a high quality education at their local public school.
yoUR voice mAtteRS in PSc – tAke Action!
LAUSD’s Public School Choice Resolution impacts the quality of the student’s learning environment. LAUSD needs parent voices to help develop school plans and provide feedback on plan selection.
This is how parents can participate:
eXAmine
the LAUSD School report card to learn more about school performance at your child’s school.
voice
your opinion on how to improve your child’s school by participating in meetings coordinated by the school and/
or community partners.
Join
a team designing a new school plan for your child’s school and help develop the key components.
Review
the quality of the proposed school plan by participating in meetings where applicant teams present their plans.
tALk
to others and spread the word about the opportunity to be involved in PSC, and encourage them to join the movement for quality education at your local school.
DeveLoP LeARning
hABiTS
Join PARenT gRoUPS voLUnTeeR
AT SChooL
ADvoCATe AnD voiCe yoUR
oPinion PARTneR
WiTh The SChooL/TeACheR
MoniToR yoUR ChiLD’S
PRogReSS inSPiRe
yoUR ChiLD:
“You can do it!”
PRoviDe LeARning oPPoRTUniTieS
infoRM yoURSeLf
iDentifying A qUALity eDUcAtion
The Public School Choice Resolution empowers parents by giving them an opportunity to directly participate in designing and reviewing the proposed school plans for new and low-performing schools in their community. While school plans vary based on the needs of the community, each plan has a mission and vision that guides its approach to developing a quality education for its students. In addition, there are several key components that parents should focus on to help them identify quality school plans.
qU e S tion S to A S k curriculum & Assessment
• How will the curriculum ensure that my child is prepared for the next level of learning and for college and career?
• How will the school ensure that my child is proficient in reading and math?
• What extracurricular activities will the school make available to my child (sports, clubs, arts, etc.)?
• Will my child be able to take part in hands-on and real-world learning experiences (internships, virtual apprenticeships, project-based learning, etc.)?
Student Support
• What type of student support services will the school provide my child (tutoring, counseling, mentoring programs, etc.)?
• If my child has special needs, how will he/she receive the required learning support?
• How will the school help my family access services and resources through community and business partnerships?
Parent & community engagement
• Will the school have a Parent/Family Center that is welcoming, responsive and inclusive?
• How will the school help me develop strong teacher-parent partnerships?
• How will the school inform and include parents in key decision-making?
• What resources and programs will be available to help me support my child at home and school?
School Staff
• How will the school support effective teachers and school leaders?
• How will teachers and leaders be evaluated?
• How will teachers and leaders receive professional development training and will they have time to learn and collaborate on best practices?
• What will be done to help or remove ineffective educators?
health and Safety
• How will the school develop an inclusive, fair and clear code of conduct to promote positive student behavior?
• How will the school maintain an attractive and safe environment and promote healthy lifestyles?
• How will the school ensure the safety of students at all times?
D i D y o U k n o w ?
The california Standards test (CST) is administered annually to students in key content areas (Math, Science, History, and English Language Arts). Scores fall into five categories: advanced, proficient, basic, below basic, and far below basic.
cSt 3rd grade english Language Arts test measures the reading level proficiency of students.
california english Language Development test (ceLDt) level measures a student’s English proficiency. The goal for English learners is to be reclassified proficient in the English language.
Algebra (1a/1b) Pass Rate is the % of 8th grade students passing Algebra 1A and 1B with a “C” or better.
california State high School exit exam (cAhSee) is the state high school exit exam that students can take beginning in the 10th grade and must pass to graduate from high school.
The dropout rate is the % of students who did not graduate from high school in 4 years.
The Single School Plan for Student Achievement (SSPSA) is the document that details key components of how a school is managed and what services it provides. Every school has a school plan.
The Academic Performance index (APi) is a number ranging from 200 to 1000 used by California to indicate the performance level of schools.
California’s target for schools is 800.
Adequate yearly Progress (AyP) is a set of annual academic performance goals that schools must meet if they receive federal funding.
A-g refers to a sequence of high school courses that ensure students meet the minimum college entrance requirements.
w h y i S i t i m P o R tA n t ?
Students scoring at proficient or advanced are performing at grade level. Students performing below grade level will need additional learning supports to master grade level expectations.
Students who are reading below grade level in the 3rd grade are four times more likely to drop out of high school than those who are reading at grade level.3 Becoming English proficient through the process of
“reclassification” ensures students access to core curriculum and A-G college-prep courses. Most students that drop out tend to be students that have not reached English proficiency.
Students who complete Algebra 1 by 8th grade are two times more likely to graduate from HS.4
Students who do not pass this test may not obtain a high school diploma.
Students that drop out of school will have limited access to employment and career opportunities.4 The school plan describes curriculum offered to students, the school management model (charter, pilot, traditional, etc.), and the overall learning environment.
Schools that do not meet the state target of 800 are considered to be underperforming.
Schools that do not meet federal targets for two consecutive years are identified as “Program
Improvement” and are considered to be under-performing.
Students who do not complete the A-G course sequence with a grade of “C” or better will not be eligible for admission to the University of California and CSU State University systems and many other colleges.
i n f o R m At i o n PA R e n t S S h o U L D k n o w
3 Hernandez, Donald J. “Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation” 2011, The Annie E.
Casey Foundation – http://www.aecf.org/~/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/
DoubleJeopardyReport040511FINAL.pdf
4 Marisa Saunders, et al. “What Factors Predict High School Graduation in the Los Angeles Unified School District” 2008, California Dropout Research
Project – http://www.hewlett.org/uploads/files/WhatFactorsPredict.pdf
5 Sandy Baum, et al. “Education Pays” 2010, The College Board – http://trends.collegeboard.org/downloads/Education_Pays_2010.pdf
L A U S D P U b L i c S c h o o L c h o i c e R e S o L U t i o n
This brochure was developed by Families in Schools with input from parents and community organizations.
Our mission is to involve parents and communities in their children’s education to achieve lifelong success.
(213) 201-3900 | www.familiesinschools.org | 1545 Wilshire Blvd. Suite 700 | Los Angeles, CA 90017
moSt common
qUeStionS RegARDing PUbLic SchooL choice
how will students get selected to attend new schools?
New schools serve students living in the local community (as determined by the enrollment boundary created by LAUSD). In some cases, schools are part of a “zone of choice”; in this case students can choose which school to attend.
will the new school partners serve students with special needs?
yeS. All school plans must provide services to students with special needs, including but not limited to Special Education students, Title I students, Standard English Learners and English Learners.
will all new schools be charter schools?
no. The team with the strongest school plan will be selected to oversee the instructional program and day-to-day operations at the school. Some may be charter, traditional, pilot models, etc.
who will hold the schools accountable?
The Superintendent and the Board of Education will monitor schools to verify that they serve students and meet their academic targets.
who is applying to manage the schools?
Applicants include a broad range of teams including LAUSD internal groups, charters, and local nonprofit organizations. Only not-for-profit groups may participate.
can i join a design team?
yeS. All applicant teams are asked to include all stakeholders, including parents, students and community members, as they design school plans. Individuals interested in being part of the design teams should contact the PSC office: (213) 241-2487.
can i review the proposals?
yeS. Parents and community members are encouraged to provide feedback in the development and selection of school plans. Special meetings will be conducted for parents and community members to review and provide feedback on the school plans.
who will own the school buildings?
All buildings will remain property of LAUSD,
regardless of which team is selected to implement an instructional program at the school.
will schools remain “public schools”?
yeS. All schools will remain public schools regardless of the team selected to implement an instructional program at the school. The School Board of Education is charged with providing oversight to all LAUSD schools.
is my child’s school impacted?
when will meetings be held?
To get answers, contact the
