3rd Generation

Overview: Becoming an Autonomous School

Session 1

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AGENDA Welcome, Introduction and Agenda Review

Evolution of Autonomy Overview of the Models Available Autonomies Key Differences

Wows, Wonders and Whoas Protocol

Case Study Discussion

Applying for an autonomy model

Wrap Up / Next Steps

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MEETING OBJECTIVES

By the end of this session, participants will have a better understanding of:

the history of autonomous schools in LAUSD

the three autonomous school model options – ESBMM, Pilot and LIS

the autonomies available with each model

the process and requirements for applying for each of the models

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EVOLUTION OF AUTONOMY IN LAUSD Local School

Leadership Council

LEARN

ESBMM

PILOT

LIS

School-Based Management

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WHY AUTONOMY IN LAUSD? “Autonomy initiatives rest on a shared assumption that increasing schools’ autonomy – generally defined in policy designs as authority over key decisions about school improvement – will enable schools to develop and implement approaches to teaching and learning that better build on their strengths and address the needs of their students than if policy makers or others outside schools made those decisions”

• Tight accountability with flexibility in how

schools meet those accountabilities. --Dr. John Deasy

• Those closest to the students—teachers,

parents, administrators—should be empowered to have greater decision making authority.

--LAUSD, UTLA, AALA via LSSEI Agreement

• When schools own the means to their results,

they then own the results and are more likely to improve. Autonomy is a way to engender greater ownership at the school site.

--Rachel Bonkovsky

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AUTONOMOUS SCHOOL MODELS

• Expanded School Based Management Model ESBMM

• Pilot School Model PILOT

• Local Initiative Model LIS

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ESBMM: GENERAL OVERVIEW

Established jointly between LAUSD and UTLA in April 2010 to enhance flexibility, accountability and local control for participating schools to promote academic excellence and full engagement by the school community

Set package of autonomies available to all approved schools

Exempt from District policies and Board Rules, except those necessary for legal compliance

Subject to state and federal laws

All provisions of the District-UTLA CBA apply to all members

Remain part of the District; open to students in accordance with student assignment plan

Total of 23 ESBMM schools across LAUSD at all school levels

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ESBMM: PRINCIPLES and PRACTICES

Disperse Power Participation of many stakeholders, including parents, in the

governance of the school

Established governance council and committees (including the SSC) with identified roles and responsibilities such as setting the school vision, approving the annual budget and selecting the school leader

Emphasis on Professional Development. Support school

objectives to build capacity for change, create a professional community and develop a shared knowledge base

Disseminate Information. Information is shared consistently and in a timely manner with all school stakeholders and is used to make informed decisions regarding the organization and direction of the school.

Effective Leadership. The principal promotes a school-wide commitment to growth in skills and knowledge by leading, delegating, dispersing power across the school and getting all stakeholders to participate in the work of the school.

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ESBMM: AUTONOMIES

Financial Resources: site-based model funding determined by

the District-General Fund School Program

Staffing: subject to restraints of CBA and District staffing policies

Curriculum and Assessment: choose curriculum materials,

methodology or implementation that aligns with the state adopted CCSS

Professional Development: aligned with the instructional

program to best meet the needs school community

Bell Schedules: maximize student learning and meets laws and

District requirements for minimal instructional minutes

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ESBMM: ACCOUNTABILITY

Accountability Metrics: establish clear accountability

measures for each area of autonomy

Annual Review: ensure the school is on target to meet

annual improvement goals

Formal Quality Review: in year three and every five

years thereafter unless the review reveals issues requiring earlier follow up

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PILOT: GENERAL OVERVIEW

Created in LD 4 in February 2007, through a partnership between LAUSD and UTLA to be models of educational innovation and to serve as research and development sites for effective urban public schools.

Set package of autonomies available to all approved schools

Subject to state and federal laws

Stipulate the work conditions for the coming year via an Elect-to-Work Agreement

May waive parts of the CBA except for the following articles: IV, X, X-A, XII, XIII, XVII, and XXVIII

Remain part of the District; open to students in accordance with student assignment plan

Total of 48 Pilot schools across LAUSD at all school levels 11

PILOT: PRINCIPLES and PRACTICES

Unifying Vision and Mission. Reflected in all school practices and structures

Equity. School communities are inclusive and ensure that practices

provide all students with opportunities to reach high levels of achievement

Curriculum, Instruction, and Assessment. Teaching and learning are characterized by the following attributes: Explicit high expectations for every member of the school community

Instruction is differentiated and teachers empower students to be responsible for their own learning

Provide a rigorous core academic curriculum to all students

Students are assessed and demonstrate their understanding of key competencies in multiple ways, including standardized tests, exhibitions and portfolios

Commitment to Personalization. Optimal size is between 450-550 students to enable teachers and student to build strong relationships and a safe environment

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PILOT: PRINCIPLES and PRACTICES

Professional Collaborative Culture

Teachers share their practice to sustain a professional collaborative culture

Emphasis on shared decision-making through consensus-building and shared responsibility for student achievement

Leadership People closest to the students make the school and policy

decisions Governing boards have increased decision-making power over the

school’s vision, budget approval, principal selection/evaluation and local policies

Family and Community Engagement Focused on respect, trust and collaboration Families are expected to participate as partners Schools form partnerships with community organizations

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PILOT: AUTONOMIES

Financial Resources: funded through a lump sum per pupil dollar allocation to make decisions based on what programs and services best meet students’ need

Staffing: may select and replace staff to create a unified school community and the best learning environment for students; the CBA is in place as it pertains to RIFs in selecting staff

Curriculum and Assessment: may structure their A-G Curriculum and assessment practices as long as they are equal to in rigor or better than the District’s

Professional Development: schools decide on the professional development in which

to engage

Calendar: freedom to modify school days and calendar years for both students and faculty provided they meet the (1) daily and annual instructional minutes and (2) number of instructional days required by the state

Governance: freedom to create a governance structure that takes on increased governing responsibilities including (1) principal selection, supervision, evaluation, with final approval by ESC supt. And (2) set their own policies that will best help students be successful.

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PILOT: ACCOUNTABILITY

Accountability Process: based on three categories which articulate the criteria for a high-performing quality school:

Unwavering focus on academic achievement

School Culture, Climate and infrastructure that support personalization and academic achievement

Leadership that supports high achievement for students and staff

Annual Review: a self-reflection and a day of classroom observation by a team of stakeholders who provide feedback to the school community

Full School Review: in year three and every five years thereafter; involves all school community members in a self study and an external team conducts a comprehensive school visit

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LIS: GENERAL OVERVIEW

Established through the LAUSD-UTLA Local School Stabilization and Empowerment Initiative, LSSEI, of 2011 and provides for increased decision-making authority and empowerment of the faculty, Principal and parents to determine various aspects of a school’s educational program and policies.

Allows for deliberate adoption of specific autonomy from an array of autonomy options for local empowerment

Granted automatic waivers from District controls and parts of the LAUSD-UTLA CBA as needed to implement matters subject to local determination

Local Initiatives are to be driven solely by the imperative of continued improvement in student achievement and quality of instruction

Remain part of the District; open to students in accordance with student assignment plan

Total of 11 LIS schools across LAUSD at all school levels

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LIS: AUTONOMIES

Instructional Program Autonomy: offers the following options from which to choose

Methods of Improving Pedagogy: methods to improve pedagogy and student achievement, such as articulation between grade levels/departments, intervention strategies and support programs

Curriculum: instructional standards, objectives and emphases subject to State and District minimum curriculum standards

Assessment: Local interim benchmark assessments, tests, pacing plans, aligned with and equivalent to District requirements and complying with any State and Federal requirements

Professional Development: aligned with the Single Plan for

Student Achievement except as to training related to legal/compliance mandates

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LIS: AUTONOMIES

Internal Organization and Operations: schools may choose to exercise autonomy over the following areas

Schedule: refers to daily instructional days/minutes, school activities and events, and special schedules to accommodate additional prep time for elementary teachers subject to District mandated minimum number of school days, instructional minutes and calendar requirements

Internal Organization: such as division into academies, SLCs, houses within the assigned student population

Budget: provides general fund budget control pursuant to District’s evolving site based funding system-General School Fund Program

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LIS: AUTONOMIES

Internal Organization and Operations: schools may choose to exercise autonomy over the following areas

Health and Safety: aligned with District-wide health/safety mandates

Re-adoption in the Local Initiative School Program: any current special conditions/waivers already applicable to the school pursuant to SBM, ESBMM, Pilot or other arrangements

Adoption of Separate Waiver Plans: Pilot program or ESBMM subject to each programs requirements

Discipline & Code of Conduct: aligned with the District-wide

standards and rules governing student conduct, suspensions, expulsions and transfers.

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LIS: AUTONOMIES

Staffing: three available areas of autonomy in regards to the

staffing

Mutual Consent: no district mandated priority placements at the

school site; schools must comply with the return rights or other placement rights to the school

Teacher Assignments: determine assignment of teachers to

grade levels, departments, subjects and classes, (looping, team-teaching, ungraded or multi-age classrooms)

Staff Appointments: selecting grade level or department chairs,

coordinators, deans, instructional coaches, etc.

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LIS: ACCOUNTABILITY

The monitoring process and tools are in the process of being developed.

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KEY DIFFERENCES IN MODELS ESBMM Pilot LIS

Contract remains intact Waive some articles of the contract-hours, working conditions

Waivers from Article IX-A (assignments)

May use non-District curriculum that meets State requirements and material approvals

May use non-District curriculum that meets State requirements

Locally determined curriculum that meets State & minimum District requirements

Local School Leadership Council School Site Council (Categorical)

Governing School Council LSLC unless waiver requested School Site Council (Categorical)

Bell schedule School calendar & bell schedule Bell schedule

General School Fund Program General School Fund Program or Lump sum allocation

General School Fund Program

“Mutual Consent” Staff Selection via the EWA “Mutual Consent” and internal process for Teacher Assignments and Appointed Positions

• Annual School Review • Quality Review

• Annual Review • Full School Review

Under Development

Superintendent Pilot School Steering Committee and LAUSD Board

School site through a petition and vote

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ESTABLISHING AN ESBMM SCHOOL Planning Phase •Attend training to learn more about the ESBM model

•Develop an outreach plan that includes involvement and engagement of all school community stakeholders in the decision to pursue the model

•Document all engagement efforts (e.g., meeting agendas, notes, etc.)

•Seek approval from the Leadership Council to pursue the ESBM model

Plan Development • Identify a team who will support the writing and development of the proposal

•Submit a Letter of Intent and write the proposal

•Continue to engage all school community stakeholders in the development of the proposal; must host a minimum of three (3) different meetings at various times with parents and community members; document all meetings

•Periodically share draft proposal with all staff and gather feedback

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ESTABLISHING AN ESBMM SCHOOL Voting Requirements

•Share final proposal shared with all staff

•Conduct and document staff vote; Proposal is approved if 67% of UTLA bargaining unit members who work at least 50% of the time at the site vote in favor

Proposal Submission and Approval

•Submit plan for approval

•School receives written notification from the Superintendent or the

Designee regarding next steps relative to the proposal submitted

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ESTABLISHING A PILOT SCHOOL Planning Phase •Attend orientation meeting hosted by the District

Plan Development

• Identify a team who will support the development of the proposal

•Submit a Letter of Intent and write the proposal

•Periodically share draft proposal with all staff and gather feedback

Voting Requirements •Conduct and document staff vote; Proposal is approved if 67% of UTLA bargaining unit members who work at least 50% of the time at the site vote in favor

Proposal Submission and Approval •Proposal reviewed by the Pilot School Steering Committee (PSSC)

•Teams may be invited by the PSSC to participate in a meeting to discuss proposal or asked to re-write sections of the proposal

•Proposals approved by the PSSC go to the Board of Education for approval

•Receive written notification of the Board of Education decision

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ESTABLISHING A LIS SCHOOL

Attend autonomy workshops

Submit a Letter of Intent

Engage all school staff, parents and community in the process

Conduct a Petition;

Secure principal concurrence

Write a proposal

Provide proposal to staff at least 10 days before the election

Conduct a faculty meeting to discuss the proposal

Hold election-requires 60% of the votes cast in favor of the proposal

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ESTABLISHING A LIS SCHOOL Planning Phase Attend Autonomy workshops hosted by the Local Options Oversight

Committee (LOOC).

Submit a Letter of Intent

Review the current Single Plan for Student Achievement as well as other relevant school data and proceed through a systematic analysis of the existing data.

Engage school staff, family and community members in the data analysis process (ongoing) and collect documentation of that engagement, attaching staff and parent meeting agendas. Sign-in sheets and other evidence.

Inform staff, parents, community members, and students (in the case of high schools) of the Autonomy options offered to LAUSD schools.

Conduct the petition process and gain the concurrence of the principal.

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ESTABLISHING A LIS SCHOOL Proposal Development

Develop and finalize the proposal Continue to engage all school community stakeholders in the

development of the proposal; document all meetings

Voting Requirements

Submit final proposal to the faculty ten working days before a vote

Convene at least one faculty meeting prior to the day of voting to review and discuss the merits of the proposal

Adoption of the LIS model requires an affirmative vote of 60% of the votes cast. Voter eligibility is limited to the UTLA-represented certificated staff assigned full-time to the school. The voting shall be by secret ballot, supervised jointly by the Principal and the Chapter Chair.

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WRAP UP AND NEXT STEPS

• Review materials included in the packet

– Agenda

– History of Autonomous Schools in LAUSD

– Timeline

• Feedback Form

• List of future Sessions

– Mandatory sessions

– Optional Sessions

• Salary Point Opportunity

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