District Initiative for Expanding Pathways Implementation Plan
Long Beach Unified School District
Leadership, Funding, and Confluence of Efforts
Critical Element 1: Leadership, Funding, and Confluence of EffortsNarrative:
Leadership and Confluence of Efforts
The Board of Education adopted the Academic & Career Success Initiative (ACSI) in March 2007 to increase the college and career readiness of all students in Long Beach Unified. As part of the district's larger strategic plan, the ACSI will help ensure that students graduate from high school with as many postsecondary options as possible. The ACSI was developed with input from stakeholders throughout the district researching the possibility of requiring A-G as the default for high school graduation requirements. After a comprehensive review of current programs and published research, the committee and Board of Education did not recommend A-G as a default graduation requirement. The ACSI planning committee developed district-wide target goals including Language Arts and math proficiencies,as well as A-G completion rates and AVID participation rates, in order to measure the success of the initiative. LBUSD is currently aligning programs, systems, and practices that enhance its capacity to develop multiple pathways in conjunction with the provisions of the Academic and Career Success Initiative: 1) Informing students and parents of the A-G college entrance requirements beginning in the sixth grade; 2) Establishing student benchmarks for guaranteed college admission; 3) Aligning these higher education efforts with Career Technical Education Programs. A major step in implementing the ACSI took place on March 20, 2008, when the leaders from LBUSD, LBCC, and CSULB announced and signed the “Long Beach College Promise,” a joint commitment to make college an attainable goal for all students. Beginning fall 2008, the promise provides a variety of educational benefits and services including: 1) a tuition free semester at LBCC beginning 2011; 2) guaranteed college admission to CSULB for students who complete minimum college preparatory or transfer requirements; 3) early and continued outreach to students and parents beginning in sixth grade and continuing through college; 4) support for various pathways to higher education that students may choose to take. Key metrics at the secondary level include: California High School Exit Exam (CAHSEE) pass rates, A-G/college entrance completion rates, AVID participation rates, Advanced Placement enrollment numbers and pass rates, Early Assessment Program (EAP) participation and pass rates, and college admission rates. This work enhances the district's seamless education partnership with LBCC and CSULB.
In conversation with local businesses and institutions of higher learning, Long Beach Unified shows an existing commitment to making the multiple pathways approach a driving force of district-level work. LBUSD Board Policy 6178 supports "the integration of technological education throughout the curricula." This policy enabled recent work with the port of Long Beach to infuse career-related lessons into the math and science curriculum. Currently, the Office of Curriculum, Instruction and Professional Development is working on writing construction career related lessons as part of an LBCC grant that seeks to increase middle schoolers' awareness of postsecondary career options. This Board Policy will serve as one of many foundations for the continued development of multiple pathways. Thirty-three elementary schools are implementing the AVID program to expose fourth and fifth graders to college and careers at an early age. This work will support the comprehensive AVID programs in all of the middle and high schools in Long Beach Unified. In middle school, a $22.4 million GEAR UP grant is helping to provide parent workshops and student conferences that focus on higher education and the world of work.
An organizational structure has been developed to plan and execute the system of multiple pathways. The Office of Curriculum , Instruction, and Professional Development has designated a Project Lead for the District Initiative for Expanding Pathways. The High School Office has designated Executive Director of the District Initiative to Expand Pathways. In collaboration, the two designees oversee the Expanding Pathways Steering Committee, comprised of representatives from the Curriculum Leaders, Post-secondary Partners, ROP/CTE, Community Leaders (School Board Student Rep., PTSA Parent Rep., ECCO Alliance), SLC Coordinators, Principals, Counselors, Executive Staff, and the Long Beach Industry Education Council. Each of these groups has a designee as their chair, whose responsibility is to present the needs and capture the voice of his/her constituency in this reform effort. Each subcommittee leader is responsible for communicating relevant material to those whom they represent and also need to act as mediators for those in their constituency who have concerns that need to be addressed at the executive level of the initiative. The successful implementation and function of this Implementation Council is in its infancy, but structures within the district support its seamless integration without any restructuring of central office or site based staff. Focus groups have been formed for each of these demographics including site-based Instructional Leadership Teams, as well as the College Board and Ford PAS, to consult on the content of the implementation plan--to ensure that the work captures their voice accurately. Coalition partners meet monthly to discuss current status and report the work of their sub-committees. We are in the process of defining roles and responsibilities. Adequate resources exist to support the work of the community coalition through multiple business partnerships, the Long Beach Seamless Education Partnership, the mayor’s office, Chamber of Commerce, business delegates on the Long Beach Education Foundation, Principal for a Day, among other collaboratives.
The district has completed an analysis of the district board policies for CTE, ROP, work experience and course of study. Staff has made recommendations for revision of Board policy to align to the vision of multiple pathways and alignment of academics with CTE as well as state legal requirements. Revised policies and administrative regulations are being submitted for consideration by the Board. The Board has adopted and approved all submitted policies. Staff is continuing to review and assess the need for revision of other Board policy as well as the creation of new Board policy to support this approach. Additional board policies that support this work include: BP 6143 revised in January 2008, and stipulates that “the district’s course of study shall provide students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college and/or the workplace” and requires an annual notification letter informing parents of college admission requirements as well as CTE offerings and counseling support; BP 6178 aligns Career Technical Education coursework with the new state standards and framework for CTE, as well as the Academic and Career Success Initiative; BP 6178.1 which “facilitates school-to-career transitions by providing secondary school students with a program of work experience education which links academic curriculum with experiences in actual work settings”; BP 6178.2 adopted November 2008, formalizes the district policy guiding the work of Regional Occupations Programs in the district; BP 6164.2 adopted January 2008, addresses “supplemental instruction for students who fail to pass the exit exam by the end of grade 12, and language that provides a greater emphasis on counseling to address career technical education.”
Funding
The Executive Staff, Administrative Staff, and Strategic Planning Goal teams exist to support the initiative to expand pathways and to discuss resource/funding distribution and to find appropriate balance between accountability and autonomy of pathways programs. Currently, all existing resources such as Perkins, SCE, Smaller Learning Communities Grants, and ROP are utilized to support the work of expanding pathways. Long Beach voters approved a bond measure in November 2008 to fund the design and building of the Early College Academic and TechnicalSchool, a model for the multiple pathways approach.
The district has designated an Executive Director to collaborate with the Deputy Superintendent to use other funding sources that support elements of pathway programs of study, including professional development funds, school improvement funds, local bond measures, AB 1802 school counselor funds, among others.
Desired Outcomes
- Continue to align Board policy, district initiatives, the high school reform initiative, and school improvement plans with District Initiative for Expanding Pathways and meet district-wide target goals in preparing all students for graduation, college and career readiness as articulated in the Academic and Career Success Initiative.
- Establish and articulate strategies that sustain fiscal stability and support the continuous implementation of the Academic and Career Success Initiative.
- Establish a shared decision making approach and clear communication protocol that is mediated by a high-functioning Implementation Council, where the delegates from designated demographics discuss successes and challenges in the implementation process and collaborate on solutions and strategic planning.
Critical Component 1: Leadership, Funding, and Confluence of Efforts
Desired Outcome (Goal 1): Continue to align Board policy, district initiatives, the high school reform initiative,and school improvement plans with District Initiative for Expanding Pathways and meet district-wide target goals in preparing all students for graduation, college and career readiness as articulated in the Academic and Career Success Initiative.
1
Objective / Action Steps(Task Analysis) / Staff Development / Person Responsible / Resources (current/needed) / Evidence of Success / Timeline
1A. Shared Vision and Commitment:
District Leadership integrates systems that support two-way communication of the vision, the purpose, and the advantages of the District Initiative to Expand Pathways, especially as it pertains to the ACSI. /
- Review results from the district wide communication survey administered in 2007-2008.
- Evaluate communication climate/quality, site communication, central office communication, and communication resources.
- Establish standardized communication guidelines and protocols for this initiative.
- Align them with existing protocols for meetings, emails, and telephone usage within the district.
- Develop a clear marketing plan to build awareness and support among parents, students, and businesses and within the education community.
- Utilize print publications, online resources, email, electronic newsletters and memos, and Teleparent to disseminate necessary information regarding the progress of the District Initiative for Expanding Pathways.
- Incorporate additional questions in existing district communications survey regarding effectiveness of the marketing plan for Expanding Pathways and conduct follow up focus groups for anecdotal data.
- Conduct periodic staff reports or workshop presentations to the Board of Education.
Strategic Goal Team 5 (communication) / Current:
District Communication Survey Results 2007-2008
Sample Communications Guidelines for staff, students, and parents
Ford PAS 12-Point Master Plan and Indicators of Success Assessment Tool
Needed:
Funding for Focus Group release time
Funding for publications based on marketing plan / Published Communication Guidelines
Documented Marketing Plan
Hits on the webpage
Copies ofemails, electronic newsletters and memos
Survey results and focus group minutes / Summer 2009 – Fall 2009
1B. Strong and Consistent Leadership:
School Board and district superintendent promote initiatives, resource reallocations, and policies that support and enhance the District Initiative for Expanding Pathways, as it aligns with the greater Academic and Career Success Initiative. /
- Centralize all programs likely to involve business (magnet, choice, small learning communities, career academies, and CTE operations) under one department, with one leader as a point person.
- Align the goals of the Strategic Plan, Technology Master Plan, and Facilities Master Plan to support a multiple pathways approach.
- Prioritize projects and spending that advance the ACSI implementation process, especially at the high schools.
- Consult with regional economic and workforce partners to prioritize tasks and policies relevant to these initiatives.
Administrative Assistant to the Superintendent in collaboration with Expanding Pathways Project Coordinator
Research, Planning, and Evaluation designee / Current:
Copies of Strategic Plan, Technology Master Plan, and Facilities Master Plan
Ford PAS 12-Point Master Plan and Indicators of Success Assessment Tool
Needed:
None at this time / District Organization Chart reflects the alignment
Job descriptions demonstrate this alignment centrally
Metrics exist to measure career readiness / Fall 2009 – ongoing
1C. Supportive District Policies:
The School Board introduces policy modifications and/or new policies that support greater student access to pathway programs of study. /
- Deputy Superintendent of Curriculum, Instruction, and Professional Development, in conjunction with the ROP/CTE and High School Office, will review existing district policies and administrative regulations regarding academic and technical curricula.
- Deputy Superintendent will revise or introduce new policies and administrative regulations to advance the four core components of a multiple pathways approach: challenging academic core, demanding technical curriculum, work-based learning, and support services.
- Deputy Superintendent, or her designee, will propose these revisions or new policies and administrative regulations at board meeting closed and open sessions to advance the District Initiative for Expanding Pathways.
Copies of Board Policies
Ford PAS 12-Point Master Plan and Indicators of Success Assessment Tool
Needed:
None at this time / Documentation of revised and new Board Policies / Summer 2009 – ongoing
Critical Component 1: Leadership, Funding, and Confluence of Efforts
Desired Outcome (Goal 2):Establish and articulate strategies that sustain fiscal stability and support the continuous implementation of the Academic and Career Success Initiative.
Objective / Action Steps
(Task Analysis) / Staff Development / Person Responsible / Resources (current/needed) / Evidence of Success / Timeline
2A. Leveraging Existing Resources and Developing New Resources:
District channels Perkins, ROP, SLC, and grant funding to launching and supporting the development and advancement of the District Initiative for Expanding Pathways. /
- Develop Carl B. Perkins IV and ROP expenditure plans in close cooperation with business leadership teams and guided by the master plan.
- Align expenditures of these funds with new Perkins and ROP guidelines favoring academically-rigorous curricula and programs of study.
- Compete aggressively for new federal smaller learning communities grants.
- Review existing business and foundation funding to ensure alignment with the needs and objectives of the District Initiative for Expanding Pathways.
Existing guidelines for Perkins and ROP expenditures
Ford PAS 12-Point Master Plan and Indicators of Success Assessment Tool
Records of funding sources
Needed:
Funding for grant writers to assist in competing for federal sustaining grants / Aligned Perkins and ROP plans
Expenditure records
Federal SLC grant proposals / Summer 2009 - ongoing
2B. Sustained Fiscal Responsibility:
The district maintains accurate and detailed records of expenditures related to the District Initiative for Expanding Pathways to ensure transparency and fiscal accountability. /
- Assign a specific program and budget administrator through whom all funding requests must be approved.
- Assign a budget analyst in the business department to maintain detailed records of spending.
- Fund a staff secretary to assist in maintaining all budget and program records required of the grant.
- Establish and publish a protocol for requesting grant monies.
- Submit and publish (as needed) full and complete financial and narrative reports with respect to expenditure of funds to ConnectEd and the Board of Education.
Deputy Superintendent of OCIPD / Current:
Experienced program and budget administrators
Budget analysts in the business department trained in budget management
Needed:
Funding for staff secretary / Published protocol for grant expenditure requests
Budget and program records of spending
Financial and narrative reports / Summer 2009 - ongoing
Critical Component 1: Leadership, Funding, and Confluence of Efforts
Desired Outcome (Goal 3):Establish a shared decision making approach and clear communication protocol that is mediated by a high-functioning an Implementation Council, where the delegates from designated demographics discuss successes and challenges in the implementation process and collaborate on solutions and strategic planning.
Objective / Action Steps
(Task Analysis) / Staff Development / Person Responsible / Resources (current/needed) / Evidence of Success / Timeline
3A. Broad-Based Community Coalition & 3B. District Structure and Support :
A representative and diverse Expanding Pathways Implementation Council meets monthly to monitor and adjust the implementation process. /
- Identify delegates from: the curriculum leaders, postsecondary partners, ROP/CTE, community leaders, SLC coordinators, principals, counselors, district leadership, industry partners, and leaders concerned with access.
- Orient the team to the final implementation plan submitted to ConnectEd.
- Define roles and responsibilities within the committee in order to make the appropriate organizational commitments to this district initiative.
- Calendar and convene monthly meetings to monitor the progress of the implementation plan.
- Adjust the plan to meet the needs of the district in successfully implementing the Initiative to Expand Pathways.
- Design and implement a resource allocation protocol to ensure that resources are distributed equitably across pathway programs (according to student need, site capacity, and alignment of existing resources).
Long Beach Industry Education Council / Current:
Ford PAS 12-Point Master Plan and Indicators of Success Assessment Tool / Organizational Structure Graphic
Calendar and minutes of meetings
Resource allocation protocol / Fall 2009 – Spring 2010
Ongoing
3C. Support Providers:
The district leverages current contracts with support providers, coachers, and consultants, and establishes new ones, to adopt and advance the District Initiative for Expanding Pathways. /
- Assess the utility of existing partnerships using the Ford PAS Indicators of Success Assessment Tool.
- Identify gaps that existing partners cannot fill.
- Evaluate district capacity to fill gaps with in-house experts and trainers.
- Contract with outside service providers when in-house experts and trainers do not exist.
- Employ a trainer of trainers model once the contracts expire to ensure sustainability.
Funding for applicable contracts to support our work with Expanding Pathways. / Contracts on file
Contract evaluations on services provided / Spring 2010 – ongoing
High Functioning Pathways