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PILOT SCHOOL MODEL
Request for Proposal 2015-2016
Release Date:
April 9, 2015
LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Instruction
Office of School Choice
Local Options Oversight Committee
333 S. Beaudry Avenue, 11th Floor
Los Angeles, California 90017
Phone: (213) 241-8700 Fax: (213) 241-4710
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2015 – 2016
PILOT SCHOOL MODEL
Request for Proposal
Table of Contents
SECTION
Page
Introduction
District Expectations
Pilot School Model
Proposal Review Process
Request for Proposal Timeline
Proposal Guidelines and Requirements
3
3
5
8
9
10
APPENDIX:
APPLICATION MATERIALS AND ATTACHMENTS
Letter of Intent
Request for Proposal Questions:
General Questions
Pilot School Instructional Program
Pilot School Implementation Plan
12
14
16
19
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INTRODUCTION
In keeping with its commitment to provide high-quality education to all students, the Los Angeles Unified
School District (LAUSD) is pleased to present the 2015-2016 Autonomous School Models Request for
Proposal (RFP). The Autonomous School Model process, which is a major tenet of the District’s Creating
and Supporting Quality School’s strategy, is based on the core belief that school-based professionals and
parents are best positioned to assess and address the varying needs and challenges facing their students,
and was designed to promote continued improvement in student learning, achievement and quality of
instruction in all District schools.
The Autonomous School Model process encourages local school empowerment and increased decisionmaking authority over various aspects of a school’s educational program and policies. School
communities are invited to submit locally-developed proposals outlining the areas over which they desire
greater flexibility. The information that follows details the process for requesting this flexibility.
DISTRICT EXPECTATIONS
All applicants interested in becoming a Pilot School within LAUSD in 2015 - 2016 must be approved
through the Request for Proposal (RFP) process detailed in this document. In addition, the District will
consider the school’s fiscal sustainability as a factor in determining final approvals for opening new
autonomous schools. Applicants should indicate in their Letter of Intent whether they are planning to
convert the whole school; or planning to be an independent school with a separate CDS code; or a start-up
school opening on a shared campus (2 or more independent schools located on the same campus).
Proposals will be reviewed and evaluated on the quality of the proposed instructional program and
programmatic elements, and the capacities required to successfully operate the school. The following
additional important elements will be considered.
SCHOOL STAFF ENGAGEMENT AND COMMUNITY OUTREACH
The input of communities to new school development is a critical component in the RFP process to
ensure that the needs of students and families are equitably represented and served. An important tenet
shared by all autonomous schools is that decision-making should start at the school level with all school
stakeholders (staff, students, parents, community) providing input. Autonomous schools believe that
these people are in the best position to address the needs and challenges facing their students. Design
Teams are expected to engage families, parents, school faculty and staff, and students in the development
and writing of the proposal. The District will consider the depth and level of engagement with the school
stakeholders as part of the overall review process.
NEW SCHOOLS ON SHARED CAMPUSES
The District will make every effort to support new schools opening on a shared campus, including
identifying a suitable site or location for start-up schools. The District will additionally consider all
applicable legal obligations and requirements prior to opening new and start-up pilot schools. However,
the District cannot guarantee that a new school can be matched to a site in time to open for the 2016-2017
school year, even though the plan itself may be approved. Applicants proposing a start-up pilot school
that have not identified a specific school site or location should be aware that school opening may be
delayed by a year or more if a suitable location is not determined by January 31, 2016. Schools on shared
campuses may be required to maximize economies of scale by sharing resources for certain positions such
as custodial staff, and for other facilities costs. Other shared costs may include nurses and athletic
programs. Design Teams proposing to co-locate with a host school or share a campus should reference
the Shared Campus Agreement template that will be available on-line.
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STUDENT ENROLLMENT AND ATTENDANCE AREAS
Autonomous schools are created to serve all students that reside in the identified attendance areas.
Innovative instructional programs are expected to attract students that have left or are not enrolled in
LAUSD. Discrimination against any particular sub-group of students is prohibited.
All autonomous schools’ student enrollment practices shall support the District’s goal to increase high
quality options available to students and families in Los Angeles. The District may allow the creation of
new Zones of Choice1 to ensure students have access to such options or determine whether specific
attendance areas are necessary for identified school sites and will be responsible for establishing related
boundaries.
SUSTAINABILITY AND FISCAL RESPONSIBILITY
LAUSD seeks to ensure that autonomous schools, whether small or comprehensive, are sustainable and
fiscally viable. Funding for Pilot schools is based on a per pupil allocation with rates based on the grade
levels served by the school. To find out the 2015-2016 Per Pupil Rate by grade levels served, please refer
to the Pilot School Appendix of the 2015-2016 General Fund School Program Manual.
For budget planning purposes, applicants should plan on a base funding for their school using the
manual’s published rates. In addition, due to the changes brought about by Local Control Funding
Formula, schools will receive an allocation based on their unduplicated count of Free and Reduced Price
Meal (FRPM) eligible students, English Learners, and Foster Youth students in the Targeted Student
Population program. However, this allocation is not entirely unrestricted and expenditures must directly
support the targeted student population to improve student achievement, student engagement, and parental
involvement.
Please note that rates are revised annually as part of the overall LAUSD budget and
planning process; final funding allocations for the 2016-2017 school year will be released by Budget
Services in March 2016. Final allocations for schools may include further adjustments and is subject to
change based on the District’s financial condition.
As stated earlier, the District will assess capacities required to open and sustain the school beyond its first
year of operation. Because Pilot schools utilize a per pupil funding model, enrollment projections for
each proposed grade level will play a key factor in the determination. Applicants should look at their
projected base funding using the above rates to make an initial assessment of the school’s fiscal viability.
OVERSIGHT AND SUPPORT
Pilot Schools are District schools and continue to receive services from the District, including Special
Education. Instructional and operational supports are provided by the local area superintendent.
Employees working at these schools, both certificated and classified, remain LAUSD employees and are
represented by their respective unions.
Zones of Choice are geographic areas comprised of multiple high school options. The small school options in each
Zone are open to all resident students and represent the demographics of the local area.
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PILOT SCHOOL MODEL
The result of a partnership between LAUSD and UTLA, the LA Pilot Schools Network has expanded
from its beginnings as a network of small schools in Local District 4 to a District-wide reform model.
Pilot Schools were explicitly created to be models of educational innovation and to serve as research and
development sites for effective urban public schools.
The Pilot Schools represent a fundamentally different approach to transforming urban public education:
provide schools with maximum control over their resources in exchange for increased accountability, all
within the economies of scale of an urban school district. In the Pilot model, both the District and UTLA
agree to allow approved Pilot Schools freedom from District policies that are not mandated by California
State Education Code and Federal requirements. Teachers who work in Pilot Schools are accountable to
the Pilot School Memorandum of Understanding (MOU, also known as LA Pilot Schools Agreement), the
individual schools’ Elect to Work Agreement (EWA), and the UTLA contract.
Teachers voluntarily choose to work in Pilot Schools by signing the EWA, which stipulates the work
conditions in the school for the coming school year. This agreement is revisited and revised annually with
teacher voice in decision making. The Pilot School MOU does not waive the parts of the contract that are
in Ed Code, State and Federal laws, consent agreements, or any legal requirement that applies to all
LAUSD schools. Per the Pilot School MOU, the following Articles from the LAUSD-UTLA Contract
cannot be waived:
Article IV: Dues Deductions
Article X: Evaluation and Discipline
X-A: Peer Assistance and Review ("PAR")
Article XII: Leaves
Article XII: Reduction in Force
Article XVII: Holidays
Article XXVIII: Safety
The MOU also states that employees shall receive, at minimum, the salary and all health and welfare
benefits set forth in the negotiated Agreement between the District and UTLA. Applicants interested in
applying for Pilot School status should review the Pilot School MOU.
The Pilot Schools are essentially a model of teacher and community empowerment. Fundamental to the
Pilot School concept is that those who live and work within the school community should have increased
decision-making authority over how a school operates daily – faculty, parents, students, community
members, and administrators together. By their very nature, Pilot Schools strive to create collaborative
cultures, in which faculty and administrators work hand in hand to create schools which best meet
students’ and families’ needs.
Accordingly, Pilot Schools’ Governing Councils have increased authority beyond traditional school
councils. The Governing Councils set the school’s vision, create the annual Elect-to-Work agreement,
approve the annual budget, as well as select and annually evaluate the principal (with the local area
superintendent having final authority)... Pilot School Governing Councils include the School Site Council
and may include community representatives (i.e., community based organizations, institutions of higher
education, members of the business community). In this way, all school members will have a substantial
decision making voice in determining a school’s vision and mission, budget, curriculum and assessment,
staffing, and work conditions.
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VISION AND PRINCIPLES
The Pilot Schools Network envisions education as a way to achieve a more just, democratic, and equitable
society. Pilot Schools engage their students in rigorous and meaningful learning experiences, aiming to
prepare students to become thoughtful and reflective individuals who construct and apply knowledge. The
Network believes that a primary purpose of education is to empower all students to succeed in higher
education, 21st century careers, and to contribute to their communities.
PRINCIPLES AND PRACTICES
 Unifying Vision and Mission: Each school has a unifying vision and mission that are reflected in all
school practices and structures, including curriculum, policies, schedule, professional development,
and family engagement.

Equity: Patterns of achievement across race/ethnicity, gender, language, disabilities and
socioeconomic status are examined in order to allow schools to become inclusive communities and
identify practices that provide all students opportunities to reach high levels of achievement.

Curriculum, Instruction, and Assessment: Teaching and learning are characterized by the
following attributes:
o High expectations are explicit for every member of the school community.
o Student learning is purposeful. Teachers empower students to be responsible for their
learning, thereby increasing student engagement. Instruction is differentiated. Students use
creative problem solving and active use of knowledge.
o A rigorous core academic curriculum is provided to all students.
o Assessment occurs in multiple ways, including exhibitions and portfolios, in addition to
standardized tests. Students are expected to demonstrate their understanding of key
competencies, and their relevance to the world.
o Schools may only opt out of District Periodic Assessments if they have developed alternative
assessments that have been approved by the superintendent of the school or his/her designee`.
•
A Commitment to Personalization: Pilot Schools use student-centered approaches to learning and
create the environment to implement these strategies. Pilot School teachers and administrators focus
on building strong relationships with their students.
•
Professional Collaborative Culture: Teachers share their practice and work in teams in order to
sustain a professional collaborative culture. Schools place an emphasis on shared decision-making
through consensus-building and shared responsibility for student achievement.
•
Leadership: The people closest to the students make the school and policy decisions, including
teachers, administrators, support staff, families, community partners, and students themselves.
Governing councils have increased decision-making power over the school’s vision, budget approval,
principal selection and evaluation, and policies.
•
Family and Community Engagement: Relationships are focused on respect, trust, and
collaboration. Families are expected to participate as partners in each school. Schools form
partnerships with community organizations in order to expand learning opportunities and support
services for students and their families.
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AUTONOMIES
Pilot schools must adhere to at least the minimum standards set forth by the District in each of the
following areas:
Staffing: Pilot Schools have the autonomy to select and replace their certificated staff in order to create a
unified school community. In Pilot Schools, teachers also play a significant role in staff selection. Pilot
Schools can decide on the staffing pattern that creates the best learning environment for students. Pilot
Schools can select their staff to find the best fit for their school’s needs and may reassign teaching staff
(into the District pool) that do not fulfill those needs. The LAUSD-UTLA Collective Bargaining
Agreement as it pertains to reduction in force must be adhered to when hiring teachers.
Budget: Pilot Schools receive part of their school resources through a per pupil dollar allocation wherein
each student receives a base level of funding depending on grade level. This lump sum per pupil budget
allows the school to make spending decisions based on what programs and services best meet their
students’ needs. Students with special needs will receive additional dollars through categorical funding
(i.e., English Language Learners). Categorical funding constraints apply as specified by the program.
Curriculum and Assessment: Pilot Schools have the autonomy to structure their A-G curriculum and
assessment practices, as long as they are equal in rigor to or better than the District’s, to best meet
students’ learning needs. While acknowledging that all Pilot Schools are held accountable to state and
federally required tests, these schools are given flexibility to best determine the school-based curriculum
and assessment practices that will best prepare students for state and federally mandated assessments.
o Schools have autonomy from central office curriculum requirements. They can choose what
content to cover and how to cover it.
o Promotion and graduation requirements are set by the school, although they must be
commensurate or greater in rigor to the District requirements.
All Pilot Schools are required to administer the California High School Exit Exam (CAHSEE) and the
state mandated tests (Smarter Balanced Assessments) as applicable. Pilot Schools have the flexibility to
opt out of the District-required assessments, as long as they have assessments in place that are
commensurate to the District assessments in tracking student progress. Pilot Schools are encouraged to
adopt performance-based assessments such as portfolios and exhibitions.
Professional Development: Pilot Schools have the autonomy to decide on the professional development
in which faculty engage.
Governance: Pilot Schools have the freedom to create their own governance structure that has increased
decision-making powers over budget approval, principal selection, and programs and policies, while
being mindful of state requirements on school councils.
o A Pilot School’s Governing School Council takes on increased governing responsibilities,
including the following: principal selection, supervision, and evaluation with final approval
by the local area superintendent; setting of school policies; and budget approval.
o Pilot Schools have flexibility from District policies and can set their own policies that the
school community feels will best help students to be successful. This includes policies such
as promotion, graduation, discipline, and attendance as long as they are in alignment with
state and federal laws, and consent decrees.
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School Calendar: Pilot Schools have the freedom to modify school days and calendar years for both
students and faculty in accordance with their principles and instructional program as permitted by their
budget, and as long as they meet the: (1) daily and annual instructional minutes; and (2) number of
instructional days as required by the state. In particular, research supports a correlation between increased
faculty planning time spent on teaching and learning and increased student achievement.
Additional Waivers: A school, pursuant to the procedures outlined below, may request local authority
waivers in addition to those described above; such additional waivers would, however, require separate
consideration and approval from both the District and UTLA before becoming effective.
Accountability Process: In order to ensure continuing accountability, all Pilot Schools will participate in
an accountability process that will be based on the following three categories which articulate the criteria
for a high-performing quality school:
I. Unwavering Focus on Academic Achievement
II. School Culture, Climate, and Infrastructure that Support Personalization and Academic
Achievement
III. Leadership That Supports High Achievement for Students and Staff
The accountability process will involve the following 3 components:
1. School Review: Annually, each Pilot School will undertake a process of assessment that will
consist of a school self-reflection and a day of classroom observations by a team of stakeholders
who will provide feedback.
2. Quality Review Process: All schools are required to engage in a Quality Review Process after
the first three years of operation and every five years thereafter. This review is more in-depth than
the annual one and involves all school community members in conducting a Self-Study process,
which entails collecting evidence to document progress toward attaining the Pilot School’s
academic performance goals. Once completed, an external team conducts a comprehensive school
visit. The external team submits a final report to the school including findings and
recommendations, and then, along with a response letter from the school, to the Pilot School
Steering Committee for review. Based on this review and other considerations, the Pilot Schools
Steering Committee (PSSC) in communication with the Board of Education and the
Superintendent, may renew the school’s Pilot status for an additional five years.
3. Data Monitoring. The progress of every Pilot School will be tracked longitudinally using the
student achievement metrics in the District’s Performance Meter and the school’s annual
performance based on its classification in the School Performance Framework.
PROPOSAL REVIEW PROCESS
The Pilot Schools Steering Committee (PSSC), a group established by the Pilot Schools MOU is charged with
overseeing and supporting all pilot schools in LAUSD. The PSSC will review applications for all Pilot school
proposals. Pilot schools must be approved by both the PSSC and the LAUSD Board of Education.
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REQUEST FOR PROPOSAL TIMELINE
Activity
Workshops:
Optional: conduct a straw poll to gauge staff interest in
the Pilot Model
Letter of Intent (due by 5 PM)
Staff vote* after reviewing proposal
Proposals due to the Local Options Oversight
Committee by Noon (12 PM)
Proposal Review and Evaluation Period (Designated
Review Teams convene to review and evaluate
submitted proposals)
PSSC Proposal Approval Deliberations
School Visits and Capacity Interview (as needed)
Board Approval
Approved Pilot Schools receive written notification
from the Pilot Schools Steering Committee
Dates
February – April, 2015
Prior to September 1, 2015
September 1, 2015
Prior to October 15, 2015
October 15, 2015
October 2015 – November 2015
November 13 – December 5, 2015
December 2015 or January 2016
After LAUSD Board Approval
* Staff approval must be evidenced by a vote of support from 67% of UTLA bargaining unit members who work
50% or more time at the school site, as well as demonstrated engagement from classified staff and parents in support
of the proposal. The UTLA vote shall be conducted by confidential double envelope ballot by the chapter
chair/designee. The principal and chapter chair shall count the ballots. This voting process is open and observers are
welcome.
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PROPOSAL GUIDELINES AND REQUIREMENTS
1. Submit your Letter of Intent via email to LOOC@lausd.net no later than 5:00 p.m. on Tuesday,
September 1, 2015. You will receive an email from a representative of the LOOC confirming receipt
of your Letter of Intent. You must submit the Letter of Intent in order to be eligible to submit a
proposal by October 15, 2015.
2. Proposal should be single-spaced, at least 11-point Times New Roman font with 1 inch margins on all
sides and no longer than 30 pages. Neither the aforementioned rules nor the page limit apply to the
attachments.
3. Completed Proposals are due no later than noon on Thursday, October 15, 2015 and should be
submitted via email to LOOC@lausd.net. You will receive an email from a representative of the
Local Options Oversight Committee confirming receipt of your proposal.
4. The proposal and attachments should be submitted as two separate PDF documents. Do not submit
Word files. The proposal should be submitted using the following naming convention:
SchoolName_SchoolModel
Example: BeaudryHighSchool_Pilot1 (Proposal) and BeaudryHighSchool_Pilot2 (Attachments)
5. Include a Table of Contents and clearly label all pages with page numbers and appendix labels where
applicable.
6. Please refer to the chart below for more details.
Proposal
Sections
Attachments
Pilot Schools
I - General Questions
II - Pilot Instructional Program
III - Implementation
 Letter of Intent
 Voting Results
 Relevant Attachments
o
o
o
o
Agendas
Sign-In
Notes from the meetings
Faculty voting records, including total # of certificated
bargaining unit members versus number voting in the
affirmative
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APPENDIX:
APPLICATION MATERIALS
AND ATTACHMENTS
FOR PILOT SCHOOL RFP
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LETTER OF INTENT
2015-2016 Autonomy Model Letter of Intent
This non-binding Letter of Intent (LOI) is used to express interest in choosing an Autonomy Model.
Submitting an LOI for 2015-2016 does not obligate a school team to submit a proposal in response to the
Request for Proposal (RFP).
It is highly recommended that the school team attend at least four Autonomy Workshop sessions before
submitting an LOI. The LOI helps the Local Options Oversight Committee (LOOC) communicate with
design teams and plan follow-up supports. Email the LOI to LOOC@lausd.net no later than 5:00 p.m. on
September 1, 2015.
Applicant Information
Name of the Primary Contact
Signature of Primary Contact
Current Work Location
Current Work Address
Phone Number
Email Address
Existing Schools (please answer all questions)
1. Current school site for which your team is submitting a Letter of Intent:
2. Grade configuration of your school:
 K-5  K-6  K-8  6-8  6-12  9-12  Other
3. School Model for which you are
applying:
 ESBMM
 Pilot
 LIS
 Undecided
If proposing a Start-up Pilot School (please answer all questions)
1. Are you requesting space to open a new school?
 Yes No
2. If yes, list the school(s) interested in sharing their campus with you or the community you intend to
serve.
3. How many students does the school intend to enroll the first
operating year?
4. What is your projected enrollment by the third operating year?
5. Proposed grade configuration of
 K-5  K-6  K-8  6-8  6-12  9-12  Other
your school:
Should you have any questions, please contact a LOOC Member at (213) 241-8700 or at
LOOC@lausd.net.
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Design Team Roster
List the name and contact information of your design team members below:
Printed Name
Signature
Phone
Email Address
School/Affiliation
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REQUEST FOR PROPOSAL
GENERAL QUESTIONS
1. Vision and Mission:
a. Vision: What is the vision of the school?
The vision statement should provide readers with an image of the future the Design Team wishes
to create. It should align with your mission statement and should be meaningful and measurable.
The vision statement should serve as a vivid organizing principle that helps all stakeholders focus
on the desired target outcomes. The vision is a rallying point that all staff members recognize as
a common direction of growth and something that inspires them to be better. An effective vision
also announces to parents and students where the school is heading and why they should
participate in the journey.
b. Mission: What is the mission of the school?
The mission statement should be a clear and concise statement of the school’s purpose and
function. It is a vision for the school’s future direction and provides a basis for decision making.
The mission should state what you do, why you exist and who you exist for. Your mission
should align with the LAUSD mission. It should be brief (one or two) precise and clear
statements. It is achievement oriented and a rallying point.
2. School Data Profile/Analysis:
a. What is the current state of your school?
This section of the proposal should illustrate your knowledge and understanding of qualitative
and quantitative data as well as empirical and anecdotal data to tell the story of the school
community. Consider using demographic, performance, outcome and school culture data; data
from classroom observations, focus groups and school surveys as part of your overall analysis.
This section of the proposal should convey a clear understanding of the data analyzed. At a
minimum, your analysis should discuss:
• Areas of strength and areas of concern
• Trends observed over a period of years (positive and negative)
• Underlying root cause(s) of persistent trends
• How the school’s actions relate back to the mission and vision of the school
• How the results of this analysis ties into the school’s implementation plan
b. Based on your analysis, please identify the most central and/or urgent needs/challenges that
the school seeks to address in order to improve the teaching and learning environment.
Building on the analysis above, this section should identify 3 to 5 issues that must be addressed
for the school‘s efforts to be successful, including instructional as well as behavioral and
operational needs. The issues identified should be key to helping the school achieve its vision of
the successful future graduate and the overall vision of the school. It is also important to provide
a sound rationale, supported by evidence that leads you to identify these as the school’s highest
priorities to address.
Applicants can review the data sheet and the report card for their current school but should not
confine themselves to these resources alone.
Data Sheet:
http://schoolinfosheet.lausd.net/budgetreports/schperfreports.jsp
Report Card: http://getreportcard.lausd.net/reportcards/reports.jsp
For new schools: You may include the information from the data sheet(s) for feeder schools and/or
relieved schools. Other valid and applicable sources of information should be used and cited as well.
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3. Family and Community Engagement: Families and community organizations are expected to
participate as partners in expanding learning opportunities and support services for students. Describe
what family and community engagement will look like at the school. Explain how families will be
meaningfully involved in their child’s education.
4. School Culture and Climate
a. Academic Culture: Describe the academic culture that must be in place at your school, including
how teachers and students will build strong relationships together and work/learn in a safe
environment.
Describe what academic achievement, student motivation to succeed,
personalization, and safety would look like. Identify specific practices, routines, activities,
structures, etc. that will support the achievement of the collaborative culture and climate
envisioned, and how they will be introduced to teachers, students, and parents.
b. Professional Culture: Describe the professional culture you envision at the school. Explain how
the culture will reinforce the instructional program and discuss how you plan to develop and
sustain the envisioned culture throughout the school.
5. Design Team Capacity: Describe the process used to select the Design Team members. List the
members and their current position. Describe each member’s experience and qualifications. Explain
the role of the different stakeholder groups including parents and community members in the
development of the proposal.
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PILOT SCHOOL INSTRUCTIONAL PROGRAM
The Instructional Plan should clearly outline the proposed school’s educational philosophy, instructional
strategies, assessment plan and professional development strategy. The mission statement should be
reflected throughout this section.
Applicants interested in the Pilot School model should review the following documents as part of
their preparation in writing their plan:
 LA Pilot Schools Agreement (Pilot Schools MOU)
 LAUSD-UTLA Local School Stabilization and Empowerment Initiative
 2014-2015 Pilot School Manual
Additional resources and information are also available on the Pilot School website:
http://achieve.lausd.net/Page/2577
1. Curriculum and Instruction
a. Instructional Program:
Describe the proposed instructional program and the strategies that will be implemented. If these
differ from the District’s current curriculum and instructional methods, you should complete the
Alternative Curriculum section below. Explain why this is well-suited to address the needs of the
student population to be served by the school. Describe how the educational program will meet the
needs of all students. Explain how this connects to the current levels of student achievement as
described in the data analysis section and how it aligns with the school’s vision and mission. Discuss
any special academic/curricular themes the school will feature.
b. Alternative Curriculum, Programs and Resources (include this section, if applicable):
Identify the curriculum, program and resources that will be used instead of the District
adopted/approved materials. (Applicants should refer to the Pilot School Manual to get more
information about Textbook Adoption and Purchase, and Williams Legislation requirements. Review
the Curriculum and Assessment Guidelines section.) Explain why a change is necessary and provide
evidence that the proposed alternative curriculum is standards based and supported by research. How
will the effectiveness of the alternative curriculum be monitored and measured?
2. Assessment Plan: How will the school use assessment autonomy? Your response should:
a. Describe the school-wide assessment plan that will be used to monitor progress and to make
instructional decisions.
b. If you are planning to develop your own assessment, describe the process of development. Explain
what type of assessments you will use (formative and/or summative) and include a timeline that
outlines your plans to develop the assessments.
3. Professional Development: How will the school use professional development autonomy? Your
response should:
a. Describe the school’s plan to provide high-quality professional development and support/resources to
its administrators, teachers, and staff to assist in the implementation of new curriculum, instructional
methods, assessments, and other programmatic structures.
b. Detail the elements of your professional development plan that support the areas where you are
exercising curricular flexibility. You can include a PD calendar that outlines the overall structure of
PD at your school.
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c.
Describe how plans for the professional development will be designed, developed and implemented in
a professional collaborative culture. What does it look like in practice? This should reflect the
professional culture you described in the School Climate and Culture Section.
4. School Schedule and Calendar: How will the school use schedule and calendar autonomy?
Your response should:
a. Describe the school calendar and daily/weekly schedule for students and how the program is
enhanced or expanded. Include the number of days school will be in session, the daily hours of
operation, and the way the school will be organized for instruction, independent study, and extra
or co-curricular activities.
b. Please be specific in describing these items and assure that the proposed calendar and schedule
meet the California State requirements on minimum number of school days and instructional
minutes. (Review the School Calendar section of the Pilot School Manual).
c. Describe the calendar and daily/weekly schedule for staff, and how time will be used to maximize
professional development and collaborative planning time focused on instruction and student
learning.
d. Attach the proposed calendar and schedule.
5. Staffing: How will the school use staffing autonomy? Your response should:
a. Discuss the academic and non-academic staffing necessary to achieve the vision and mission
from the first year through year three. Include all personnel along with the number and type of
positions.
b. Describe how the proposed staffing plan will ensure adequate instruction and services to all
students. Explain how the proposed staffing structure is necessary for the school to achieve its
mission.
c. Describe the criteria and process for teacher selection. Explain how the criterion provided aligns
with your school’s vision and mission.
Attach a draft of the proposed school’s Election-to-Work Agreement (EWA). You can use the
EWA template at the end of this document.
For new schools and SLC conversions only:
d. Describe the criteria for selecting a principal for the proposed school, and explain how the
characteristics align with your school’s vision and mission. Describe the process that will be used
to select the principal. The selected candidate must meet all credential requirements. Attach a
job description for the Principal in your proposal appendix.
6. Budget: How will the school use budget autonomy? Your response should:
a. Explain how the budget plan supports the overall strategic development of the proposed school.
b. Identify specific financial priority areas (staffing, support services, etc.) and provide a reason why
these budget priorities are necessary for the school to achieve the vision and mission.
7. Governance: How will the school use the governance autonomy afforded to Pilot Schools?
Your response should:
a. Describe the composition of the Governing School Council and the process for membership
selection. Include a detailed description of the role of the governing council.
b. Describe the role of teacher leadership at your school and how this will be developed.
c. Describe the decision-making structure at the school and how this will be used to develop
policies.
d. Include how the new policy/policies will be communicated to the staff, students, and parents in a
timely and clear manner.
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Additional Waivers: Identify what, if any, LIS waivers or additional waivers from the LAUSD
Collective Bargaining Agreement with UTLA are needed to support and ensure the successful
implementation of the school plan. If selecting one of the automatically granted LIS waivers, please go to
Section IV. Local Initiative School Instructional Plan, identify the waiver you seek and respond to the
related question(s). If you are requesting a waiver outside of the LIS-specific waivers, please complete
the LAUSD/UTLA WAIVER-SIDE LETTER REQUEST FORM, which is available online, and submit
it with your proposal.
RATIONALE FOR THE AUTONOMOUS MODEL CHOSEN
Autonomous schools are to be established for the purpose of improving school performance and student
achievement by utilizing increased autonomy and flexibility. These autonomies are used to create the
conditions necessary to provide students with a variety of innovative learning options and an improved
educational learning environment. Explain how the selected model addresses the specific issues,
challenges, or needs identified in the School Data/Profile Analysis section. Explain how it aligns with
your stated vision and mission.
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PILOT SCHOOL IMPLEMENTATION PLAN
It is important that Design Teams have a thorough plan for the implementation of the proposal. Design
Teams should provide an implementation plan for the school that includes a timeline of major activities to
be conducted from year one to year three.
The timeline may address such aspects as staff selection, curriculum and assessment development,
professional development, school-wide focus or strategies, family and community engagement, facility
operations, as applicable ensuring that all are in place by the time the school begins. Design Teams
should ensure that their budget aligns with all programming, staffing plans, student enrollment
projections, etc.
Design Teams may choose to respond in narrative form or use the following implementation plan
template pages found on the last page of this document not to exceed the 30 page total.
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IMPLEMENTATION TEMPLATE
YEAR ONE TIMELINE:
*PROPOSAL
ELEMENTS
TASKS/ACTIVITIES
What tasks or activities are
needed to implement the priority
or strategy?
RESPONSIBILITY
Who will lead the
implementation?
RESOURCES
START / END
What resources and
support will be needed for
implementation?
When should it start and
how much time is needed to
implement?
STATUS
Not yet started / In progress
/ Completed
CURRICULUM
&
INSTRUCTION
ASSESSMENT
PLAN
PROFESSIONAL
DEVELOPMENT
SCHOOL
SCHEDULE &
CALENDAR
STAFFING
BUDGET
GOVERNANCE
FAMILY &
COMMUNITY
ENGAGEMENT
* Include as many rows/pages as necessary to address the various elements of the proposal.
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IMPLEMENTATION TEMPLATE, cont.
YEAR TWO & THREE TIMELINE:
*PROPOSAL
ELEMENTS
TASKS/ACTIVITIES
What tasks or activities are
needed to implement the priority
or strategy?
RESPONSIBILITY
Who will lead the
implementation?
RESOURCES
START / END
What resources and
support will be needed for
implementation?
When should it start and
how much time is needed to
implement?
STATUS
Not yet started / In progress
/ Completed
CURRICULUM
&
INSTRUCTION
ASSESSMENT
PLAN
PROFESSIONAL
DEVELOPMENT
SCHOOL
SCHEDULE &
CALENDAR
STAFFING
BUDGET
GOVERNANCE
FAMILY &
COMMUNITY
ENGAGEMENT
* Include as many rows/pages as necessary to address the various elements of the proposal.
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START-UP PILOT SCHOOLS AND CONVERSIONS SLC
1. Enrollment: Complete the enrollment chart below detailing the number of students and grades the
schools seeks to serve in year one through three, and at capacity. Enrollment information should
clearly reflect the enrollment and grade structure of the school from year one through year three.
Provide a brief narrative regarding your rationale for the proposed enrollment and grade structure.
Academic
Year
Planned Number of
Students
Within
Outside
LAUSD
LAUSD
Maximum Number of
Students
Grade Levels
2016 - 2017
2017 - 2018
2018 - 2019
At Capacity
2. Student Recruitment: Explain how the school will successfully attract and recruit a diverse student
population that reflects the community the school plans to serve. Discuss where these students would
be matriculating from and provide evidence supporting their interest in enrolling at your school.
Describe any student recruitment activities in which staff, students, and parents will be asked to
participate and the purpose of these activities.
3. Facilities: Start-up school applicants are encouraged to express their interest and requirements as
they relate to facilities, and willingness to share a campus with existing schools. The District will
work with applicants to determine existing facility options and engage existing schools that have
significant space available. However, please note that the District shall assess facility use and may
assign schools to Shared Campuses after carefully analyzing:
 Space Requirements:
Specify your school’s space requirements (number of classrooms, administrative offices,
program-specific space, etc.) Space requirements should reflect all programmatic elements
(curricular and extra-curricular), enrollment, grade levels and staffing structure, and the unique
or innovative aspects of the school program. Please note your space requirements will still be
subject to the District’s final analysis on available space at the time of request.
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