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The People’s Playbook to the Validated Plan

Promoting Equity and Access for Black Students

The Validated Plan: Promoting Equity and Access for Black Students is a commitment and plan to make Black student achievement a top priority in Local District South. This blueprint describes how schools will promote equity and access for Black students so that they can thrive academically, socially and emotionally. The creation of this plan was made possible by Black parents, educators, community members, and district leaders. The Validated Plan aims to accelerate Black student achievement and support students’ socioemotional wellbeing through five action steps:

1.

Recruit, develop, and support school leaders and teachers

2.

Provide culturally responsive academic supports

3.

Remove barriers to success

4.

Value Black stakeholders

5.

Provide student-centered leadership and career-based mentoring opportunities

The People’s Playbook to the Validated Plan for Black Students is a guide for parents and advocates to hold the district and schools accountable to what was promised for Black students in Local District South. Under each action step you can find what was promised by the district, what to ask and look for at your school, and how we will know we were successful. Parents can use this tool to advocate not only for their own children, but to also hold the district accountable for the academic and social-emotional well-being of all Black students in Local District South.

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Local District South

Local District South is located in the southernmost region of Los Angeles Unified and serves the communities of South Los Angeles, Watts, Gardena, Carson, Harbor City, Wilmington, and San Pedro. Local District South has 130 schools, serving a total of 81,863 students in 2020-21.[1] In Local District South, there are 12,251 African American students, making up 15% of all students.

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Growth targets

The Validated Plan is committed to accelerating growth by monitoring these metrics for Black students over the next five years. Below are the growth targets for 2021-22.[2]

Attendance: chronic absenteeism

  • Black students in Local District South 32% 32%
  • 2021-22 target (7% decrease) 25% 25%
  • LAUSD 18% 18%

K-3 student on grade level in reading (DIBELS proficiency)

  • Black students in Local District South 41% 41%
  • 2021-22 target (5% increase) 46% 46%
  • LAUSD 57% 57%

K-3 students on grade level in math (Edulastic proficiency)

  • Black students in Local District South 20% 20%
  • 2021-22 target (5% increase) 25% 25%
  • LAUSD 34% 34%

Students identified for GATE

  • Black students in Local District South 9% 9%
  • 2021-22 target (6% increase) 15% 15%

LAUSD

 N/A

Students enrolled in Advanced Placement courses

  • Black students in Local District South 17% 17%
  • 2021-22 target (10% increase) 27% 27%
  • LAUSD 25% 25%

Students eligible to apply for a UC/CSU

  • Black students in Local District South 32% 32%
  • 2021-22 target (5% increase) 37% 37%
  • LAUSD 38% 38%

Action Step 1:

Recruit, develop, and support school leaders and teachers

Local District South will recruit, develop, and support school leaders and teachers, especially Black school leaders and teachers so that they can better support Black students.

Allocation of human resources

What was promised in the Validated Plan

  • Recruit and place effective Black leaders and teachers at schools
  • Provide our most challenged schools with the most innovative staff

What to ask and look for

  • Are Black educators being placed in leadership positions, particularly Black males?
  • Are Black parents represented on interview committees for new school leaders and teachers?
  • Are high potential and effective candidates being recruited (e.g., paraprofessionals, teacher education candidates)?
  • Are teaching vacancies being filled with high potential or credentialed teachers?
  • How many “Must Place” teachers have been assigned to our school?

How will we know we were successful?

  • Strong pathways for Black educators to get promoted into leadership positions
  • Strong pipeline from residency programs and other programs designed to attract teachers of color
  • Multiple high-qualified candidates being interviewed early on in the prior school year
  • No more than one must-place assignment per school in a given year[3]

Professional learning

What was promised in the Validated Plan

  • Provide training that provides culturally responsive instructional practices in English and math
  • Provide resources and training to accelerate Black student achievement

What to ask and look for

  • Have all teachers received comprehensive training in culturally responsive pedagogy?
  • Have all school leaders, teachers, and support staff received cultural proficiency and implicit bias training?
  • Is my student learning material that affirms his/her identity and culture?
  • Are teachers using culturally responsive materials and resources?
  • Are teachers using a growth mindset approach to teaching?

How will we know we were successful?

  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.
  • There are more Black students in grades K-2 that are at/above benchmark on the DIBELS assessment (a 5% increase in 2021-22)
  • There are more Black students in grades K-2 that are on grade level in early numeracy (a 5% increase in 2021-22)

Increase student academic engagement

What was promised in the Validated Plan

  • Coach administrators and teachers to better engage and improve the academic progress of Black students
  • Establish Equity Director position to support the Validated Plan

What to ask and look for

  • Do school leaders and teachers feel supported in implementing culturally responsive strategies?
  • Are teachers receiving meaningful feedback and sharing best practices amongst each other?
  • Are teachers monitoring the academic progress of their Black students and responding to their needs?
  • Are principals meeting regularly with teachers about the progress of the Black students in their classrooms?

How will we know we were successful?

  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.
  • There are more Black students in grades K-2 that are at/above benchmark on the DIBELS assessment (a 5% increase in 2021-22)
  • There are more Black students in grades K-2 that are on grade level in early numeracy (a 5% increase in 2021-22)

Action Step 2:

Ensure culturally responsive academic supports

Local District South will ensure culturally responsive academic support for Black students including culturally responsive course materials and affirming school environments where Black students feel seen, heard and affirmed.

Core academic enhancements and support

What was promised in the Validated Plan

  • Ensure culturally responsive instruction in all classrooms
  • Teach, highlight, include historical events, monuments, and figures related to the Black experience in history and social science

What to ask and look for

  • Is my student learning material that affirms his/her identity and culture?
  • Is the teacher using culturally responsive materials and resources?
  • Is my student learning about significant historical events, moments and figures related to the Black experience in his/her history and social science lessons?
  • Are teachers using a growth mindset approach to teaching?

How will we know we were successful?

  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.
  • There are more Black students in grades K-2 that are at/above benchmark on the DIBELS assessment (a 5% increase in 2021-22)
  • There are more Black students in grades K-2 that are on grade level in early numeracy (a 5% increase in 2021-22)

Affirming school environments

What was promised in the Validated Plan

  • Share models of school spaces that affirm Black students and evoke a sense of belonging
  • Dedicate spaces inside and outside the classroom to celebrate and affirm Black heritage

What to ask and look for

  • Does my student have an adult in school who knows about them and cares about them as a person?
  • Does my student have a group of peers they interact with and feel affinity with?
  • Does my student engage in activities helping others either directly or indirectly?
  • Does my student believe school is a welcoming space to be?

How will we know we were successful?

  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.
  • Black students feel safe and welcome in their school. This will be measured using the LAUSD School Experience Survey to assess how safe Black students feel in school.

Action Step 3:

Recruit, develop, and support school leaders and teachers

Local District South will recruit, develop, and support school leaders and teachers, especially Black school leaders and teachers so that they can better support Black students.

High quality academic support and intervention

What was promised in the Validated Plan

  • Monitor Black student grades monthly
  • Provide personalized academic support
  • Identify more Black students for the Gifted and Talented Education (GATE) program
  • Increase participation in classes that prepare Black students for college

What to ask and look for

  • Is my student being provided with personalized academic support?
  • How many Black students are currently enrolled in GATE?
  • How many Black high school students are currently enrolled in AP courses? 
  • How many Black high school students are currently enrolled in Dual Enrollment College Courses?
  • How is the school intentionally identifying students for GATE?
  • How is the school intentionally recruiting Black students to enroll in AP courses?
  • How is the school communicating about these advanced learning options with parents?
  • How are parents being supported in understanding the value of these programs and the opportunities to enroll their child?

How will we know we were successful?

  • Each Black student has a personalized academic plan tailored to their needs
  • There are more Black students in grades 2- 5 enrolled in GATE (an increase of 7% in 2021-22)
  • There are more Black students enrolled in AP courses (an increase of 10% in 2021-22)
  • There are more Black students eligible to apply for a UC/CSU (an increase of 5% in 2021-22)

Model and reinforce positive behavior

What was promised in the Validated Plan

  • Use restorative practices to enhance community building
  • Emphasize positive teacher-student relationships

What to ask and look for

  • How is the school approaching discipline?
  • What restorative justice practices are being implemented?
  • Are parents engaged in the process of restorative justice?

How will we know we were successful?

  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school. 
  • There are less Black students missing 15 days of school or more (a decrease of 7% in chronic absenteeism in 2021-22)

Social-emotional wellness

What was promised in the Validated Plan

  • Enhance school and community-based mental health services
  • Provide regular check-ins by local district support staff to schools in need of a mental health provider

What to ask and look for

  • What school and/or community based mental health services are being offered on campus?
  • How are parents being informed about the availability of these services?
  • Is my school being supported by the Local District System of Support to provide social emotional support?

How will we know we were successful?

  • There are more school and community based mental health services on campus
  • Black students feel culturally affirmed and valued. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.
  • Black students feel safe and welcome in their school. This will be measured using the LAUSD School Experience Survey to assess how safe Black students feel in school.

Action Step 4:

Value Black stakeholders

Local District South will value Black stakeholders by providing opportunities and spaces for Black parents and community members to elevate their voices and provide feedback on decisions to put the “Validated” plan into action.

Parental empowerment

What was promised in the Validated Plan

  • Provide clear communication to elevate Black voices
  • Host Black parent workshops and meetings

What to ask and look for

  • What meetings and workshops is the school organizing specifically for Black parents?
  • Is the school communicating with parents in a consistent and clear way on a monthly basis (e.g., via newsletters, social media, etc.)?
  • How are the voices of Black parents and community members being elevated?

How will we know we were successful?

  • Black parents are being informed about opportunities to effectively advocate for their children 
  • Black parents have dedicated spaces and opportunities to elevate their voices
  • Schools are communicating clearly and consistently with Black parents

Parents as partners

What was promised in the Validated Plan

  • Establish a Black Parent Advisory Council to provide feedback on the implementation of the Validated Plan
  • Celebrate Black student success stories

What to ask and look for

  • How can I get involved in the Black Parent Advisory Council (BPAC)?
  • Is the school sharing this opportunity to get involved with BPAC with all Black parents?
  • Is my school providing opportunities for Black families to celebrate their students’ success and tell their stories (e.g., college acceptance, scholar athletes, etc.)?

How will we know we were successful?

  • Black parents are being engaged as thought partners and decision-makers 
  • Black families and their students are celebrated

Action Step 5:

Provide student-centered leadership and career-based mentoring opportunities

Local District South will provide student-centered leadership and career-based mentoring opportunities for Black students. The district will leverage the collective power of relationships with community and faith-based organizations to provide college and career options.

Student empowerment

What was promised in the Validated Plan

  • Establish a Black Student Advisory Council (BSAC) to provide feedback on the implementation of the Validated Plan
  • Encourage high schools to create a Black Student Union or leadership group
  • Encourage elementary schools to increase leadership opportunities for Black students

What to ask and look for

  • How can my student get involved in the Black Student Advisory Council (BSAC)?
  • Is there a Black Student Union or Young Black Scholars at my middle or high school?
  • What equity and inclusion activities are being offered at my elementary school? (These activities are designed to support understanding of racial/cultural differences and to sustain mutual respect to build a more inclusive school community).

How will we know we were successful?

  • Black students are being engaged as thought partners and decision-makers 
  • There are more high schools with a Black Student Union or Young Black Scholars
  • Black students feel connected to their school. This will be measured using the LAUSD School Experience Survey to assess how connected Black students feel to their school.

Community partnerships

What was promised in the Validated Plan

  • Motivate schools to ensure Black students are represented in leadership groups and positions
  • Expand partnerships with faith-based organizations and community groups to support Black students

What to ask and look for

  • Are Black students represented on school site student leadership cabinets and clubs?
  • Does my school have a partnership with a local faith-based and/or active community association to provide mentoring and other support (e.g., tutoring, internships, college and career strategizing, etc.)?

How will we know we were successful?

  • % of schools with a representative number of Black students on school site student leadership positions 
  • % of schools that have partnerships with local faith-based organizations or community-based organizations to provide mentoring and other support for students
  • There are more Black students in grades K-2 that are at/above benchmark on the DIBELS assessment (a 5% increase in 2021-22)
  • There are more Black students in grades K-2 that are on grade level in early numeracy (a 5% increase in 2021-22)
  • There are more Black students eligible to apply for a UC/CSU (a 5% increase in 2021-22)

Black educator demographics

Black teachers

  • Local District South 16% 16%
  • LAUSD 9% 9%

Black administrators

  • Local District South 42% 42%
  • LAUSD 19% 19%

Black counselors

  • Local District South 22% 22%

LAUSD

 N/A

Black COSAs

  • Local District South 38% 38%

LAUSD

 N/A

SEL data

The LAUSD School Experience Survey is an annual survey administered in the fall to students, parents, staff and teachers at all LAUSD schools. The Validated Plan includes action steps that address students’ socio-emotional well-being. While socio-emotional data is currently not part of the district’s official metrics for growth, we will be tracking this data from the School Experience Survey to understand how the Validated Plan is helping Black students feel welcome, supported, and connected to their schools.

LAUSD School Experience Survey Student Responses, 2020-21

Students feel their school is a supportive and inviting place for students to learn.

Elementary School

  • Local District South 82% 82%
  • LAUSD 88% 88%

Middle School

  • Local District South 74% 74%
  • LAUSD 82% 82%

High School

  • Local District South 68% 68%
  • LAUSD 76% 76%

Students who feel like they are part of their school.

Elementary School

  • Local District South 76% 76%
  • LAUSD 79% 79%

Middle School

  • Local District South 64% 64%
  • LAUSD 70% 70%

High School

  • Local District South 56% 56%
  • LAUSD 62% 62%

Students feel close to people at their school.

Elementary School

  • Local District South 61% 61%
  • LAUSD 66% 66%

Middle School

  • Local District South 48% 48%
  • LAUSD 55% 55%

High School

  • Local District South 42% 42%
  • LAUSD 54% 54%

Students feel there is at least one adult on campus whom they trust and can talk to no matter what is bothering them.

Elementary School

  • Local District South 68% 68%
  • LAUSD 70% 70%

Middle School

  • Local District South 55% 55%
  • LAUSD 58% 58%

High School

  • Local District South 51% 51%
  • LAUSD 55% 55%

FAQs

What is the difference between Black Student Achievement Plan (BSAP) and the Validated Plan for Black Students?

The Black Student Achievement Plan (BSAP) is a districtwide plan for Black students. The Validated Plan for Black Students is a plan specific to Local District South. It falls under the overarching goals and resources of the BSAP but is specifically designed for and by Local District South Black families.

When did the Validated Plan get passed and when will it get implemented?

The Validated Plan was passed and officially launched in Fall 2021. It will be implemented this school year 2021-22.

What is the purpose of the Validated Plan? Why do we need it?

The Validated Plan: Promoting Equity and Access for Black Students is a blueprint for how Local District South schools will accelerate Black student achievement, including raising math and reading scores for Black students, identifying more Black scholars for advanced courses, and making sure more Black high school graduates are eligible for four-year colleges and universities. The creation of this plan was made possible by Black parents, educators, community members, and district leaders.

For far too long, Black students have been bundled with all students of color. This plan validates the need for targeted plans and resources for Black student success in Local District South. It sees and affirms Black students and families. We need this plan to provide Black families and students with what they need to thrive academically, socially and emotionally.

What is the DIBELS assessment?

The DIBELS assessment is the Dynamic Indicators of Basic Literacy Skills (DIBELS) assessment and it provides schools with a benchmark to track if students in transitional kindergarten through fifth grade are on track to learn how to read. The measures are designed to regularly detect risk and monitor the development of early literacy and reading skills. DIBELS has been thoroughly researched and demonstrated to be a reliable and valid indicator of early literacy development.[4]

In LAUSD, students in grades TK-5 take the DIBELS assessment during the following assessment windows:

  • Beginning of Year (BOY): August 12 – October 11
  • Middle of Year (MOY): December 2 – February 7
  • End of Year (EOY): May 4 – June 12
What is the Edulastic assessment?

LAUSD uses the Edulastic Common Formative Assessment (CFA) to assess elementary mathematics learning of students in grades TK-6. The assessment covers topics taught by most teachers up to the point at which they take an assessment, focusing on high-priority skills students must master in elementary grades to be prepared for high level mathematics. The results help guide class instruction to increase student understanding of the most important math concepts. All students in a grade level will take the same assessment, which have been specially designed for LAUSD.[5]

In LAUSD, students in grades TK-6 take the Edulastic assessment in November, February, and May.

What is a "Must-Place" teaching assignment

Generally LAUSD hires teachers and then schools compete to attract those teachers who are under contract. Teachers apply for positions and are selected by schools when both parties agree it’s a good match. But in some cases the district places a teacher at a school even though neither the teacher nor the school think it’s a good match. This is called a «must-place» assignment.

California state law does not allow a district to release a tenured teacher on the basis of not being able to find another position in the district, effectively guaranteeing that teachers who have lost their position in one school in the district are guaranteed a position at another school. LAUSD and other California districts are left with little choice: they can either force principals to accept teachers who have been displaced or find funds to keep teachers on the payroll without a school assignment.

Must-place teachers are less likely to be successful and more likely to turn over than teachers that were selected by the school. Highest-needs schools received approximately 40% of all must-place assignments, which means must-place teachers are five times more likely to be placed in the highest-needs schools in the district.[6]

What is Gifted and Talented Education (GATE)? How are students identified for GATE?

The Gifted and Talented Education (GATE) program provides unique education opportunities for high-achieving and underachieving students in California public elementary and secondary schools.[7] Each school district’s governing board determines the criteria it will use to identify students for participation in GATE.

In LAUSD, the goal of the GATE program is «to identify gifted and talented students, including those from diverse racial, socioeconomic, linguistic, and cultural backgrounds, and provide high-quality differentiated opportunities for learning that meet students’ particular abilities and talents. LAUSD identifies students and offers programs in the following categories: intellectual ability, high achievement ability, creative ability, performing arts ability, specific academic ability, leadership ability, and visual arts ability.

Students are identified beginning with a referral request. A referral for identification can be made by a teacher, parent, student, peer, or any member of the school community.

[1] LAUSD Open Data Dashboard, Local District South Profile, 2020-21.
[2] These data are from the LAUSD Black Student Achievement Plan, 2021. All data is from 2020-21.
[3] Recommendations pulled from Partnership For Los Angeles Schools’ «Beneath the Surface: Ensuring LA schools have equitable access to educators» report.
[4] University of Oregon, What is DIBELS?.
[5] Edulastic, LAUSD Family Guide: Common Formative Assessment Elementary Math (TK-6), 2020-21.
[6] Partnership for Los Angeles Schools, Beneath the Surface: Ensuring LA schools have equitable access to educators, January 2019.
[7] California Department of Education, Gifted and Talented Education Program Resource Guide, Revised June 2005.