Staff Present:
Ms. Amelia McKenna, Assistant Superintendent, Division of Instruction
Mr. Marty Varon, Budget Director, Budget Services and Financial Planning Division
Ms. Barbara Gutierrez, Administrative Coordinator, LEARN
Ms. Carol Takemoto, Project Director, Los Angeles Systemic Initiative

Others Present: See attached list.
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The meeting convened at 10:25 a.m.-
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DECISION ITEM

NON-ROUTINE BUDGET TRANSFER

Mr. Varon noted that this item was brought to this Committee due to the cancellation of the augmented Business and Operations Committee meeting.

Mr. Varon presented Budget Services and Financial Planning Division Communication No. 1 requesting a budget transfer to provide a new classified position in the Budget Services and Financial Planning Division - Financial Planning and Research Branch to monitor and evaluate school calendars and bell schedules in order to ensure compliance with State instructional minutes requirements. This position will be effective as of July 1, 1996. This function was provided in the past by Mr. Barry Mostovoy who has since retired.

The communication was approved for transmittal to the Board of Education on July 15, 1996.

Ms. Takemoto reported that she would provide a progress report on year one of the Los Angeles Systemic Initiative (LA-SI) which has been approved and funded by the National Science Foundation for a five-year period. She reviewed the operational model under which the strategies are being implemented. The model is based on the national movement which began in 1989 with mathematics standards and then the publication of the Science Benchmarks in 1993 along with the program development standards, professional development standards, and systems standards.
The program development standards consist of three elements‹content, instruction, and assessment.

The professional development standards provide for teachers an assurance that the curriculum they have before them is developmentally appropriate and it does lead to successful student achievement. When the teachers are teaching this curriculum in the classroom, they are teaching the standards. There is an implementation standard that talks about the evaluation component. When these are in place, there is an evaluation loop that assures the professional development standards are in alignment. When new materials arrive at the schools, teachers will be able to evaluate these materials and select the best and appropriate ones.

The systems standards are critical because if the systems standards are not in place then the other two standards cannot function. The systems standards include:

1.Coordinate and align the policies that promote the equitable implementation of the mathematics and science in education standards.

2.Assurance that there is enough allocation of resources to support those policies that were established.

3.An evaluation of the system.

Ms. Takemoto reported that at the augmented Instruction/Curriculum/Support Services/Student Achievement Committee meeting of December 7, 1995, she provided the first update on the LA-SI. At that meeting she showed a transparency that displayed the traditional science curriculum which has been called the "layered cake approach." She showed a transparency that displayed the Life/Earth/Physical Science in kindergarten through fifth grade as a balanced curriculum. The next transparency showed that the Life/Earth/Physical Science has now been broken down so that there is integration of the Life/Earth/Physical Science. In the middle schools there is a continued integration of life versus physical in grades 6, 7, and 8. A year ago there was no class for ninth grade. There is now a class called Ninth Grade Integrated Coordinated Science 1. In the tenth grade students can take Integrated Coordinated Science 2 or biology in its format as a straight biology or as an advanced placement biology. In the eleventh grade students can take Integrated Coordinated Science 3 or they make take chemistry or its equivalent in a higher format called advanced placement chemistry. In the twelfth grade students can take physics, advanced placement physics, or University of California approved electives.

Ms. Takemoto showed a transparency that displayed the traditional mathematics science curriculum. The next transparency showed that at the K-5 level there is a solid mathematics program that is balanced and integrated. Integrated mathematics is offered in grades 6, 7, and 8. Mathematics investigations are offered in the ninth grade. The next transparency showed the sequence for algebra, algebra 3, geometry, calculus, advanced placement calculus, and advanced placement statistics for grades 10 through 12.

The transitional science curriculum provides for a two-year laboratory course work that was approved by the Board and is included in the Superintendent's Call to Action. This transitional model also allows for three years of mathematics that will be graduation requirements for the students.

The progress that has been made include:

€The elimination of remedial math and science courses.

€The development of the ninth grade integrated/coordinated science program at 17 high schools.

€The partnership with California State University at Northridge on advanced placement statistics and advanced placement calculus.

€The expansion of integrated math and integrated science courses in grades 6 through 12.
€Three hundred and forty-two teachers in 123 schools have been trained as Change Agents in mathematics, science, and curricular reform. Out of the 123 schools, 50 demonstration sites have been identified.

€Over 700 teachers have attended Mathematics and Science Academies sponsored by LA-SI.

€The Language Acquisition and Bilingual Development Branch developed the Bilingual Mathematics and Science Academies.

€Four hundred and fifty teachers are being sponsored by LA-SI. These teachers are attending subject matter projects at UCLA, USC, California State University at Northridge and Dominguez Hills.

€Over 5,000 teachers have attended workshops and networks through the five LA-SI Math/Science/Technology Centers.

€The establishment of a kit loan system and a refurbishment center.

€The training of 400 teachers on the use of the Internet.

The LA-SI will publish a brochure seeking endorsements from institutes of higher education in order to showcase students' work, parent involvement, and LA-SI's endeavors.

Mr. Joe Oliver, Mathematics Resource Teacher, showed a videotape that contained an excerpt of a one-hour broadcast in which student scientists from Lincoln High School interacted with scientists at the Space Science Telescope Institute on image processing.

The following activities will occur during the second year of the LA-SI:

€The implementation of the Phase 2 training at an additional 105 schools. The training will begin August 12.

€A comprehensive evaluation plan will be developed by the Program Evaluation and Assessment Branch.

€The expansion of the ninth grade integrated/coordinated science program to an additional 15 schools.

€The development of the tenth grade integrated/coordinated science program.

€The expansion of integrated mathematics and science courses, K-12.

€The expansion of family math and science.

Mr. Slavkin suggested that at future updates, Ms. Takemoto provide a brief summary on what is LA-SI. Staff responded to the following questions raised by Mr. Slavkin:

1. The Superintendent's Call to Action requires that all students complete algebra or an equivalent algebra course in middle school. Will LA-SI's course sequence meet this requirement?

2. Does the revision to an integrated math and science format meet the admission requirements of
the University of California and the California State University system?

3. Is LA-SI staff comfortable with the math and science learning standards that the Board will
vote on this month?

4. To what extend has there been dialogue with the California State University system on the crisis of remedial math education for incoming Cal State students?

Ms. Gutierrez presented Board of Education Report No. 5 authorizing the receipt of Los Angeles Annenberg Metropolitan Project (LAAMP) Challenge Grant funds and approving the proposed process for allocating LAAMP funds to approved LEARN families of schools in accordance with the Memorandum of Understanding (MOU) between the District and LAAMP, under Board of Education Report No. 13, dated February 20, 1996. It is further proposed that staff be authorized to make technical changes and modifications to the process for allocating funds based on the number of approved school families and/or feedback from LAAMP. The LAAMP award over five years beginning in 1995-96 is $5 million in year one and not less than $4 million in years two through five, 1996-2000, to be allocated directly to approved LEARN/LAAMP families of schools including support for schools. Any unspent balances in each account for the six school families for 1995-96 shall be carried over into the next fiscal year.

The communication was approved for transmittal to the Board of Education on July 15, 1996.

Notes by: Dinah Edwards, Board Secretariat