Common use of WORK-BASED LEARNING PROGRAM Clause in Contracts

WORK-BASED LEARNING PROGRAM. (WBLP): A. The veracity of the representations made by Contractor in Contractor’s Proposal, B. The quality of Contractor’s proposed staff and C. The WBLP Plan included in Contractor’s Proposal. Contractor hereby warrants to provide the Services and the WBLP(s) in the manner represented in Contractor’s Proposal. Furthermore, with respect to Contractor’s WBLP, Contractor acknowledges that: The District is free to publicize its positive experiences with the Contractor and, if applicable, is also free to share, with other school districts or organizations that inquire, whatever frustrations it may have experienced in Contractor’s implementation of Contractor’s WBLP(s); The District will, of course, share Contractor’s name, information regarding Contractor’s business and regarding Contractor’s proposed WBLP(s) with District schools seeking partners; The District will also identify Contractor in District documentation regarding the District’s Linked Learning program; The District may photograph participating Contractor representatives and publish those photographs in District promotional and reporting materials relating to the District’s Linked Learning program; and Should Contractor fail to provide the WBLP, in particular, as provided herein, then, in addition to all other remedies to which the District may be entitled, at law and in equity, the District may take Contractor’s failure to perform as promised into consideration in the event Contractor is under consideration to provide services to the District in the future.” The contractor is to provide a dropout prevention, early intervention, and intervention program that intersect the best practices of case management and educational intervention. Educational interventions must include a mentoring and tutoring component that is imbedded throughout the instructional day and afterschool to those students that meet the criteria and the ability to identify students at-risk of dropping out of high school. The program must provide comprehensive interventions supports focusing on increasing school attendance grades, increasing passing scores in English and Math, increasing high school graduation, and decreasing dropout rates. The purpose of this in-school intervention is to provide personalized support for students who are in need of intensive academic interventions in order to improve their academic success. This in- school intervention program is to establish a contract for academic intervention programs tailored to students identified as at-risk of dropping out of school and or targeted student populations (▇▇▇▇▇▇ children/youth, probation, students residing in-group homeless, pregnant and parenting teens). The LAUSD goal is for students to achieve at least Proficient attendance by attending at a rate of 96% or higher. Proficient attendance is achieved and maintained by having no more than one absence for every 25 days of instruction and no more than seven absences during the entire school year. Chronic absence, a strong predictor of lower academic achievement, particularly for children living in poverty, is defined as missing 9% or more of the school year (Below Basic/Far below Basic attendance bands, 15 or more school days absent). • LAUSD Performance Meter Goal: 76% of students should have 96% or higher attendance • Increase the percentage of students attending at 96% or higher (7 or fewer absences in a school year) by 5% in Targeted Grade Level • Increase the percent of students attending 173‐180 days each school year (96% attendance rate) by 5% in Targeted Grade Level • Decrease students missing 16 days or more each school year by 5% in Targeted Grade Level. The LAUSD graduation rate for all high schools in 2013-14 was 70.4%. For comprehensive high schools, the graduation rate was 81.8%. LAUSD Performance Meter Goal and Local Control and Accountability Program (LCAP) goals 100% of Graduation for all Students. • Increase 4-year cohort graduation rate for high school students attending high school • Increase matriculation rate for middle school students to high school by 100% LAUSD dropout rates declined from 2012-13 to 2013-14. Dropout rates are now calculated as a Cohort Dropout rate (the number of students who dropped out of the cohort over the four-year period or did not graduate in four years). The Cohort Dropout Rate ranged from 4.5% to 24.1% among major urban districts. The state average was 11.6%. Compared to other urban districts in California, LAUSD's Cohort Dropout rate was the second highest at 17%. • Decrease dropout rate by 2% in targeted high schools on an annual basis Contractor is to establish an on-going system to increase academic success among students that are identified at-risk of failing grades in Mathematics and English. A key component of this Initiative’s focus on in-school academic support, mentoring, positive behavior support, restorative justice practices, and case management.

WORK-BASED LEARNING PROGRAM. (WBLP): A. The veracity of the representations made by Contractor in Contractor’s Proposal, B. The quality of Contractor’s proposed staff and C. The WBLP Plan included in Contractor’s Proposal. Contractor hereby warrants to provide the Services and the WBLP(s) in the manner represented in Contractor’s Proposal. Furthermore, with respect to Contractor’s WBLP, Contractor acknowledges that: The District is free to publicize its positive experiences with the Contractor and, if applicable, is also free to share, with other school districts or organizations that inquire, whatever frustrations it may have experienced in Contractor’s implementation of Contractor’s WBLP(s); The District will, of course, share Contractor’s name, information regarding Contractor’s business and regarding Contractor’s proposed WBLP(s) with District schools seeking partners; School Level: Middle School and High School Art Discipline: Film/Media The District will also identify Contractor contractor shall: 1. Design and implement a program in District documentation regarding Dance, Theatre, Music, Visual Arts, Film/Media Arts, and/orCreative Writing with focused arts education activities including residencies, workshops, master classes, performances, exhibitions to deepen and extend arts learning for students in the District. Programs will need to adhere to a standards-based arts curriculum supported by the AEB’s Linked Learning program; The District may photograph participating Arts Instructional Guides and the CA Visual and Performing Arts Standards. Programs need to take into account and be relevant to students’ life experience and culture and promote students’ accessto 21st century skills: creativity, problem solving, critical thinking and collaboration. Contractorsare encouraged to articulate how their programs would support collaboration among classroom teachers, arts specialists and community arts partners. 2. Develop and provide materials and resources for students and teachers including arts based materials, curriculum resources, and transportation required for students. Contractor representatives shall beresponsible for providing the necessary equipment, materials, supplies, etc. 3. Meet the needs of all students, with varying abilities, through differentiated learning experiences,and publish those photographs in District promotional represent the cultural and reporting materials relating to linguistic diversity of the District’s Linked Learning program; and Should Contractor fail . Differentiation must be provided for all students, including, but not limited to provide the WBLPEnglish language learners, in particular, as provided herein, then, in addition to all other remedies to which the District may be entitled, at law and in equity, the District may take Contractor’s failure to perform as promised into consideration in the event Contractor is under consideration to provide services to the District in the future.” The contractor is to provide a dropout prevention, early interventionstudent with special needs, and intervention program that intersect the best practices of case management students identified as gifted and educational interventiontalented. 4. Educational interventions must include a mentoring and tutoring component that is imbedded throughout the instructional day and afterschool to those students that meet the criteria and the ability to identify students at-risk of dropping out of high school. The program must provide comprehensive interventions supports focusing on increasing school attendance grades, increasing passing scores in English and Math, increasing high school graduation, and decreasing dropout rates. The purpose of this in-school intervention is to provide personalized support for students who are in need of intensive academic interventions Provide appropriate planning time in order to improve their academic successensure successful collaboration at the school sitebetween arts providers, classroom teachers, and administrators, and allow for adequate preparation for the school site prior to each event. 5. This in- school intervention program is Make arrangements, monitor, and communicate with the Arts Education Branch on an ongoing basis to establish a contract ensure successful implementation of programs; participate in two Professional Development opportunities provided by the Arts Education Branch in order to share and promoteprograms within the larger LAUSD education community. 6. Provide all instructional supplies and equipment necessary for academic intervention programs tailored full participation at no additionalcost to students identified as at-risk the LAUSD community. 7. Arts partners shall not solicit private lessons to members of dropping out of school the LAUSD community for anadditional fee or cost. 8. Arts partners must adhere to all deadlines, including, but not limited to work orders and or targeted student populations (▇▇▇▇▇▇▇▇.▇▇▇▇ children/youth, probation, students residing in-group homeless, pregnant and parenting teens)orders received after the deadline may not be considered. The LAUSD goal is Invoices received after the deadline may not be processed for students payment. 9. Arts partners must take place in selected professional development coordinated by the ArtsEducation Branch. 10. All arts partners shall strive to achieve enhance other arts opportunities offered by other arts partners and/or credentialed arts teachers at least Proficient attendance by attending at a rate of 96% or higherthe schools. Proficient attendance is achieved and maintained by having no more than one absence for every 25 days of instruction and no more than seven absences during the entire school year. Chronic absence, a strong predictor of lower academic achievement, particularly for children living in poverty, is defined as missing 9% or more of the school year (Below Basic/Far below Basic attendance bands, 15 or more school days absent). • LAUSD Performance Meter Goal: 76% of students should have 96% or higher attendance • Increase the percentage of students attending at 96% or higher (7 or fewer absences in a school year) by 5% in Targeted Grade Level • Increase the percent of students attending 173‐180 days each school year (96% attendance rate) by 5% in Targeted Grade Level • Decrease students missing 16 days or more each school year by 5% in Targeted Grade Level. The LAUSD graduation rate for all high schools in 2013-14 was 70.4%. For comprehensive high schools, the graduation rate was 81.8%. LAUSD Performance Meter Goal and Local Control and Accountability Program (LCAP) goals 100% of Graduation for all Students. • Increase 4-year cohort graduation rate for high school students attending high school • Increase matriculation rate for middle school students to high school by 100% LAUSD dropout rates declined from 2012-13 to 2013-14. Dropout rates are now calculated as a Cohort Dropout rate (the number of students who dropped out of the cohort over the four-year period or did not graduate in four years). The Cohort Dropout Rate ranged from 4.5% to 24.1% among major urban districts. The state average was 11.6%. Compared to other urban districts in California, LAUSD's Cohort Dropout rate was the second highest at 17%. • Decrease dropout rate by 2% in targeted high schools on an annual basis Contractor is to establish an on-going system to increase academic success among students that are identified at-risk of failing grades in Mathematics and English. A key component of this Initiative’s focus on in-school academic support, mentoring, positive behavior support, restorative justice practices, and case managementThis shall include collaborative planning whensharing instructional space.