Integrate the community schools initiative with Linked Learning and CTE through joint planning, cofunded positions, and instructional-department placement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

LAUSD integrated its CSI with district strategies sharing common goals, especially Linked Learning and Career Technical Education, reinforcing each approach's strengths. The report states: "This process has included joint planning with LAUSD’s Linked Learning and Career Technical Education (CTE) Department, the development of resources for schools pursuing both approaches, and positions jointly funded by the CSI and the Linked Learning/CTE Department." The CSI also created a secondary specialist role to support cross-department collaboration and postsecondary readiness. The CSI's placement in the Division of Instruction—rather than student services, where community school efforts more often sit—facilitated this alignment.

Design Implications¶

Context¶

Requirements¶

• Placement of the initiative within the district's instructional division
• Jointly funded positions such as work-based learning coordinators
• A secondary specialist role supporting cross-department collaboration

Constraints¶

Target Learners¶

• Secondary students in LAUSD community schools

Target Learning Goals¶

• Career-focused pathways, postsecondary readiness, and real-world learning integrated with community school approaches

Related Strategies¶

• Support community-connected project-based learning through PBL champions, collaboration time, and experience-tiered professional learning
• Engage educators and classified staff districtwide in shared professional learning on welcoming, inclusive practices
• Provide faculty professional development in adult learning theory and pedagogy for career pathways instruction

Examples¶

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Key Sources¶

• Klevan, S., Spitzer, N., Hernández, L., Rubinstein, C., & Swain, W. (2026). Community schools in Los Angeles Unified: Transforming teaching and learning. Learning Policy Institute. https://doi.org/10.54300/677.130