LAUSD 2022-26 Strategic Plan

Pillar 1: Academic Excellence

Rigorous and Responsive Academic Programs to Achieve Excellence for All

Providing a world-class academic experience for our students is the most important component of ensuring they are ready for the world. We believe we must support our students in developing the foundational knowledge and necessary skills to graduate and succeed in college and the workforce, and we must also offer them opportunities and tools needed to grow into excited and inspired lifelong learners. Moreover, it is our imperative to ensure that we achieve this for ALL students, and that students who have historically been underserved by the public education system will receive the instructional supports and services they need to thrive in our schools. This pillar represents our dedicated focus on building a system where exceptional teaching can be found in every classroom, and knowledgeable, critical thinkers can be found in every seat.


1A: High-Quality Instruction


Focus on consistent implementation of high-quality instruction to improve student outcomes


An exemplary classroom education experience and evidence-based instructional practices are essential to prepare our students for postsecondary excellence


  • Deliver impactful, rigorous, standards-based, culturally responsive, and inclusive instruction supported by high-quality curricular and instructional materials in all content areas

  • Integrate technology and access to other critical resources, such as online learning tools and libraries, to elevate teaching and learning

  • Institute comprehensive systems to observe classroom instruction and provide reflection and feedback to improve practice Implement high-quality, differentiated, and ongoing professional development and coaching grounded in data to support effective teaching, learning, and leadership

  • Provide targeted professional learning opportunities and coaching for newly hired teachers at highest-needs schools that result in effective, equity-driven instruction

  • Expand equitable grading practices, proficiency-based assessments, and personalized instruction to support all students in demonstrating grade-level proficiency of standards based learning targets

  • Analyze and act upon assessment data to guide instructional planning and personalized learning so all students reach proficiency


By 2026, we will:

  • Move third-grade students, on average, 30 points closer to proficiency on the Smarter Balanced Assessment in English Language Arts, using 2021-22 data as a baseline; move those in targeted student groups 40 points closer

• Move all students in grades 4-8 and 11 closer to proficiency

  • Move students in grades 3-5 and 6-8, on average, 40 points closer to proficiency on the Smarter Balanced Assessment in math, using 2021-22 data as a baseline; move those in targeted student groups 50 points closer

• Move all students in grade 11 closer to proficiency

  • Use the Informal Observation Tool on the My Professional Growth System to observe classroom instruction in 100% of schools

  • Increase the percentage of teachers with Equitable Grading and Instruction certification by over 50% (from 2021-22)

  • Increase the percentage of students meeting early literacy benchmarks

        • Kindergarten - 83% (from 49.1% in 2020-21)

        • Grade 1 - 80% (from 64.5% in 2020-21)

        • Grade 2 - 84% (from 62.3% in 2020-21)


Division of Instruction

Instructional Technology Initiative

Personalized Learning Systems

International Society for Technology in Education (ISTE) Standards

Equitable Grading and Instruction

1B: Enriching Experiences


Deliver well-rounded, inspiring educational and enrichment experiences to instill and maintain a love of learning


Establishing a well-rounded educational experience keeps students engaged, promotes joy in learning, and builds a variety of critical skills for world readiness


  • Offer and enroll students in a wide array of courses and experiences that support a well-rounded education, such as STEAM courses and Ethnic Studies, during the school day and after school

  • Increase access to visual and performing arts programs at school sites

  • Leverage programs such as the Cultural Arts Passport to create regular access to artistic and cultural experiences for students outside of the classroom, especially those from under-resourced communities

  • Provide students with expanded opportunities to become multilingual through dual and world language programs, including American Sign Language

  • Increase access to gifted and talented programs by addressing the disproportionality of students identified to receive services

  • Expand outdoor education and nature-based experiences

  • Create opportunities for students in all grade levels to engage in extracurricular activities, including student interest clubs, volunteerism, and civic engagement


By 2026, we will:

  • Increase the percentage of students reporting on the School Experience Survey that they are happy to be at their school

          • Elementary - 94% (from 84% in 2021-22)

          • Middle School - 81.4% (from 74% in 2021-22)

          • High School - 74% (from 67% in 2021-22)

  • Increase the districtwide percentage of students identified for gifted/talented education programs to 14.8% (from 12.5% in 2018-19)

  • Ensure at least 50% of our graduating seniors receive the California Seal of Biliteracy

  • Increase the number of students participating in arts and music programs districtwide

  • Increase the number of partnerships with community-based arts organizations, performance venues, professional sporting events, and outdoor education experiences


Arts Education Branch

Gifted/Talented Programs

Dual Language Education

STEAM Education

Outdoor Education

1C: Eliminating Opportunity Gaps


Eliminate opportunity gaps, advance anti-racist instructional practices, and personalize learning for all students


Implementing instructional systems that directly recognize and address the unique needs of specific student groups is critical to disrupting persistent, systemic gaps


  • Enact anti-racist, anti-bias practices and eliminate other barriers to student success through policy revisions, regular trainings, and ongoing review of instructional materials

  • Expand Universal Preschool and Transitional Kindergarten offerings and use research-based curriculum to provide engaging play to young learners, focused in communities most in need of academic support

  • Offer programs and supports that prepare students with the skills and knowledge needed to succeed as they transition to middle school or high school

  • Target high-impact intervention and instructional programs to accelerate learning - such as summer school, Acceleration Days, and tutoring - for students most in need, including English Learners, students with disabilities, students in foster care, students experiencing homelessness, and other historically underserved groups

  • Act upon early-warning indicators to ensure all students remain on track

  • Offer multiple opportunities for intervention and credit recovery during and outside of the regular school day to students in need

  • Create a learning environment that promotes inclusive education for students with disabilities to foster higher expectations for academic, social, and vocational outcomes

  • Advance the implementation of the Black Student Achievement Plan

  • Advance programs and initiatives that support success for underrepresented student groups, including Asian American, Native Hawaiian, Pacific Islander, Arab, Middle Eastern, Muslim, South Asian, American Indian, and Native Alaskan students


By 2026, we will:

  • Increase to 70% the percentage of high school students who are "On Track" to graduate meeting all A-G requirements with grades of C or better

  • Increase English Learner reclassification rates to 25% (from 15.8% in 2019-20)

  • Increase percentage of students that are ready for kindergarten based on their Desired Results Developmental Profile scores

      • 85% in social-emotional development• 87% in language and literacy development

      • 90% in math development

  • Increase the percentage of students with disabilities who are in the general education program at least 80% of the school day to 80% (from 58.8% in 2020-21)

  • Ensure 100% of employees have completed implicit bias training


Special Education Position Paper

Access for All: Universal Design for Learning

California Preschool Curriculum Framework

Access, Equity and Acceleration

Black Student Achievement Plan

1D: College and Career Readiness


Champion multiple pathways for college and career readiness for all students


Students must be able to visualize their post-secondary success and be given all of the tools and supports to take full advantage of the opportunities ahead


  • Provide equitable access to a rigorous, college preparatory course schedule and offer supports to successfully complete A-G courses with a C or better

  • Accelerate opportunities for career exploration, work-based learning, post-secondary pathways, and employment, including collaboration with local government and private industries to provide paid internship and apprenticeship opportunities for students

  • Expand opportunities to participate in Career and Technical Education and Linked Learning pathways

  • Implement an updated Individualized Graduation Plan, beginning in middle school, to monitor student progress to increase academic outcomes and opportunities for students after graduation

  • Engage students and families at all levels, beginning in early grades, in college and career experiences and promotion of post-secondary options

  • Expand evidence-based, equity-focused instructional and grading practices to support all learners in becoming college ready and achieving post-secondary academic success

  • Ensure all students develop college knowledge and get support for planning, applying, and transitioning to college, including advisement on financial aid options

  • Expand access to advanced learning options, such as advanced placement and college courses


By 2026, we will:

  • Increase to 70% the percentage of students in a graduating 9th- to 12th-grade cohort demonstrating college and career readiness with a “C” or better on A-G approved courses (from 41.8% in 2020-21)

  • Increase the four-year cohort graduation rate to 93% (from 81.6% in 2020-21)

  • Increase the percentage of students enrolled in Advanced Placement courses to 30% (from 25.3% in 2020-21)

  • Increase the percentage of students who complete career technical education sequences to 27% (from 15.3% in 2020-21)

  • Ensure 100% of middle school and high school students have completed an Individualized Graduation Plan

  • Increase the percentage of graduating seniors completing a FAFSA/CADAA application to 100% (from 71.8% in 2021-22)

  • Increase the percentage of graduating seniors completing a college application to a UC or CSU to 70% (from 27.7% for UCs and 36.8% for CSUs in 2020-21)


Advanced Placement

Los Angeles Unified Linked Learning


Guiding Postsecondary Success

Division of Adult and Career Education

Advanced Learning Options