Grant Funded Projects
In 2012 Pivot Learning Partners launched an initiative in Covina Valley Unified School District to narrow EL achievement gaps by redesigning systems in schools and school districts. This is accomplished through data analysis, planning, targeted professional development, regular site level coaching and the use of evidence-based tools that build the capacity of educators and staff at all levels.
SSFR, a collaborative project of Pivot Learning Partners and American Institutes for Research (AIR), aims to develop, implement and evaluate the initial impact of a comprehensive approach to local school finance and governance reform that creates the conditions for improved human resource management and a more equitable distribution of both resources and student learning opportunities. The reform strategy offered by SSFR includes four basic elements: (a) improving resource allocation equity through a needs-based funding model; (b) increasing school autonomy in exchange for greater accountability for results; (c) simplifying and clarifying resource allocation and financial decision-making processes; and (d) promoting efficiency and innovation.
Redesigning HR Systems for Effective Talent Management in Sacramento City and Fremont Unified School Districts
Redesigning HR Systems for Effective Talent Management is a three-year innovative project in two school districts to develop and pilot a framework and set of tools for transforming school district Human Resources (HR) departments into dynamic school- and principal-centered departments, explicitly focused on improving teaching, leading and learning. Our ultimate goal is to ensure that there are effective teachers in every classroom and effective leaders in every school by: (a) redefining the role of HR from rule enforcers to strategic partners in talent management decision making; (b) building systems to support data-driven continuous improvement; (c) increasing efficiency with 21st Century Service Infrastructure; and (d) implementing an effective talent management system.
Who Are Your Five (WY5) is a web-based social networking platform that helps young people build their social capital, giving them the support they need to successfully transition into college and adulthood. WY5 connects under-resourced students to a team of adults who support their educational, career and life interests throughout high school, college and beyond. Through WY5 youth learn how to cultivate their interests, motivation, and sense of purpose. WY5 offers an interactive space in which students can establish and share their self-determined goals and plans, and learn how to build the social capital they will need to graduate from college.
Pivot Learning Partners is supporting the implementation of all four strategic initiatives in Los Angeles Unified. Pivot is facilitating and informing cross-initiative collaboration to integrate the work plans of the four key LAUSD initiatives into a coherent, interdependent strategy that can be messaged, monitored, and adjusted through ongoing stakeholder feedback that includes a Listening Campaign.
Since 2010, Pivot Learning Partners has played a key role in supporting the Strategic Performance Initiative (SPI), a three-year effort to help create capacity for SFUSD to implement double digit improvements on five key measures of its students’ achievement by 2013. In partnership with the San Francisco School Alliance (SFSA), Pivot Learning Partners is working with SFUSD to improve performance and project management in order to implement the ambitious goals outlined in SFUSD’s strategic plan.
In 2011, Pivot Learning Partners launched Enhancing Education Through Technology (EETT) project with Los Angeles Unified School District. The LAUSD EETT is building the capacity of Response to Instruction and Intervention (RtI) teams to facilitate data-driven decision-making. Through workshops, in-person and online trainings, we are offering an integrated approach to understanding benchmarks and assessment data.
Algebra Success is a professional development program improves outcomes for Algebra students in two school districts by building systems to: a) support instructional capacity in math; b) help key school and district level administrators to ensure instructional practices are aligned and high‐leverage; c) establish policies and practices that are coherent and provide equitable access to all students; and, d) seamlessly transition students from elementary to middle school math and provide multiple paths to Algebra.