highly accelerated program participation requirements

1

TAB 1

Los Angeles Unified School District

Board of Education Report

333 South Beaudry Ave,Los Angeles, CA 90017

File #: 102-15/16, Version: 1

Los Angeles School Police Association (Unit A) Initial Bargaining Proposals for 2015-2016 Reopener

Los Angeles Unified School District Printed on 6/1/2016Page 1 of 1powered by Legistar™

2

3

NEW BUSINESS

4

TAB 15

5

TAB 2




File #: Rep-484-15/16, Version: 1

2015-2016 United Teachers Los Angeles (UTLA) Reopener AgreementJune 14, 2016Office of Labor Relations

Action Proposed: Adoption of the 2015-2016 United Teachers Los Angeles (UTLA) Reopener Agreement(Attachment A).

Background: Pursuant to Government Code Section 3547, the union presented its initial proposals to thepublic at a regular meeting of the Board of Education. The public had an opportunity to be informed aboutthese proposals and to express itself to the Board of Education. Since that time, representatives for the partieshave met and negotiated as required by law. The parties reached tentative agreement on May 17, 2016.

Copies of the MOU are available for public review through the Office of Labor Relations.

Expected Outcomes: Adoption of the 2015-2016 United Teachers Los Angeles (UTLA)Reopener Agreement.

Board Options and Consequences: If the Board adopts this reopener agreement, which is a jointrecommendation of the bargaining parties, this agreement will be implemented.

If the Board does not adopt this reopener agreement, which is a joint recommendation of the bargaining parties,this agreement will not be implemented. The parties would resume negotiations on the 2015-2016 reopener.

Policy Implications: This UTLA Reopener Agreement amends the 2014-2017 Memorandum of UnderstandingAgreement between the District and UTLA and therefore becomes policy upon adoption by the Board.Ratification of this Agreement by the union membership is scheduled to be completed by June 3, 2016.

Budget Impact: The budget impact for this agreement is detailed in the attached AB 1200 Report.

Issues and Analysis: This 2015-2016 United Teachers Los Angeles (UTLA)Reopener Agreement concludes the 2015-2016 reopener pursuant to the 2014-2017 Memorandum ofUnderstanding.

Attachments: Attachment A - Reopener Agreement of May 17, 2016 Between Los Angeles Unified SchoolDistrict and United Teachers Los AngelesAttachment B - AB 1200 Report

Informatives:


6


RESPECTFULLY SUBMITTED, APPROVED & PRESENTED BY:

______________________________ _____________________________MICHELLE KING GIFTY BEETS and ROBERT SAMPLESSuperintendent Co-Directors of Labor Relations

Office of Labor Relations

REVIEWED BY:

______________________________DAVID HOLMQUISTGeneral Counsel

___ Approved as to form.

REVIEWED BY:

______________________________CHERYL SIMPSONDirector, Budget Services and Financial Planning

___ Approved as to budget impact statement.


7

8

9

10

11

12

13

14

15

16

17

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INFO

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ConfidentialInformationRedacted

TAB 3

ACTION POSTPONED TO

THE JUNE 21, 2016

REGULAR BOARD MEETING

TAB 4

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 5

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 6

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 7

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 8

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 9

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 10





Report of cash disbursementsRequest to reissue expired warrantReimbursement of the Controller’s Revolving Cash FundDonations of moneyDonations of equipmentJune 14, 2016Accounting and Disbursements Division

Action Proposed:1. Report of Cash Disbursements: The Controller reports having disbursed the following payments of

approved financial obligations. It is recommended that the Board approve the disbursements against fundsof the District.

“A” Warrants dated March 1, 2016 through March 31, 2016

Warrant Numbers:1519718-15197961519799-15413231541348

Net total of “A” Warrants issued: $ 21,453,957.97Net total of direct deposit payroll(Automated Clearing House - ACH) issued: 224,222,253.40Total net amount of payroll disbursements: $ 245,676,211.37

“B” Warrants dated March 1, 2016 through March 31, 2016

Warrant Numbers:22789938-22790188 22833049-2283324622793548-22793824 22842332-2284259022796535-22796709 22849122-2284930422799745-22799968 22851523-2285178322802126-22802367 22855107-2285530422805299-22805716 22858712-2285895122808589-22808835 22863731-2286399722812761-22813074 22869837-2287008622815875-22816131 22871887-2287197822818605-22818808 22873689-2287394022822551-22822904 22876502-2287666822825110-22825358


147


Net total of “B” Warrants issued: $ 143,863,599.03Net total of ACH payments issued: 199,949,078.40Total net of disbursements: $ 343,812,677.43

Total Amount of Report $ 589,488,888.80

The above disbursements are within approved budgeted appropriations or were made in accordance withestablished Board policies.

2. Request to reissue expired warrant that was not cashed within six months of being issued: The followingwarrant has been submitted to the Controller with a request to have it reissued in the amount of $576.61.

WarrantNumber Date Payee Amount8340461 November 5, 2008 L Mkhitarian $576.61

3. Reimbursement of the Controller’s Revolving Cash Fund: Disbursements have been made from theRevolving Cash Fund in accordance with Board Authorization (Board of Education Report No. 160-07/08,dated December 11, 2007) in the amount of $22,245.00 for checks numbered 1237 to 1239 issued in Apriland May 2016. It is recommended that the Board approve the reimbursement of the Revolving Cash Fundin the amount of $22,245.00.

4. Donations of Money: It is recommended that the donations be accepted; that appreciation be expressed tothe donors for their contributions by way of this report; the funds in the amount shown be deposited; andthe Controller be authorized to draw checks for the purposes shown below:

Date: 04/18/2016Donor: Friends of Franklin, Inc.Donation: $137,000.00For use at: Franklin Avenue Elementary SchoolPurpose: To provide funding for Instructional Coach, five (5) 5-hour teacher assistants,

and one (1) 2-hour teacher assistant salaries for the 2016-17 school year.

Date: 04/19/2016Donor: Friends of Coeur D’AleneDonation: $208,080.56For use at: Coeur D’Alene Elementary SchoolPurpose: To provide funding for teacher assistants and instructional aides’ salaries; partial

funding for microcomputer support assistant salaries for the 2016-17 schoolyear.

Date: 04/19/2016Donor: Friends of OverlandDonation: $424,866.50For use at: Overland Elementary School


148

File #: Rep-457-15/16, Version: 1y

Purpose: To provide funding for teacher assistants, a full-time and a half-time class sizereduction teacher, instructional coordinator, librarian, psychologist, an Artteacher, and community representative salaries; for professional service contractto teach drama once a week for one semester for the 2016-17 school year; andfor field trips.

Date: 04/21/2016Donor: Parents Association Colfax Elementary (PACE)Donation: $170,455.00For use at: Colfax Charter Elementary SchoolPurpose: To provide funding for instructional aides, supervision aides, and an Art teacher

salaries for the 2016-17 school year.

Date: 04/22/2016Donor: Friends of Third Street SchoolDonation: $39,306.00For use at: Third Street SchoolPurpose: To provide funding for teacher assistants’ salaries for the 2016-17 school year.

Date: 04/22/2016Donor: Friends of Hancock Park SchoolDonation: $62,898.00For use at: Hancock Park Elementary SchoolPurpose: To provide funding for instructional aides’ salaries for the 2016-17 school year.

Date: 04/22/2016Donor: Friends of MarquezDonation: $307,874.00For use at: Marquez Charter Elementary SchoolPurpose: To provide funding for two (2) elementary school teachers and two (2) campus

aides’ salaries; and partial funding for an elementary school teacher for the 2016-17 school year.

Date: 04/27/2016Donor: Friends of Broadway Elementary SchoolDonation: $196,824.00For use at: Broadway Elementary SchoolPurpose: To provide funding for teacher assistants’ salaries; and partial funding for an

Instructional Coach salaries for the 2016-17 school year.

Date: 04/27/2016Donor: Valley View Parent Teacher AssociationDonation: $30,153.00For use at: Valley View Elementary SchoolPurpose: To provide partial funding for two (2) teacher assistants’ salaries for the 2016-


149


17 school year.

Date: 04/27/2016Donor: Friends of CanfieldDonation: $83,000.00For use at: Canfield Elementary SchoolPurpose: To provide funding for six (6) teacher assistants and supervision aides’ salaries.

Date: 04/28/2016Donor: Beckford Avenue School Parent Teacher AssociationDonation: $25,000.00For use at: Beckford Charter for Enriched StudiesPurpose: To provide funding to purchase Chrome books.

5. Donations of Equipment: It is recommended that the donation be accepted; that appreciation be expressedto the donor for their gift by way of this report; that Berendo Middle School be authorized to use themusical instruments for the purpose shown below:

Date: 05/26/2016Donor: Mr. Holland’s Opus FoundationDonation: Seventeen clarinets, ten flutes, ten trumpets, ninety clarinet mouthpieces, and

thirty trumpet mouthpieces.Value: $38,790.00For use at: Berendo Middle SchoolPurpose: To support music education.

Background:This is a recurring monthly board report for the board to approve various financial transactions that occur aspart of school business.

Expected Outcomes:The Board will be approving routine District financial transactions.

Board Options and Consequences:A yes vote:

1. Approves the previously disbursed payments;2. Approves the reissuance of an expired warrant;3. Approves the reimbursement of the Controller’s Revolving Cash Fund;4. Accepts the donations of money; and5. Accepts the donations of equipment.

A no vote could cause the cancellation of previously issued payments, decline to reissue a warrant whichexpired because it was over six months old, non-replenishment of Controller’s revolving account, and non-acceptance of cash and equipment donations made to the District.


150


Policy Implications:This board report does not change any school policy.

Budget Impact:This board report approves financial transactions but does not change the budget authority.

Issues and Analysis:The Board will be approving routine District financial transactions.

Attachments:

Informatives:


151



______________________________ _____________________________MICHELLE KING MEGAN K. REILLYSuperintendent Chief Financial Officer

Office of the Chief Financial Officer

REVIEWED BY:



REVIEWED BY:




152

TAB 11





Approval of the Certification of Signatures for Fiscal Year 2016-17June 14, 2016Office of the Chief Financial Officer

Action Proposed:Staff recommends Board approval for the following for the 2016-17 Fiscal Year:

1) Obtain and submit the Certification of Signatures for each Board member (including any new memberof the Board elected subsequent to this report) to the Los Angeles County Office of Education(LACOE) as required under section 42633 of the Education Code.

2) Authorize Megan K. Reilly, Chief Financial Officer (CFO), to sign, in the name of the GoverningBoard, all orders (warrants/checks) drawn on the funds of the Los Angeles Unified School District. Inaddition, authorize V. Luis Buendia, Controller, to sign such orders in the event the CFO is unavailable.

3) Authorize Marilyn Guerrero, Director of Accounts Payable, and Beatriz Rios, Head Accountant of theAccounts Payable Branch, to approve payment vouchers (the authority to pay vendor invoices).

Background:A Certification of Signatures is required by LACOE, which shows all signatures of the members of theGoverning Board and employees of the District, authorized to sign warrants (checks).

Expected Outcomes:The Certification of Signatures, along with the designation of Accounts Payable voucher approvers listedabove, will be submitted to the County Superintendent of Schools in accordance with Education Code Sections42632 and 42633.

Board Options and Consequences:This action enables the designated officers listed above to sign orders for warrants and payments for the FiscalYear 2016-17. Without this authorization and alternative designation, a majority of the Board will be requiredto sign all warrants and orders.

Policy Implications:There is no change to District policy.

Budget Impact:None

Issues and Analysis:Board approval of signatories is required by Education Code Sections 35143, 42632 and 42633.


153


Attachments:Certification of Signatures (Official Form).

Informatives:Yes


154





REVIEWED BY:



REVIEWED BY:




155

Los Angeles Unified School District DISTRICT

CERTIFICATION OF SIGNATURES

As clerk/secretary to the governing board of the above named district, I certify that the signatures shown below in Column 1 are the verified signatures of the members of the governing board. I certify that the signatures in Column 2 are the verified signatures of the person or persons authorized to sign notices of employment, contracts and orders drawn on the funds of the district. These certifications are made in accordance with the provisions of Education Code Sections: K-12 Districts: 35143, 42632, and 42633 Community College Districts: 72000, 85232, and 85233 If persons authorized to sign orders as shown in Column 2 are unable to do so, the law requires the signatures of the majority of the governing board. These approved signatures are valid for the period of: _______________________ to ________________________ Amended in accordance with governing board approval dated ___________________, 20__________.

Signature _____________________________________ Clerk (Secretary) of the Board

Typed Name ___________________________________

Clerk (Secretary) of the Board

Column 1 Signatures of Members of the Governing Board

Column 2 Signatures of Personnel and/or Members of Governing Board authorized to sign Orders for Salary or Commercial Payments, Notices of Employment, and Contracts:

SIGNATURE INITIALS SIGNATURE INITIALS

TYPED NAME

TYPED NAME

President of the Board of Education TITLE: Chief Financial Officer


TYPED NAME TYPED NAME

Vice President of the Board of Education TITLE : Controller


TYPED NAME

TYPED NAME

Clerk/Secretary of the Board of Education TITLE



Member of the Board of Education TITLE









M b f th B d f Ed ti TITLE

NOTE: Please TYPE name under signature

June 30, 2017

Jefferson Crain

Steven Zimmer Megan K. Reilly

George McKenna V. Luis Buendia

Jefferson Crain

Mónica Garcia

Scott Schmerelson

Ref Rodriguez

Mónica Ratliff

July 1, 2016

156

INFO

RM

ATIV

E157

158

TAB 12





Authorization to Make Interfund Transfers and Temporary Borrowings for 2016-17 Fiscal YearJune 14, 2016Office of the Chief Financial Officer

Action Proposed:Authorize the Chief Financial Officer or the Controller to make interfund transfers or temporary borrowingsamong the District’s various funds in accordance with the 2016-17 adopted and modified District budgets andEducation Code section 42603.

Background:This authorization is an annual request to allow staff to process accounting transactions related to interfundtransfers and temporary borrowings. Interfund transfers are made between funds for various purposes,including transfers for debt service requirements.

Temporary borrowings are made in situations where the District advances cash from a fund with sufficient cashbalance to pay obligations from a fund with insufficient cash balance. Repayments of the cash advance aremade within statutory timelines.

Expected Outcomes:This approval will ensure that temporary borrowing or interfund transfer is authorized beginning in July 2016.

District staff will be able to make required and timely interfund transfers or temporary borrowings in the 2016-17 fiscal year.

Board Options and Consequences:Without prior approval, District staff will not have the authority to make required and timely interfund transfersor temporary borrowings in 2016-17 fiscal year.

Policy Implications:This Board Report does not change any District policy.

Budget Impact:There are no budget implications to this proposed action.

Issues and Analysis:These actions are considered part of the District’s standard financial operations.

Attachments:For your reference, the following attachments are historical information for:

1.) Attachment A - Schedule of Interfund Transfers


159


2.) Attachment B - Schedule of Temporary Borrowings

Informatives:IFT Temporary Borrowing


160





REVIEWED BY:



REVIEWED BY:




161

FROM: TO: PURPOSE: 2013-14 2014-15 2015-16*

General Fund Child Development Fund Support $ 30,198 $ 24,997 $ 6,800 General Fund Special Reserve Fund Reimbursement of capital expenditures 11 22 General Fund Health and Welfare Medicare Part D subsidy 10,787 10,141 4,290 General Fund Cafeteria Fund Support 51,000 50,000 16,000 General Fund Capital Services Fund Debt service 36,116 40,480 32,259 General Fund District Bond Funds Reimbursement of capital expenditures 1,915 Special Reserve Fund General Fund Routine repair and general

maintenance contribution 2,049

Special Reserve Fund General Fund Reimbursement of capital expenditures 16,901

Special Reserve Fund District Bond Funds Reimbursement of capital expenditures 6,593 3,016 Special Reserve Fund County School Facilities Reimbursement of capital expenditures 248 Special Reserve Fund-CRA General Fund Reimbursement of capital expenditures 90 Capital Facilities Fund Capital Services Fund Debt service 9,576 9,574 8,961 Capital Facilities Fund District Bond Funds Reimbursement of capital expenditures 11,744 18,418 Capital Facilities Fund County School Facilities Reimbursement of capital expenditures 37 Adult Education Fund General Fund Balance transfer 35 Adult Education Fund District Bond Funds Reimbursement of capital expenditures 4 2 Cafeteria Fund Capital Services Fund Debt Service 787 County School Facilities District Bond Funds Reimbursement of capital expenditures 61,606 14,745 Building Fd - Measure R General Fund Reimbursement of capital expenditures 136 Building Fd - Measure R District Bond Funds Reimbursement of capital expenditures 10,857 1,193 Building Fd - Measure R County School Facilities Reimbursement of capital expenditures 678 242 Building Fd - Measure R Special Reserve Fund Reimbursement of capital expenditures 4,612 5,325 1,797 Building Fd - Bond Proceeds District Bond Funds Reimbursement of capital expenditures 3,409 4,000 Building Fd - Bond Proceeds County School Facilities Reimbursement of capital expenditures 672 4 Building Fd - Measure K County School Facilities Reimbursement of capital expenditures 20 528 Building Fd - Measure K District Bond Funds Reimbursement of capital expenditures 25,159 10,033 Building Fd - Measure K Special Reserve Fund Reimbursement of capital expenditures 1,419 Building Fd - Measure Y General Fund Reimbursement of capital expenditures 5,745 860 Building Fd - Measure Y Adult Education Fund Reimbursement of capital expenditures 3,333 Building Fd - Measure Y Cafeteria Fund Reimbursement of capital expenditures 861 1,299 16 Building Fd - Measure Y District Bond Funds Reimbursement of capital expenditures 2,381 156 Building Fd - Measure Y County School Facilities Reimbursement of capital expenditures 587 46 Building Fd - Measure Y Special Reserve Fund-CRA Reimbursement of capital expenditures 4 Building Fd - Measure Y Special Reserve Fund Debt Service 33,218 Building Fd - Measure Y Special Reserve Fund Reimbursement of capital expenditures 6,153 935 Building Fd - Measure Q District Bond Funds Reimbursement of capital expenditures 328 Building Fd - Measure Q Special Reserve Fund Reimbursement of capital expenditures 4 State School Building- Lease Purchase

District Bond Funds Reimbursement of capital expenditures 97

State School Building- Lease Purchase Building Fund Reimbursement of capital expenditures 148

166,777 314,818 124,062

LOS ANGELES UNIFIED SCHOOL DISTRICTSCHEDULE OF INTERFUND TRANSFERS

(In Thousands)

* Transactions are through 4/30/2016

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TAB 13





Approval of Routine Personnel ActionsJune 14, 2016Human Resources Division

Action Proposed:Approve 3,601 routine personnel actions (including, but not limited to elections, promotions, transfers, leaves,terminations, separations, permits and contracts) according to the following breakdown:

Classified: 1,888Certificated: 845Unclassified: 868

It is proposed that the following routine personnel actions (including, but not limited to elections, promotions,transfers, leaves, terminations, separations, permits and contracts) be approved.

SAP transaction numbers: 2017962 to 2243379

ROUTINE PERSONNEL ACTIONS

Total (this report) Total(4/15/2016 to 5/17/2016) (Year-to-date)

1. Classified 1,888 28,5592. Certificated 845 26,6323. Unclassified 868 9,653

TOTAL 3,601 64,844

BREAKDOWN OF ACTIONS

Actions Classified Certificated Unclassified TotalHire 316 76 292 684Leaves/Paid 133 75 0 208Leaves/Unpaid 13 44 0 57Reassignments/Demotions 8 1 0 9Reassignments/Transfer 331 249 32 612Reassignments/Promotions 330 52 0 382Retirements 39 8 0 47


167


Separation/Non-Resignations

176 86 416 678

Separation/Resignation 71 21 53 145Other Actions* 471 233 75 779

*Other actions include absences, conversion codes from legacy, change of pay, change of work schedule andbenefits.

REIMBURSEMENT AGREEMENT (ZERO-VALUE CONTRACT)

It is proposed that the following reimbursement agreements be approved for the 2016-2017 school year:

Agency Agreement Number/sLMU School of Education/Center for Equity forEnglish Learners (LMU/CEEL)

HR16/17-017

United Way of Greater Los Angeles HR16/17-018Center for Powerful Public Schools (CPPS) HR16/17-019Regents of the University of California, UCLASmarter Balanced

HR16/17-020

Partnership for Los Angeles Schools HR16/17-021 - HR16/17-026Center for Collaborative Education HR16/17-027The University Corporation (TUC) HR16/17-028California Department of Insurance HR16/17-029

The requesting agencies will reimburse the District for all costs for salary and benefits for the temporary loan ofthe employee to the agency during the period of the detached service assignment. Organization leaves areprovided under the Education Code section 44987 for elected officers for up to 12 years.

Background:This report is presented at each Board Meeting for approval of routine personnel actions.

Expected Outcomes:Not applicable

Board Options and Consequences:Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal timeconstraints. A no vote impacts the timeliness of processing personnel actions for classified and certificatedemployees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict withprocedural rights and benefits afforded them under applicable Education Code provisions, PersonnelCommission Rules, District Policy, and respective Collection Bargaining Agreements (UTLA, AALA,Teamsters, Los Angeles School Police Sergeants and Lieutenants Association). Employees have proceduralrights that are based on their status (permanent or probationary) associated with the specific personnel actionbeing submitted and the respective rights available to them in accordance with the above. Additionally, basedon Personnel Commission Rules, permanent classified employees have rights to appeals.


168


Policy Implications:Not applicable

Budget Impact:Cost Neutral

Issues and Analysis:All actions affecting classified personnel and apprentice personnel reported herein are in accordance withSection 45123-45125, 45135, and 45240-45318 of the Education Code and with the Rules of the PersonnelCommission.

Attachments:

Informatives:


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______________________________ _____________________________MICHELLE KING KARLA M. GOULDSuperintendent Personnel Director

Personnel Commission

REVIEWED BY: APPROVED & PRESENTED BY:

______________________________ ______________________________DAVID HOLMQUIST JUSTO H. AVILAGeneral Counsel Chief Human Resources Officer

Human Resources Division___ Approved as to form.

REVIEWED BY:




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Board of Education Report No. 438-15/16

For 06-14-16 Board Meeting

INTEROFFICE CORRESPONDENCE Los Angeles Unified School District


INFORMATIVETO: Members, Board of Education DATE: June 14, 2016

Michelle King, Superintendent

FROM: Karla M. GouldPersonnel Director

SUBJECT: NUMBER OF ROUTINE PERSONNEL ACTIONS

This informative addresses the total number of classified personnel actions (1,888) on the Board of Education Routine Personnel Actions Report for the June 14, 2016 meeting.

The following table represents a breakdown of the new hire, reassignment, and rehire actions for the June 14, 2016 board report for the period of April 15, 2016 to May 17, 2016.

Hire Data:As presented in the table below, the total number of classified hire and reassignment actions for the period April 15, 2016 to May 17, 2016 is 985, of which 736 (75%) arerehires or reassignments, and 249 (25%) are new hires.

With the exception of 87 assignments, all of the actions are for positions which are school-based or provide direct support to the schools or their operations. Teacher Assistant positions, although unclassified, are included in the data as they are indicated as classified in the BASE system and they are processed by the Personnel Commission.

All new hires to regular/permanent positions are for A, B, C, or E basis positions. The new hires consist of a Deputy Director of Facilities Legislation, Grants, and Funding, Floor Covering Installer, Food Service Manager I, Gardener (2), Maintenance Worker, Medical Assistant, Microcomputer Support Assistant (2), Office Technician (4), Plumber (4), Police Officer, School Occupational Therapy Assistant, Senior Office Technician, Stock Worker, and WAN Specialist II.

The following regular/permanent positions have been filled by promotional employees:Asbestos Surveyor (2), Assistant Contract Administrative Analyst, Assistant Garage Supervisor, Building and Grounds Worker, Contract Administration Analyst, Early Education Center Office Manager, Environmental Health Supervisor, Food Service Manager I, Garage Supervisor, Health Care Assistant, Human Resources Specialist II, Information Resources Support Assistant (3), IT Customer Services Support Analyst (7), Maintenance Worker (2), Personnel Manager (2), Plant Manager I (3), Plant Manager II,

253

Police Detective , Pool Custodian, Principal Administrative Assistant, Principal Human Resources Specialist, Project Management Advisor, Office of the Chief Operating Officer, School Administrative Assistant, Senior Accounting Analyst, Senior Building Project Estimator (2), Senior Human Resources Specialist (2), Senior Human Resources Specialist (CPOS), Senior Office Technician (2), Senior Police Officer, Sergeant, Special Education Assistant (145), Special Education Assistant (Male), Stock Clerk, Supervising Special Education Assistant, and Window/Wall Washer.

254

Hire Data of All Classified and Teacher Assistant EmployeesFrom April 15, 2016 to May 17, 2016

By New Hire, Reassignment, and Rehire

Classification ProvReg/Perm Restr.

ReturnRetiree Subs Temp

GrandTotal

NEW HIRE

Administrative Intern I * 1 1Administrative Intern II* 1 1Athletics Assistant 5 5Building and Grounds Worker 35 35Campus Aide & Restricted 12 12Deputy Director of Facilities Legislation, Grants, and Funding* 1 1Early Education Center Aide I & (Restricted) 18 18Education Aide III (AVID) 1 1Floor Covering Installer 1 1Food Service Manager I 1 1Food Service Worker 59 59Gardener 2 2Instructional Aide I & (Restricted) 4 4Legal Secretary* 1 1Maintenance Worker 1 1Medical Assistant 1 1Microcomputer Support Assistant 2 2Office Technician 3 1 4Office Technician* 1 1Plumber 4 4Police Officer 1 1School Facilities Attendant (Restricted) 1 1School Occupational Therapy Assistant 1 1Senior Office Technician 1 1Special Education Trainee 42 42Stock Worker* 1 1Student Integration Helper & (Restricted) 1 1Teacher Assistant - Degree Track 45 45WAN Specialist II* 1 1New Hire Total 22 18 164 45 249

REASSIGNMENT

Accountant* 1 1Administrative Analyst* 2 2Administrative Assistant* 1 1Area Carpentry Supervisor 1 1Area Plumbing Supervisor 1 1 2Asbestos Surveyor 2 2Assistant Contract Administrative Analyst* 1 1Assistant Garage Supervisor* 1 1

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GrandTotal

REASSIGNMENT

Assistant Plant Manager I 2 2 1 5Assistant Plant Manager II 1 1Building and Grounds Worker 11 3 69 1 84Building and Grounds Worker* 1 1Campus Aide & Restricted 12 12Campus Aide (Male/Restricted) 2 2Claims Processing Supervisor* 1 1Claims Representative* 1 1Clerk 2 2Clerk* 1 1Contract Administration Analyst* 1 1Early Education Center Aide I & (Restricted) 1 2 3Early Education Center Office Manager 1 1 1 3Environmental Health Supervisor* 1 1ERP Readiness Facilitator* 1 1Fiscal Services Manager* 1 1Food Service Manager I 19 3 22Food Service Manager II 8 1 9Food Service Manager III 2 2Food Service Manager IV 2 1 3Food Service Manager V 2 2Food Service Manager VI 1 1Food Service Worker 36 1 2 39Food Service Worker II (Driving) 4 4Garage Assistant* 1 1Garage Supervisor* 1 1Gardener 1 1Head Stock Clerk* 1 1Health Care Assistant 3 1 4Heating and Air Conditioning Fitter 2 2Heavy Bus Driver 1 1Human Resources Specialist II* 2 2Information Resources Support Assistant* 3 3Instructional Aide for the Deaf & Hard of Hearing Students-Signing 1 1Insulator/Asbestos Abatement Worker 1 1IT Customer Services Support Analyst* 7 7IT Customer Services Support Representative* 2 2 4IT Electronics Communications Technician* 1 1Library Aide 2 2Maintenance Worker 4 4Microcomputer Support Assistant* 1 1

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GrandTotal

REASSIGNMENT

Microfilm Operator* 1 1Office Technician 4 9 27 40Office Technician* 3 3Optical Scanning Equipment Operator* 1 1Painter 1 1Paralegal* 1 1Payroll Technician* 1 1Personnel Manager* 2 2Plant Manager I 5 3 8Plant Manager II 1 1Plant Manager III 1 1Plasterer and Concrete Finisher 1 1Plumber 1 1Police Detective 1 1Pool Custodian 1 1 1 3Principal Administrative Assistant* 1 1Principal Human Resources Specialist* 1 1Project Management Advisor, Office of the Chief Operating Officer* 1 1School Administrative Assistant 2 3 1 1 2 9School Facilities Attendant (Female) (Restricted) 1 1School Facilities Attendant (Restricted) 5 5Secretary & (Restricted) 1 1Senior Accounting Analyst* 1 1Senior Building Project Estimator* 2 2Senior Electrician 1 2 3Senior Food Service Worker 5 31 3 39Senior Heating and Air Condition Fitter 2 1 3Senior Human Resources Specialist (CPOS)* 1 1Senior Human Resources Specialist* 2 2Senior Insulator/Asbestos Abatement Worker* 1 1Senior Office Technician 2 5 4 11Senior Office Technician* 1 1Senior Plumber 2 1 3Senior Police Officer 1 1Sergeant 1 1Sign Language Interpreter 1 1Special Education Assistant 156 11 53 220Special Education Assistant (Male) 1 1Special Education Trainee 25 1 26Stock Clerk* 1 1Supervising Assignment Technician* 1 1

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GrandTotal

REASSIGNMENTSupervising Special Education Assistant 1 1 2Teacher Assistant - Degree Track 9 9Transportation Router 5 5Welder 1 1Window/Wall Washer 1 1Reassignment Total 70 341 18 160 83 672

REHIREAthletics Assistant 4 4Building and Grounds Worker 3 12 15Campus Aide & Restricted 2 2Food Service Worker 7 7Hardwood Floor Worker 1 1Human Resources Representative* 1 1Instructional Aide I & (Restricted) 1 1Microcomputer Support Assistant* 1 1Office Technician 5 5Plant Manager I 1 1Police Officer 2 2School Facilities Attendant (Male) (Restricted) 1 1Senior Administrative Analyst* 1 1Senior Office Technician 1 1Special Education Assistant 1 1 2Special Education Trainee 10 10Teacher Assistant - Degree Track 9 9Rehire Total 17 3 35 9 64

Grand Total 70 380 21 18 359 137 985*non-school based

SummaryTemporary and Substitute employees are often needed for short periods of time to assume responsibilities for regular employees when they are unavailable; they are not intended to replace regular employees for an extended period of time. Positions for several classifications, such as Education Aides and Instructional Aides, are typically filled by restricted status employees.

c: David HolmquistThelma MelendezFrances GipsonNicole Elam-EllisJefferson Crain

KMG 06/14/16

258

259

TAB 14





Approval of Non-Routine Personnel ActionsJune 14, 2016Human Resources Division

Action Proposed:It is proposed that the following non-routine personnel actions be approved:

CLASSIFIED

Demotion

1. EN 784000 from permanent School Administrative Assistant effective at the close of June 15,2016 and assigned to the class of permanent Early Education Center Office Manager effective June16, 2016.

Dismissals

2. EN 753232 from permanent Special Education Trainee effective at the close of June 15, 2016.

3. EN 754589 from permanent Office Technician effective at the close of June 15, 2016.

4. EN 777972 from permanent Campus Aide effective at the close of June 15, 2016.

5. EN 961851 from permanent Senior Investigator effective at the close of June 15, 2016.

6. EN 1023216 from permanent Campus Aide effective at the close of June 15, 2016.

7. EN 1049311 from permanent Medical Assistant effective at the close of June 15, 2016.

Suspension-Demotion

8. EN 1055986 from permanent Food Services Staff Aide. Suspension from February 24, 2016through April 5, 2016. Demotion effective at the close of June 15, 2016 and assigned to the class ofpermanent Food Services Worker (four hours) effective June 16, 2016.

Suspension-Dismissal

9. EN 705304 from permanent Roofing Inspector. Suspension from May 4, 2016 through June 15,2016; dismissal effective at the close of June 15, 2016.


260


Background:This report is presented at each Board Meeting for approval of non-routine personnel actions.

Expected Outcomes:Not applicable

Board Options and Consequences:Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal timeconstraints. A no vote impacts the timeliness of processing personnel actions for classified and certificatedemployees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict withprocedural rights and benefits afforded them under applicable Education Code provisions, PersonnelCommission Rules, District Policy, and respective Collective Bargaining Agreements (UTLA, AALA,Teamsters, Los Angeles School Police Association, Service Employees International Union, Local 99,California School Employees Association, Los Angeles/Orange Counties Building and Construction TradesCouncil, Los Angeles School Police Sergeants and Lieutenants Association). Employees have proceduralrights that are based on their status (permanent or probationary) associated with the specific personnel actionbeing submitted and the respective rights available to them in accordance with the above. Additionally, basedon Personnel Commission Rules, permanent classified employees have rights to appeals.

Policy Implications:Not applicable

Budget Impact:No budget impact

Issues and Analysis:All actions affecting classified personnel and apprentice personnel reported herein are in accordance withSection 45123-45125, 45135, and 45240-45318 of the Education Code and with the Rules of the PersonnelCommission.

Attachments:

Informatives:


261



______________________________ _____________________________MICHELLE KING KARLA M. GOULDSuperintendent Personnel Director



______________________________ ______________________________DAVID HOLMQUIST JUSTO H. AVILAGeneral Counsel Chief Human Resources Officer

Human Resources Division___ Approved as to form.

REVIEWED BY:




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Provisional Internship PermitsJune 14, 2016Human Resources Division

Action Proposed:Staff proposes that the Human Resources request for a teacher to be employed under the Provisional InternshipPermit be approved pursuant to Title 5 California Code of Regulations, Section 80021.1.

Background:The Provisional Internship Permit became effective on July 1, 2005 in anticipation of the phasing out of theformer authorizing document. The Provisional Internship Permit is valid for one year and may not be renewed.During the first year of employment, the Provisional Intern teacher must meet all requirements for entrance intoan accredited intern program.

The Los Angeles County Office of Education grants authority to the District to employ potential ProvisionalInterns on a Temporary County Certificate until such time that the Board of Education approves theiremployment under the Provisional Intern Permit. Commission on Teacher Credentialing (CTC) regulationsrequire that the request to employ Provisional Interns be approved by the Board and submitted to the CTCwithin three months of the teachers beginning their assignment.

The CTC requires that the governing board be presented with a list of teachers to be employed under theProvisional Internship Permit (Attachment A). Additionally, the CTC requires that the approval of thesePermits be an action item on the agenda and not part of the consent agenda.

Expected Outcomes:The approval of Provisional Internship Permits will enable the District to continue to staff teacher vacancies inshortage subject fields with individuals committed to completing the requirements to enter into an internprogram and subsequently earning a full credential.

Board Options and Consequences:Approval of Provisional Internship Permits will afford the District the opportunity to hire new special educationteachers who will be required to follow a prescribed and rigorous pathway that results in the earning of bothfull state and federal teacher certification.

If the Provisional Internship Permit is not approved, and a full-time teacher cannot be hired, classroomvacancies would be staffed by a series of individuals in possession of only Emergency 30-Day SubstituteTeaching Permits. Day-to-day substitutes are not required to be enrolled in a teacher education program, andmay only remain in a special education classroom for a maximum of twenty days, after which time they aredeemed by the State as inappropriately assigned.


320


Policy Implications:This action does not change District policy.

Budget Impact:There is no impact on the District’s budget.

Issues and Analysis:Not applicable

Attachments:

Informatives:


321



______________________________ _____________________________MICHELLE KING JUSTO H. AVILASuperintendent Chief Human Resources Officer

Human Resources Division

REVIEWED BY:



REVIEWED BY:




322

Teacher with ProvisionalIntern Permit

Attachment A

No. Name School Subject Effective1 Nunez, Monica El Dorado Elementary Mild/Moderate w/Autism 4/19/2016

Bd of Ed Rpt No. 463-15/16Board of Education

June 14, 2016

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INTEROFFICE CORRESPONDENCELos Angeles Unified School District

Human Resources DivisionBoard of Education ReportNo. 463-15/16For 6/14/2016 Board Meeting

INFORMATIVE

TO: Members, Board of Education DATE: May 27, 2016Michelle King, Superintendent

FROM: Justo H. AvilaChief Human Resources Officer

SUBJECT: PROVISIONAL INTERNSHIP PERMITS

Human Resources is seeking Board approval to employ 1 teacher on a Provisional Intern Permit. This action ensures that all special education classrooms are staffed with contracted teachers.

On December 4, 2003, the Commission on Teacher Credentialing (CTC) took action to discontinue the issuance of emergency permits. Consequently, all multiple subject, single subject and educational specialist emergency permits expired as of June 30, 2006. Notwithstanding that action, the Commission was aware that there would be a continuing need for a document that addressed unmet credentialing or staffing needs of school districts in California. With the assistance and input from a broad-based group of statewide stakeholders, it was determined at the time that an authorization was still needed to staff classrooms when, after a diligent search, no appropriately credentialed teacher could be hired. As a result, the Commission developed the Provisional Internship Permit (PIP). The CTC Provisional Internship Permit is preferable to the formerly available emergency permit since the emphasis of this authorization is to prepare new teachers to enter accredited District or University Intern Programs.

The Los Angeles County Office of Education grants authority to the District to employ potential Provisional Interns on a Temporary County Certificate until such time that the Board of Education approves their employment under the Provisional Intern Permit. Commission on Teacher Credentialing (CTC) regulations require that the request to employ Provisional Interns be approved by the Board and submitted to the CTC within three months of the teacher beginning their assignment.Requests to the Commission for a Provisional Internship Permit must include verification that a notice of intent to employ the applicant in the identified position was submitted to the governing board. The notice must include the name of the applicant, the school site, and a statement that the individual will be employed under a Provisional Internship Permit. The CTC also requires that the approval of this Provisional Intern Permit be an action item on the agenda and not part of the Consent agenda.Additionally, the District must provide evidence that an extensive recruitment outreach was conducted and that a shortage of fully qualified candidates exists (Attachment A).

325

Members, Board of Education - 2 - May 27, 2016Michelle King, Superintendent

Each provisional intern will receive support and guidance from Teacher Quality Staffing Specialists, the Division of Special Education, and school site administrators. Additionally, the teacher will receive reimbursement for test preparation and fees for exams required to continue in a teacher preparation program. Human Resources staff will monitor the teachers’ progress toward obtaining an Education Specialist Teaching Credential and provide support and assistance as needed.

A list identifying 1 teacher who is a candidate for a Provisional Intern Permit is attached to Board Report 346-15/16. It is important to note that this teacher is a former special education assistant who meets the minimum requirement of three years experience working with special education students. This contract of employment was offered only upon the request and recommendation of the principal.

In our effort to limit the number of Provisional Interns assigned to special education classrooms, Human Resources is pursuing multiple avenues for the recruitment of fully credentialed Special Education teachers. In addition to increasing the District’s alternative pathways to Special Education teacher credentialing through the Special Education Career Ladder and District Intern Programs, we have partnered with our local universities in the creation of teacher residency programs, as well as other teacher education programs designed to train Special Education teachers for our schools. We are also engaged in recruitment at universities throughout the state of California and the nation, and are exploring limited recruitment of experienced Special Education teachers in Canada. In addition, we have reached out to retired LAUSD Special Education teachers, and are working closely with 27 of these retired teachers in the effort to help them return to the District as fully-credentialed substitute teachers to serve in Special Education classrooms.

For further information about this authorization please contact Luz Ortega at (213) 241-5349. For information about recruitment and the initiatives described above, please contact Lydia Acosta Stephens at (213) 241-5413.

Attachments

JHA:yv

c: David Holmquist Thelma Melendez Frances Gipson Nicole Elam-Ellis Jefferson Crain

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TAB 16





Classified Reduction-In-Force: Authorization of Reduction-In-Force and for Final NoticesJune 14, 2016Personnel Commission

Action Proposed:It is proposed that the Board of Education determine that it is necessary to eliminate positions in the classifiedservice due to lack of work and/or lack of funds, as listed in the Attachment, and approve the notices requiredunder the law.

Background:Permanent classified employees will be provided 60 days prior notice of the layoff pursuant to the provisions ofEducation Code sections 45114, 45117, 45298, and 45308.

Expected Outcomes:That the Board approve this action to eliminate classified positions as identified in the Attachment; and approvethe Personnel Commission sending layoff notices to affected classified employees.

Board Options and Consequences:If authorization is not granted for a classified layoff, the District will not be able to eliminate classified positionsand will need to continue to pay for the salary and benefits costs of classified employees.

Policy Implications:The District must comply with Education Code and law in order to appropriately notify classified employees thatthey will be laid off.

Budget Impact:Reduction-in-force notices are a result of the budgetary decisions made by schools and central offices during thebudget development process.

Issues and Analysis:Classified employees being released will be placed on a District reemployment list for a period of 39 monthsfrom the date of separation, and during this time they shall have preference over new applicants in accordancewith Education Code Section 45298.

Attachments: “Classification Elimination/Reduction List”

Informative: Classified Reduction-In-Force


327



______________________________ _____________________________MICHELLE KING Karla M. GouldSuperintendent Personnel Director


REVIEWED BY:



REVIEWED BY:




328

ATTACHMENT TO BOE 503-15/16

REASSIGNMENTS

JOB TITLE HOURS LOCATION NEW JOB TITLENEW

HOURSNEW LOCATION

ACCOUNTING TECHNICIAN II 8 ACCOUNTS PAYABLE BRANCH ACCOUNTING TECHNICIAN II* 8 EVANS CAS

ACCOUNTING TECHNICIAN II 8 ACCOUNTS PAYABLE BRANCH ACCOUNTING TECHNICIAN II* 8 ELA SKL CNTR

ADMIN AIDE 8 HR-CERT PERF EVAL SUPPORT SCH ADMINISTRATIVE ASSISTANT 8 COLISEUM EL

ADMIN AIDE 8 L A'S BEST SR OFFICE TECHNICIAN 8 HR-CERT ASMTS & SUPPORT

ADMIN ASSISTANT 8 CMNTY PARTNERSHIPS&MEDI-C ADMIN ASSISTANT (C)* 8 AD/OC ED-CEN OFC

ADMIN SERVICES MANAGER 8 HR-OFC-DEPUTY CHIEF HR OF ASSOC COMPUTER APPL SPST 8 HR-OFC-DEPUTY CHIEF HR OF

ADMIN STAFF AIDE 8 FSD PERSONNEL SERVICES UN INSURANCE TECHNICIAN 8 BENEFITS ADMINISTRATION B

ADMIN STAFF AIDE 8 ITD-IT FINANCE & ADMINIST ADMIN AIDE 8 L A'S BEST

BUDGET TECHNICIAN 8 PROGRAM SUPP SVCS-CENTRAL ASSIGNMENT TECHNICIAN 8 HR-CERT ASMTS & SUPPORT

BUDGET TECHNICIAN 8 PSS SUPPORT - M & O BUDGET TECHNICIAN* 8 PROGRAM SUPP SVCS-CENTRAL

BUDGET TECHNICIAN 8 SCHOOL FISCAL SERVICES TEXTBOOK INVENTORY CLERK 8 INTEG LIB & TXTBK SVCS

BUDGET TECHNICIAN 8 SCHOOL FISCAL SERVICES SR ASSIGNMENT TECHNICIAN 8 CLASSIFIED EMPLOYMENT SER

BUDGET TECHNICIAN 8 SCHOOL FISCAL SERVICES OFFICE TECHNICIAN 8 DE LA TORRE EL

BUDGET TECHNICIAN 8 SCHOOL FISCAL SERVICES SR OFFICE TECHNICIAN 8 LEASING/SPACE UTILIZATION

BUDGET TECHNICIAN 8 STUDENT SUPPORT PROGRAM BUDGET TECHNICIAN* 8 STUDENT SUPPORT PROGRAM F

BUDGET TECHNICIAN 8 STUDENT SUPPORT PROGRAM ACCOUNTING TECHNICIAN II 8 CHLD DEV FISCAL SVCS

CAMPUS AIDE & RESTRICTED 6 95TH ST EL CAMPUS AIDE & RESTRICTED 3 MAYWOOD EL

CAMPUS AIDE & RESTRICTED 6 CRENSHAW STEMM MAGNET CAMPUS AIDE & RESTRICTED 3 74TH ST EL

CAMPUS AIDE & RESTRICTED 6 HARRY BRIDGES SPAN SCHOOL CAMPUS AIDE & RESTRICTED 3 LEGACY SH SCI TECH ENGINE

CAMPUS AIDE & RESTRICTED 6 LOS ANGELES ACADEMY MS CAMPUS AIDE & RESTRICTED 3 TORRES EAST LA PERF ARTS

CAMPUS AIDE & RESTRICTED 6 MANUAL ARTS SH CAMPUS AIDE & RESTRICTED 3 BELVEDERE MS

CAMPUS AIDE & RESTRICTED 6 OBAMA GLOBAL PREP ACADEMY CAMPUS AIDE & RESTRICTED 3 CIMARRON EL

CAMPUS AIDE & RESTRICTED 6 PEARY MS CAMPUS AIDE & RESTRICTED 3 PEARY MS

CAMPUS AIDE & RESTRICTED 6 RIVERA LC PERFORMING ARTS CAMPUS AIDE & RESTRICTED 3 GARFIELD SH

CAMPUS AIDE & RESTRICTED 6 RIVERA LEARNING COMPLEX CAMPUS AIDE & RESTRICTED 3 MIRAMONTE EL

CAMPUS AIDE & RESTRICTED 6 ROOSEVELT SH MATH/SCIENCE CAMPUS AIDE & RESTRICTED 3 AMANECER PC

CAMPUS AIDE & RESTRICTED 6 SECONDARY CDS CAMPUS AIDE & RESTRICTED 3 SAN FERNANDO SH

CAMPUS AIDE & RESTRICTED 6 VENICE SH CAMPUS AIDE & RESTRICTED 3 135TH ST EL

CAMPUS AIDE & RESTRICTED 6 VIRGINIA EL CAMPUS AIDE & RESTRICTED 3 WEEMES EL

CLASSIFIED POSITIONS REQUIRING EMPLOYEE NOTICES(LOWER POSITION / LOWER BASIS / FEWER HOURS)

* LOWER BASIS PAGE 1 OF 4

REASSIGNMENTS (cont.)

JOB TITLE HOURS LOCATION NEW JOB TITLENEW

HOURSNEW LOCATION

CLASSIFIED POSITIONS REQUIRING EMPLOYEE NOTICES(LOWER POSITION / LOWER BASIS / FEWER HOURS)

CAMPUS AIDE & RESTRICTED 8 WILLENBERG SP ED CTR CAMPUS AIDE & RESTRICTED 3 FRIES EL

CLERK 8 HAMILTON SH INSTR AID II 3 VAN NUYS MS

CLERK 8 WEST ADAMS PREPARATORY SH CLERK 4 BROCKTON EL

COORD, FINANCIAL MANAGER 8 STUDENT BODY FINANCE SR FINANCIAL MANAGER 8 NORTH HOLLYWOOD SH

COORD, PLACEMENT FOR THE 6 CAREER & TRANSITION PROGRAM INSTR AID FOR DEAF& HHS-SIGNING 6 PRESIDENT EL

COORD, SCH OFFICE COMPTR 8 BELMONT SH SR OFFICE TECHNICIAN 8 CENTRAL HS

DISABILITIES SUPPORT PGM43

WATERS EMP PREP CNTRVENICE SKL CNTR

DISABILITIES SUPPORT PGM42

WATERS EMP PREP CNTRRICHARD N SLAWSONSEO

ED RESOURCE AIDE & RESTR 6 NEWCASTLE EL ED RESOURCE AIDE & RESTR 3 LOWMAN SP ED CTR

EDUC AIDE 2 6 GROVER CLEVELAND CHARTER EDUC AIDE 2 3 SOUTH GATE SH

EDUC AIDE 2 3 HALLDALE EL EDUC AIDE 2 2 STONER EL

EDUC AIDE 2 6 HOBART BLVD EL EDUC AIDE 2 3 STATE EL

EDUC AIDE 2 6 POMELO COMMUNITY CHARTER EDUC AIDE 2 3 186TH ST EL

INFO SYSTEMS SUPPORT ASST 8 FREMONT SH INFO SYSTEMS SUPPORT ASST 6 ASSISTIVE TECH/AUGM COM-S

INSTR AIDE COMPUTER LAB44

ANTON ELROWAN EL

INSTR AIDE COMPUTER LAB33

DOMINGUEZ EL

PARENT RESOURCE LIAISON 8 BANNING SH PARENT RESOURCE LIAISON 3 NIMITZ MS

PARENT RESOURCE LIAISON 8 BRADLEY GLOBL AWARNESS MAG PARENT RESOURCE LIAISON 6 HARRISON EL

PARENT RESOURCE LIAISON 8 GAGE MS PARENT RESOURCE LIAISON 6 LEGACY SH SCI TECH ENGINE

PARENT RESOURCE LIAISON 8 RAMON C CORTINEZ SCH OF VAPA PARENT RESOURCE LIAISON 4 SUN VALLEY HS

PLACEMENT ASSISTANT 6 CAREER & TRANSITION PROGR DISABILITIES SUPPORT PGM 6 N VALLEY OCCUPATIONAL CTR

PRIN CLERK 8 HR-TEACHER SUPPORT & DEV PRIN CLERK* 8 INTEG LIB & TXTBK SVCS

PRIN CLERK 8 INTEG LIB & TXTBK SVCS SCH ADMINISTRATIVE ASSISTANT 8 LOCKWOOD EL

SCHOOL BUSINESS & OPERATI 8 RFK COMM SCH WELCOME CENT COORD, FINANCIAL MANAGER 8 STUDENT BODY FINANCE SECT

SR ASSIGNMENT TECHNICIAN 8 CLASSIFIED EMPLOYMENT SERVICES ASSIGNMENT TECHNICIAN 8 CLASSIFIED EMPLOYMENT SER

SR LABOR COMPLIANCE OFFICER 8 FSD-LABOR COMPLIANCE LABOR COMPLIANCE OFFICER 8 FSD-LABOR COMPLIANCE

SR POLICE DISPATCHER 8 SCHOOL POLICE DEPARTMENT POLICE DISPATCHER 8 SCHOOL POLICE DEPARTMENT

SUPERVISING POLICE DISPAT 8 SCHOOL POLICE DEPARTMENT SR POLICE DISPATCHER 8 SCHOOL POLICE DEPARTMENT

TOTAL REASSIGNMENTS 55

* LOWER BASIS PAGE 2 OF 4

LAYOFFS

JOB TITLE HOURS LOCATION DIVISION

CLERK 8 WEST ADAMS PREPARATORY SH LOCAL DISTRICT CENTRAL

CLERK 8 WEST ADAMS PREPARATORY SH LOCAL DISTRICT CENTRAL

CLERK 8 ELIZABETH LC LOCAL DISTRICT EAST

CLERK 8 SHIRLEY EL LOCAL DISTRICT NORTHWEST

CLERK 4 BROCKTON EL LOCAL DISTRICT WEST

CLERK 8 CLASSIFIED EMPLOYMENT SERVICES PERS CMSN/STAFF

COORD, PARENT NETWORK LIAISON 8 SPECIAL ED SERVICE CNTR SELPA ADMINISTRATIVE UNIT

DISABILITIES SUPPORT PGM 6 N VALLEY OCCUPATIONAL CTR AD/OC ED-CEN OFC

EDUC AIDE 2 3 STATE EL LOCAL DISTRICT EAST

EDUC AIDE 2 3 SOUTH GATE SH LOCAL DISTRICT EAST

EDUC AIDE 2 3 MACLAY MS LOCAL DISTRICT NORTHEAST

EDUC AIDE 2 3 186TH ST EL LOCAL DISTRICT SOUTH

MULTIMEDIA DESIGNER 8 ELEARNING OFFICE COMMUNICATIONS OFFICE

PARENT COMM FACILITATOR 8 SPECIAL ED SERVICE CNTR SELPA ADMINISTRATIVE UNIT



PARENT RESOURCE LIAISON 3 NIMITZ MS LOCAL DISTRICT EAST

PARENT RESOURCE LIAISON 6 HARRISON EL LOCAL DISTRICT EAST

PARENT RESOURCE LIAISON 6 LEGACY SH SCI TECH ENGINE LOCAL DISTRICT EAST

PARENT RESOURCE LIAISON 8 DYER EL LOCAL DISTRICT NORTHEAST

PARENT RESOURCE LIAISON 4 SUN VALLEY HS LOCAL DISTRICT NORTHEAST

PARENT RESOURCE LIAISON 4 WILMINGTON MS LOCAL DISTRICT SOUTH

PARENT RESOURCE LIAISON 4 CRENSHAW STEMM MAGNET LOCAL DISTRICT WEST

PARENT RESOURCE LIAISON 4 CRENSHAW STEMM MAGNET LOCAL DISTRICT WEST

PLACEMENT ASSISTANT 6 CTR ADV TRANSITION SKILLS LOCAL DISTRICT SOUTH

PLACEMENT ASSISTANT 6 CAREER & TRANSITION PROGR SELPA ADMINISTRATIVE UNIT

PROGRAM AND POLICY DEV SP 8 INSTRUCTIONAL TECHNOLOGY OFF OF CURR, INSTRUC/SCHL

STUDENT & FAMILY RES NAVIGATOR 8 HEALTHY START SUPPORT SERVICES-CENTRAL





TOTAL LAYOFFS 32

PAGE 3 OF 4

SEPARATIONS*

JOB TITLE HOURS LOCATION DIVISION

CAMPUS AIDE & RESTRICTED 3 BANNING SH LOCAL DISTRICT SOUTH

ED RESOURCE AIDE & RESTR 3 UTAH EL LOCAL DISTRICT EAST

ED RESOURCE AIDE & RESTR 3 UTAH EL LOCAL DISTRICT EAST

ED RESOURCE AIDE & RESTR 3 KESTER EL LOCAL DISTRICT NORTHEAST

ED RESOURCE AIDE & RESTR 6 NESTLE AVENUE CHARTER LOCAL DISTRICT NORTHWEST

EDUC AIDE 3 (AVID) 3 GAGE MS LOCAL DISTRICT EAST

EDUC AIDE 3 (AVID) 3 VAN NUYS MS LOCAL DISTRICT NORTHEAST

EDUC AIDE 3 (AVID) 3 VISTA MIDDLE SCHOOL LOCAL DISTRICT NORTHEAST

EDUC AIDE 3 (AVID) 3 VAN NUYS MS LOCAL DISTRICT NORTHEAST

EDUC AIDE 3 (AVID) 3 VISTA MIDDLE SCHOOL LOCAL DISTRICT NORTHEAST

EDUC AIDE 3 (AVID) 3 EDISON MS LOCAL DISTRICT SOUTH



EDUC AIDE 3 (AVID) 3 JOHNNIE L COCHRAN JR MS LOCAL DISTRICT WEST

EDUC AIDE 3 (AVID) 3 JOHNNIE L COCHRAN JR MS LOCAL DISTRICT WEST

EDUC AIDE 3 SPANISH LANG 3 SAN PEDRO EL LOCAL DISTRICT CENTRAL

INSTR AID II 3 VAN NUYS MS LOCAL DISTRICT NORTHEAST

TOTAL SEPARATIONS 17

SUMMARY

55 Reassignments to a position in a lower classification or a position with fewer hours and/or working days32 Layoffs 17 Separations (restricted employees)104 Total

In addition, there are 408 reassignments to an equal position in the same classification (no loss of pay)

*These incumbents do not have permanent status with the District.

PAGE 4 OF 4

INFO

RM

ATIV

E330

331

TAB 17

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 18

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 19

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 20

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 21

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 22

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 23

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 24

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 25

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 26

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 27

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 28

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 29





Approval of the Material Revision for Citizens of the World 2 to Add 8th Grade and Add an EnrollmentPreferenceJune 14, 2016Charter Schools Division

Action Proposed:Staff recommends approval of the material revision of the charter for Citizens of the World 2 (“CWC 2,” and/or“CWC Silver Lake”), located in Board District 5, Local District West (LDW), to add grade 8 and add anenrollment preference, effective upon Board approval of the material revision and ending at the expiration ofthe school’s current charter on June 30, 2017.

Background:Citizens of the World 2 was originally granted its charter by the Board of Education on February 7, 2012, andopened in September 2012 as the second charter school of Citizens of the World Los Angeles. CWC 2 schoolwas granted its charter to serve 912 students in grades K-7 and currently serves 527 students in grades K-6 andis located on three sites (one Prop. 39 co-location, two private sites) in Board District 5, Local District West(LDW): 1530 North Wilton Place, Los Angeles, CA 90028 (Prop. 39 co-location at Grant ES); 5620 DeLongpre Avenue, Los Angeles, CA 90028; and 221 South Juanita Avenue, Los Angeles, CA 90004.

CWC 2 obtained a material revision in September 2015 to add a private site, add an enrollment preference, andmake updates to the instructional program. The school seeks this material revision to add grade 8 to thecharter’s currently approved K-7 grade span, to be served within the charter’s enrollment capacity of 912. Indoing so, CWC 2 seeks to expand its course offerings to include 8th grade algebra in addition to foreignlanguage, physical education, arts, STEM electives and other electives to be offered to students in the middleschool grades. CWC 2 also seeks an addition to its current enrollment preferences in the lottery to includechildren of the CWC 2’s employees and Governing Board members, not to exceed 10% of the total studentsadmitted each year.

The material revision amends provisions in the charter germane to the addition of the 8th grade. It also amendscertain provisions of the charter to conform to the current District Required Language for charter schoolpetitions, which reflects District policy and applicable state and federal laws, statutes, and regulations.

In 2013, CWC 2 earned a Growth API of 809 and a Statewide Rank of 5. The school was not issued a 2013Similar School ranking due to its CDE status as a “small school” (having fewer than 99 valid test scores) at thattime. Most recently, the school has demonstrated academic progress for students utilizing internal assessmentdata demonstrating strong student outcomes. Based on the school's Spring 2015 NWEA MAP assessmentresults, the overall percentage of students at or above national norm based scores was 67.2% in Math, 69.7% inReading and 70.3% in Language Usage. The school reports these data include increases for subgroups inEnglish and math. In 2014-15, CWC 2’s English Learner reclassification rate of 8.1% was lower than theDistrict’s average of 16.6%. However, school leaders expect a significant increase in reclassified students in2015-16, having reported 13 reclassified students via CALPADS, resulting in an anticipated reclassification


413


rate of 14.2%. School leadership has shared that they are committed to continuing to support the growth ofEnglish learners, including implementation of interventions, ongoing monitoring, and professional developmentopportunities for teachers. Additional learning time through intervention programs before and after schooltotaling an additional 60 instructional minutes per day have been implemented for targeted EL students.Furthermore, students who score below the 20th percentile receive targeted intervention in ELA and/or Math bya credentialed intervention teacher during the school day. The school will also continue to build on currentefforts to increase its diversity through the implementation of its approved lottery preference for studentseligible for free and reduced priced meals approved in a material revision on March 19, 2013. Since that time,67 students (58%) qualified for Free and Reduced Priced Meals out of the 116 students drawn in the March2015 school lottery for the 2015/17 school year and 122 students (42%) qualified for Free and Reduced PricedMeals out of the 292 students drawn in the March 2016 school lottery for the 2016/17 school year. In the 2015-16 Annual Performance-Based Oversight Report, the school earned a rating of “Proficient” (3) in Governance;Student Achievement and Educational Performance; and Organizational Management, and a rating of“Developing” (2) in Fiscal Operations.

Citizens of the World 2 is a school of Citizens of the World Los Angeles (CWCLA), an independent non-profitorganization that operates three LAUSD-authorized schools targeting the communities of Hollywood, SilverLake and Mar Vista with a shared mission to provide a socio-economically, culturally and racially diversecommunity of students with an intellectually challenging, experiential learning environment that develops eachindividual student’s confidence, potential and individual responsibility as citizens of the world.

Expected Outcomes:Citizens of the World 2 is expected to operate its charter school in a manner consistent with local, state, andfederal ordinances, laws and regulations and with the terms and conditions set forth in its charter.

Board Options and Consequences:“Yes” - The approval of the material revision of the charter would result in Citizens of the World 2 continuingto operate as a charter school under the terms of the charter, as amended, for the remainder of its charter term.

“No” - The denial of the material revision of the charter would result in Citizens of the World 2 continuing tooperate under the terms of its current charter.

Policy Implications:There are no policy implications at this time.

Budget Impact:State income and various other income sources to the District are reduced when current District students enrollat a charter school, and comparable or offsetting expenditure reduction may not occur in such cases. UnderEducation Code section 47604(c), a school district that grants a charter to a charter school to be operated by, oras, a non-profit public benefit corporation is not held liable for the charter school’s debts or obligations as longas the school district complies with all oversight responsibilities. The District will continue to have monitoringand oversight responsibility for charter school finances, as specified in the Charter Schools Act. Anymodifications to the charter school’s petition or operations with significant financial implications would requireDistrict approval prior to implementation. Approval of the material revision is also contingent upon adequateliability insurance coverage.

Issues and Analysis:If all pending issues, if any, are not resolved at the time of the Board meeting, the Office of General Counsel


414


may recommend the denial of the material revision.

Attachments:Desegregation Impact StatementExecutive SummaryMaterial Revision

Informatives:Not applicable


415



______________________________ _____________________________MICHELLE KING JOSÉ COLE-GUTIÉRREZSuperintendent Director

Charter Schools Division

REVIEWED BY:



REVIEWED BY:




416

417

418

419

420

421

422

423

0126177

Schoolwide Academic Performance Index(API)Base APIGrowth APIGrowth TargetGrowthMet Schoolwide Growth TargetMet All Student Groups TargetBase API State RankBase API Similar Schools Rank2013 Growth API State Rank2013 Growth API Similar Schools Rank

Subgroup APIGrowthTarget

Growth Met TargetGrowthTarget

GrowthMet

TargetGrowthTarget

GrowthMet

TargetAfrican American or BlackAmerican Indian or Alaska NativeAsianFilipinoLatinoNative Hawaiian or Pacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with Disabilities

2011Base API

2012Growth API

11 12Growth

2012Base API

2013Growth API

12 13Growth

Citizens of the World 2 B 809LAUSD Similar Schools from CDEResident Schools Median 786 820 34 822 823 1

Basic,Below Basic& Far Below

Basic

Proficient &Advanced

Basic,Below

Basic & FarBelowBasic

Proficient &Advanced

Citizens of the World 2 38% 62% 35% 65%LAUSD Similar Schools from CDEResident Schools Median 41% 60% 32% 69%

# Criteria # Met % Met # Criteria # Met % Met # Criteria # Met % MetCitizens of the World 2 4 2 50%LAUSD Similar Schools from CDEResident Schools Median 17 15 86% 18 13 70%

5

2014 AYP

English Language Arts Mathematics

AYP Comparison2012 AYP 2013 AYP

2012 13 CST Comparison

" " indicates that the subgroup is not numerically significant or the school was not open, therefore will have not API score or target information. "A" indicates the school or student groupsscored at or above the statewide performance target of 800 in the 2012 Base. "B" indicates the school did not have a valid 2012 Base API and will not have any growth or target information.

API Comparison

809BB

Citizens of the World 2 Loc. Code: 2260CDS Code:

CRITERIA SUMMARYA charter school that has operated for at least four years is eligible for renewal only if the school has satisfied at least one of the following criteria prior toreceiving a charter renewal: Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three years, both school wideand for all groups of pupils served by the charter school; ranked 4 to 10 on the API statewide or similar schools rank in the prior year or in two of the lastthree years both schoolwide and for all groups of pupils served by the charter school (SB 1290). The academic performance of the charter school must beat least equal to the academic performance of the public schools that the charter school pupils would otherwise have been required to attend, as well as theacademic performance of the schools in the school district in which the charter school is located, taking into account the composition of pupil populationserved at the charter school (Ed. Code 47607).

2010 11 2011 12 2012 13

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Doc# 442453 Page | 1

MATERIAL REVISION TO CHARTER OF CITIZENS OF THE WORLD 2

This Material Revision to the Charter of Charter of Citizens of the World 2 (“Material Revision”) is made between Los Angeles Unified School District (“District”), a California public school district, and Citizens of the World Charter Schools – Los Angeles, a California non-profit corporation, (“Parties”) operating a California public charter school known asCharter of Citizens of the World 2 (“Charter School” and/or “CWC 2”, and/or “CWC Silver Lake”).

This Material Revision shall revise the Charter of Citizens of the World 2 approved by the Los Angeles Unified School District Board of Education on February 7, 2012, including all subsequent Material Revision(s) and/or Amendment(s). The effective date of this Material Revision is the date of approval by the Board of Education.

A. WHEREAS, Parties agree to materially revise the Charter, and where required, its Bylaws, to reflect changes to the Charter as noted below;

B. WHEREAS, District and Charter School jointly agree to revise certain provisions of the Charter to reflect District policy and applicable state and federal laws, statutes, and regulations;

C. WHEREAS, the board of directors of Citizens of the World Charter Schools –Los Angeles (“Board”) resolved, at their December 16, 2015 meeting, to add 8th grade and update the enrollment plan to/in the Charter to allow CWC Silver Lake to serve students until they reach high school within the school’s current enrollment capacity;

D. WHEREAS, the Board further requests to amend staffing, facilities, budget and financial projections in the Charter and/or submitted with the Charter to reflect the above;

NOW, THEREFORE, the parties hereby acknowledge the adequacy of the consideration given for this Material Revision and, notwithstanding any provision to the contrary set forth in the Charter, the parties hereto expressly agree as follows:

1. Element 1: Educational Program. Element 1 of the Charter shall be revised as follows:

General Information: The corresponding information for the Charter School, in the table on page 10 of the Charter, shall be revised as follows:

The grade configuration of the Charter School is: K-8

The number of students in the [2016-17] year will be: 912The grade level(s) of the students in the [2016-17] year will be: K-7

The enrollment capacity is: (Enrollment capacity is defined as all students who are enrolled in Charter 912

449

Doc# 442453 Page | 2

School regardless of student residency).

The bell schedule for Charter School will be:

K-5: 8:30am to 2:45/3:00pm6-8: 8:00am to 3:40 pm(regular day) and8:00 – 1:30pm (shortened day)

Grades Served. All references in the Charter to grades served as K –7 shall be deleted and replaced with “K-8.”

The table on page 52 of the Charter that references core block courses standards mastery shall be deleted and replaced with the following table and updated with the following provisions:

Courses

6th Grade 7th Grade 8th Grade

Humanities(English

Language Arts& History)

6th GradeHumanities:

English LanguageArts; Ancient

History


English LanguageArts; World History


EnglishLanguage Arts;United States

History

Math / Science

6th GradeMath/Science:

Geometry/Algebra

readiness; 6th

Grade IntegratedScience


Pre-Algebra; 7th

Grade IntegratedScience


Algebra; 8th

GradeIntegrated

Science

CWC Silver Lake will offer algebra to 8th grade students (and 7th graders who are academically ready for the challenge).

On page 52, the first sentence of the second paragraph should be deleted and replaced with the following:

“In recognition of the significance of algebra mastery as a corollary to high school graduation, our teachers will ensure that all students have achieved appropriate algebraic skills in algebra in eighth grade to be prepared for the subsequent high school mathematics standards.”

Foreign language, P.E., arts, STEM electives and other electives will be offered to students in grades 6-8.

450

Doc# 442453 Page | 3

Enrollment Roll-out Plan: The chart on page 29 of the Charter titled “Enrollment Roll-out Plan” shall be deleted and replaced with the following chart:

Grade 2012-13 2013-14 2014-15 2015-16 2016-17

K 96 96 96 120 120

1 96 96 96 96 96

2 96 96 96 96 96

3 96 96 96 96 96

4 96 96 96 96

5 96 96 96

6 144 156

7 156

8

Total 384 480 576 744 912

2. Element 8: Admission Requirements. The admission preferences in the Charter, as listed in the Material Revision approved on April 16, 2013, and as amended in the Material Revision approved on September 1, 2015, shall be revised to include the following preferences:

Children of Citizens of the World 2 employees (excluding those in contract/temporary/substitute positions) and Governing Board members, not to exceed 10% of the total students admitted each year at CWC 2.

3. The Charter School warrants that it is/is operated by a non-profit corporation in good standing in the State of California.

4. All other provisions of the Charter shall remain in effect.

IN WITNESS WHEREOF, the parties hereto have caused this Material Revision to be duly executed and delivered in their respective names by their authorized representatives as of the date set forth below.

451

Doc# 442453 Page | 4

DATED May____, 2016 CITIZENS OF THE WORLD 2(“Charter School”)

By:

Title:

Authorized Representative of Citizens of the World

DATED: May ____, 2016 LOS ANGELES UNIFIED SCHOOL DISTRICT(“District”)

By:

Title:Authorized Representative of Los Angeles Unified School District

Attachment A:A. Updated Budget and Financial Projections for Citizens of the World 2.

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369

3,36

93,

369

3,36

937

,271

69,0

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tal6

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Capi

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y2,

480

2,48

02,

480

2,73

42,

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2,71

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3,36

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3,36

93,

369

37,2

7169

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Tran

sfer

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1,45

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1,99

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5,18

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3,16

65,

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3,16

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4,68

639

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7311

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rect

Cost

s35

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35,0

6335

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35,0

6335

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35,2

8035

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35,2

8035

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35,2

8035

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35,2

8042

3,34

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ebtS

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ceIn

tere

st14

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51,

143

1,14

393

91,

189

1,08

81,

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1,45

79,

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Tota

l700

0O

ther

Out

go37

,367

37,9

6637

,363

37,2

6038

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38,4

1841

,605

38,7

6739

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41,5

3739

,950

39,3

914,

686

472,

154

TOTA

LEXP

ENSE

209,

434

322,

916

506,

908

590,

869

472,

201

530,

012

557,

535

525,

670

495,

122

512,

472

516,

900

459,

301

42,8

395,

742,

179

NET

INCO

ME

(139

,917

)(1

08,4

40)

(112

,373

)(2

51,6

54)

(150

,875

)(1

39,8

28)

196,

244

(43,

515)

(53,

569)

293,

845

(75,

211)

(2,9

18)

621,

864

33,6

51

Begi

nnin

gCa

shBa

lanc

e35

3,95

546

9,13

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1,77

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8,63

628

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79,4

277,

050

96,6

3241

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40,4

5229

6,09

823

4,25

524

4,72

135

3,95

5Ca

shFl

owfr

omO

pera

ting

Activ

ities

Net

Inco

me

(139

,917

)(1

08,4

40)

(112

,373

)(2

51,6

54)

(150

,875

)(1

39,8

28)

196,

244

(43,

515)

(53,

569)

293,

845

(75,

211)

(2,9

18)

621,

864

33,6

51Ch

ange

inAc

coun

tsRe

ceiv

able

Prio

rYea

rAcc

ount

sRe

ceiv

able

281,

747

31,5

7922

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20,2

5315

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9,54

738

0,98

5Cu

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tYea

rAcc

ount

sRe

ceiv

able

(664

,703

)(6

64,7

03)

Chan

gein

Due

from

154

154

Chan

gein

Acco

unts

Paya

ble

(60,

158)

(33,

479)

(7,9

71)

30,9

58(9

,394

)25

,000

(51,

115)

42,8

39(6

3,32

0)Ch

ange

inD

ueto

(2,1

77)

(8,3

86)

(15,

000)

(0)

(25,

563)

454

CITI

ZEN

SO

FTH

EW

ORL

DSI

LVER

LAKE

2015

16Ca

shFlow

Forecast

34

56

78

910

1112

1314

Prep

ared

byEx

ED.

Foru

seby

ExED

and

ExED

clie

nts

only

.©20

15Ex

ED3

45

67

89

1011

1213

14

ACTU

ALAC

TUAL

ACTU

ALAC

TUAL

FORE

CAST

Jul1

5Au

g15

Sep

15O

ct15

Nov

15D

ec15

Jan

16Fe

b16

Mar

16Ap

r16

May

16Ju

n16

Accr

ual

Jul1

5Ju

n16

Chan

gein

Accr

ued

Vaca

tion

Chan

gein

Payr

ollL

iabi

litie

s(5

,256

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591

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Prep

aid

Expe

nditu

res

43,4

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00)

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epos

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Dep

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atio

nEx

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480

2,48

02,

480

2,73

42,

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2,71

42,

714

3,36

93,

369

3,36

93,

369

37,2

7169

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Cash

Flow

from

Inve

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gAc

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esCa

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s(2

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5,00

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Activ

ities

Sour

ceSa

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Use

Sale

ofRe

ceiv

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sSo

urce

Loan

s20

0,00

050

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50,0

0060

,000

100,

000

460,

000

Use

Loan

s(1

0,41

6)(1

0,41

7)(1

0,41

7)(1

09,3

75)

(10,

417)

(10,

417)

(90,

000)

(1)

(251

,458

)En

ding

Cash

Bala

nce

469,

136

351,

775

238,

636

28,2

2679

,427

7,05

096

,632

41,0

6940

,452

296,

098

234,

255

244,

721

244,

721

244,

721

455

CITI

ZEN

SO

FTH

EW

ORL

DSI

LVER

LAKE

2016

17Ca

shFlow

Forecast

34

56

78

910

1112

1314

Prep

ared

byEx

ED.

Foru

seby

ExED

and

ExED

clie

ntso

nly.

©20

15Ex

ED

FORE

CAST

Jul1

6Au

g16

Sep

16O

ct16

Nov

16De

c16

Jan

17Fe

b17

Mar

17Ap

r17

May

17Ju

n17

Accr

ual

Jul1

6Ju

n17

Enro

llmen

t75

2U

ndup

licat

edCo

unto

fLow

Inco

me,

EL,F

oste

rYou

th39

5AD

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3In

com

e80

1180

96Lo

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11Lo

calC

ontr

olFu

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gFo

rmul

a12

1,50

812

1,50

832

5,01

521

8,71

421

8,71

432

2,31

721

8,71

440

2,05

840

2,05

840

2,05

840

2,05

843

4,13

23,

588,

856

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Educ

atio

nPr

otec

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Acco

unt

138,

444

138,

444

330,

748

202,

545

810,

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Loca

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Prio

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48,4

7496

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64,6

3264

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64,6

3264

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64,6

3223

7,31

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8,65

911

8,65

911

8,65

911

8,65

91,

180,

536

Tota

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180

96Lo

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218,

455

186,

140

528,

091

283,

346

283,

346

525,

392

456,

033

520,

718

851,

465

520,

718

520,

718

636,

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5,57

9,57

281

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5,81

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7,74

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747

7,74

77,

747

7,74

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14,2

5214

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14,2

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141,

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14,8

6114

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14,8

6114

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14,8

6114

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14,8

6144

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148,

613

8291

Title

I,A

Basic

Gran

tsLo

wIn

com

e31

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31,9

4363

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127,

771

8292

Title

II,A

Teac

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21,

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2,28

982

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231

4,23

18,

462

16,9

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49,8

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5,81

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7,74

77,

747

7,74

722

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59,3

5543

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29,1

1311

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29,1

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4,68

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3,70

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216

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32,7

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21,8

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80,6

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0,51

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e1,

080

1,08

01,

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01,

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Man

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6,82

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16,3

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21,8

6386

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55,2

1481

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41,4

1512

3,47

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1510

3,34

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4,03

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6,72

131

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38,6

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23,5

2330

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30,2

4433

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28,5

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21,8

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2,43

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8699

Fund

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151,

410

118,

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79,7

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6584

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795,

837

834,

527

8792

Tran

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Spec

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145,

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107,

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79,3

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0,61

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5,85

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1,18

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9,22

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7,67

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1,79

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8,86

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9,93

371

9,27

666

5,49

471

3,26

91,

163,

242

691,

860

707,

104

880,

544

7,95

4,12

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ache

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101,

308

209,

884

209,

884

209,

884

209,

884

209,

884

209,

884

209,

884

209,

884

209,

884

209,

884

2,20

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2,40

52,

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2,40

52,

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2,40

52,

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2,40

52,

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2,40

52,

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26,4

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Stip

end/

Extr

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113

3,11

33,

113

3,11

33,

113

3,11

33,

113

3,11

33,

113

3,11

33,

113

34,2

4812

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rtifi

cate

dPu

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rtSa

larie

s10

,579

10,5

7910

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10,5

7910

,579

10,5

7910

,579

10,5

7910

,579

10,5

7910

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116,

371

1300

Cert

ifica

ted

Supe

rviso

rand

Adm

inist

rato

rSal

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s27

,206

27,2

0627

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27,2

0627

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27,2

0627

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27,2

0627

,206

27,2

0627

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27,2

0632

6,47

419

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ther

Cert

ifica

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Sala

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Tota

l100

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rtifi

cate

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larie

s27

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144,

612

253,

188

253,

188

253,

188

253,

188

253,

188

253,

188

253,

188

253,

188

253,

188

253,

188

2,70

3,69

720

00Cl

assi

fied

Sala

ries

2100

Inst

ruct

iona

lAid

eSa

larie

s16

,061

76,2

8892

,349

56,2

1256

,212

72,2

7372

,273

80,3

0368

,258

80,3

0352

,197

722,

730

2200

Clas

sifie

dSu

ppor

tSal

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s(M

aint

enan

ce,F

ood)

209

992

1,20

073

173

193

993

91,

044

887

1,04

467

89,

394

2300

Clas

sifie

dSu

perv

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istra

torS

alar

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2400

Cler

ical

/Tec

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Staf

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s18

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18,4

0518

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18,4

0518

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18,4

0518

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18,4

0518

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18,4

0518

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18,4

0522

0,85

929

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ther

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18,3

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13,4

9213

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17,3

4717

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19,2

7416

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19,2

7412

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173,

467

Tota

l200

0Cl

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Sala

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18,4

0538

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113,

995

134,

119

88,8

4088

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108,

964

108,

964

119,

026

103,

933

119,

026

83,8

091,

126,

449

3000

Empl

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Bene

fits

3111

STRS

Stat

eTe

ache

rsRe

tirem

entS

yste

m3,

423

18,1

9231

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31,8

5131

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31,8

5131

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31,8

5131

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31,8

5131

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31,8

5134

0,12

533

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Soci

alSe

curit

y1,

141

2,38

97,

068

8,31

55,

508

5,50

86,

756

6,75

67,

380

6,44

47,

380

5,19

669

,840

3331

MED

Med

icar

e66

12,

656

5,32

45,

616

4,95

94,

959

5,25

15,

251

5,39

75,

178

5,39

74,

886

55,5

37

456

CITI

ZEN

SO

FTH

EW

ORL

DSI

LVER

LAKE

2016

17Ca

shFlow

Forecast

34

56

78

910

1112

1314

Prep

ared

byEx

ED.

Foru

seby

ExED

and

ExED

clie

ntso

nly.

©20

15Ex

ED

FORE

CAST

Jul1

6Au

g16

Sep

16O

ct16

Nov

16De

c16

Jan

17Fe

b17

Mar

17Ap

r17

May

17Ju

n17

Accr

ual

Jul1

6Ju

n17

3401

H&W

Heal

th&

Wel

fare

30,9

7430

,974

30,9

7430

,974

30,9

7430

,974

30,9

7430

,974

30,9

7430

,974

30,9

7430

,974

371,

684

3501

SUI

Stat

eU

nem

ploy

men

tIns

uran

ce23

9218

419

417

117

118

118

118

617

918

616

81,

915

3601

Wor

kers

'Com

pens

atio

n13

,391

2,67

82,

678

2,67

82,

678

2,67

82,

678

2,67

832

,139

3901

403B

552

1,15

63,

420

4,02

42,

665

2,66

53,

269

3,26

93,

571

3,11

83,

571

2,51

433

,793

3902

Oth

erBe

nefit

sTo

tal3

000

Empl

oyee

Bene

fits

36,7

7455

,458

92,2

1183

,652

78,8

0778

,807

80,9

6080

,960

82,0

3780

,422

79,3

5875

,590

905,

034

4000

Supp

lies

4110

Appr

oved

Text

book

sand

Core

Curr

icul

umM

ater

ials

2,76

02,

760

307

307

307

307

307

307

307

307

307

8,28

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Refe

renc

eM

ater

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9,53

09,

530

3,80

671

671

671

671

671

671

671

671

628

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4310

Stud

entM

ater

ials

6,77

86,

778

6,77

86,

778

6,77

86,

778

6,77

86,

778

6,77

86,

778

6,77

874

,563

4350

Offi

ceSu

pplie

s1,

000

3,32

63,

326

3,32

63,

326

3,32

63,

326

3,32

63,

326

3,32

63,

326

3,32

637

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4370

Cust

odia

lSup

plie

s67

267

267

267

267

267

267

267

267

267

267

267

28,

070

4390

Oth

erSu

pplie

s1,

373

5,13

65,

136

5,13

65,

136

5,13

65,

136

5,13

65,

136

5,13

65,

136

5,13

657

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4400

Non

Capi

taliz

edEq

uipm

ent

3,20

05,

960

5,96

030

730

730

730

730

730

730

730

730

717

,880

4700

Food

and

Food

Supp

lies

11,3

0829

,009

30,0

3120

,292

21,7

6226

,090

26,8

2527

,887

25,7

4327

,887

14,0

6826

0,90

2To

tal4

000

Supp

lies

6,24

634

,163

45,4

7149

,341

47,2

7337

,534

39,0

0343

,332

44,0

6645

,129

42,9

8445

,129

14,0

6849

3,73

850

00O

pera

ting

Serv

ices

5200

Trav

elan

dCo

nfer

ence

s81

681

681

681

681

681

681

681

681

681

681

681

69,

796

5300

Dues

and

Mem

bers

hips

2,04

78,

021

8,02

18,

021

8,02

18,

021

8,02

18,

021

8,02

18,

021

8,02

182

,261

5450

Gene

ralI

nsur

ance

5500

Ope

ratio

nan

dHo

usek

eepi

ngSe

rvic

es2,

678

2,67

82,

678

2,67

82,

678

2,67

82,

678

2,67

82,

678

2,67

82,

678

2,67

832

,140

5610

Rent

Faci

litie

s/Bu

ildin

gs/S

pace

57,1

4833

,148

33,1

4833

,148

33,1

4833

,148

33,1

4833

,148

33,1

4833

,148

33,1

4833

,148

421,

774

5620

Equi

pmen

tLea

se2,

721

2,72

17,

783

7,78

37,

783

7,78

37,

783

7,78

37,

783

7,78

37,

783

7,78

383

,271

5630

Vend

orRe

pairs

172

172

172

172

172

172

172

172

172

172

172

172

2,06

058

12Fi

eld

Trip

s/Pu

pilT

rans

port

atio

n48

148

13,

424

3,42

43,

424

3,42

43,

424

3,42

43,

424

3,42

43,

424

3,42

435

,202

5820

Lega

l/Au

ditF

ees

376

376

376

376

376

376

376

376

376

376

376

376

4,51

658

30Ad

vert

isem

ent/

Recr

uitm

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169

169

169

169

169

169

169

169

169

169

169

169

2,02

558

50N

onIn

stru

ctio

nalC

onsu

ltant

s5,

655

5,65

55,

655

5,65

55,

655

5,65

55,

655

5,65

55,

655

5,65

55,

655

5,65

567

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Inst

ruct

iona

lCon

sulta

nts

27,3

8527

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27,3

8527

,385

27,3

8527

,385

27,3

8527

,385

27,3

8527

,385

273,

853

5853

ExED

133

133

133

133

133

133

133

133

133

133

133

133

1,59

158

90O

ther

Fees

/Ban

kCh

arge

s/Cr

edit

Card

Fees

1,38

11,

381

1,38

11,

381

1,38

11,

381

1,38

11,

381

1,38

11,

381

1,38

11,

381

16,5

7158

91CS

CFa

ctor

ing

Fees

5896

Spec

ialE

dFa

irSh

are

(LAU

SD)

21,0

3242

,065

28,0

4328

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28,0

4328

,043

28,0

4349

,076

24,5

3824

,538

24,5

3824

,538

350,

541

5897

Fund

raisi

ngCo

st4,

492

4,49

24,

492

4,49

24,

492

4,49

24,

492

4,49

24,

492

4,49

244

,916

5900

Com

mun

icat

ions

3,97

93,

979

3,97

93,

979

3,97

93,

979

3,97

93,

979

3,97

93,

979

3,97

93,

979

47,7

4759

10Te

leph

one

Expe

nse

5920

Inte

rnet

Expe

nse

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Host

ing

5930

Post

age

Expe

nse

/UPS

/FED

EXTo

tal5

000

Ope

ratin

gSe

rvic

es96

,741

95,8

2012

7,65

512

7,65

512

7,65

512

7,65

512

7,65

514

8,68

812

4,15

012

4,15

012

4,15

012

4,15

01,

476,

122

6000

Capi

talO

utla

y69

00De

prec

iatio

nEx

pens

e71

871

871

871

871

871

871

871

871

871

871

871

88,

617

Tota

l600

0Ca

pita

lOut

lay

718

718

718

718

718

718

718

718

718

718

718

718

8,61

770

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go72

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2,83

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833

5,25

44,

560

5,20

78,

515

5,20

75,

207

6,36

755

,796

7311

Indi

rect

Cost

s51

,966

51,9

6651

,966

51,9

6651

,966

51,9

6651

,966

51,9

6651

,966

51,9

6651

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51,9

6662

3,58

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eIn

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st1,

504

1,08

51,

085

1,50

21,

710

1,71

01,

710

1,66

71,

667

833

833

15,3

06To

tal7

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Oth

erO

utgo

53,9

5554

,150

54,9

1258

,332

56,3

0156

,509

58,9

3058

,236

58,8

3962

,147

58,0

0658

,006

6,36

769

4,68

9TO

TAL

EXPE

NSE

240,

044

423,

450

688,

150

707,

004

652,

781

643,

250

669,

418

694,

085

682,

024

669,

686

677,

430

640,

589

20,4

347,

408,

345

NET

INCO

ME

(154

,202

)(1

34,2

22)

(360

,477

)44

,788

(193

,915

)(1

43,3

17)

49,8

59(2

8,59

1)31

,245

493,

556

14,4

2966

,515

860,

110

545,

778

Begi

nnin

gCa

shBa

lanc

e24

4,72

122

9,85

713

2,33

751

,538

128,

649

45,0

3515

,487

50,6

4712

,357

44,3

2130

3,59

521

6,24

328

3,47

524

4,72

1Ca

shFl

owfr

omO

pera

ting

Activ

ities

Net

Inco

me

(154

,202

)(1

34,2

22)

(360

,477

)44

,788

(193

,915

)(1

43,3

17)

49,8

59(2

8,59

1)31

,245

493,

556

14,4

2966

,515

860,

110

545,

778

Chan

gein

Acco

unts

Rece

ivab

lePr

iorY

earA

ccou

ntsR

ecei

vabl

e53

8,85

225

,984

9,37

722

,022

68,4

6866

4,70

3Cu

rren

tYea

rAcc

ount

sRec

eiva

ble

(880

,544

)(8

80,5

44)

Chan

gein

Due

from

Chan

gein

Acco

unts

Paya

ble

(64,

958)

10,0

0030

,000

20,0

0020

,000

5,00

0(5

,000

)(3

5,00

0)(1

0,00

0)20

,434

(9,5

24)

Chan

gein

Due

to

457

CITI

ZEN

SO

FTH

EW

ORL

DSI

LVER

LAKE

2016

17Ca

shFlow

Forecast

34

56

78

910

1112

1314

Prep

ared

byEx

ED.

Foru

seby

ExED

and

ExED

clie

ntso

nly.

©20

15Ex

ED

FORE

CAST

Jul1

6Au

g16

Sep

16O

ct16

Nov

16De

c16

Jan

17Fe

b17

Mar

17Ap

r17

May

17Ju

n17

Accr

ual

Jul1

6Ju

n17

Chan

gein

Accr

ued

Vaca

tion

Chan

gein

Payr

ollL

iabi

litie

sCh

ange

inPr

epai

dEx

pend

iture

s25

,767

25,7

67Ch

ange

inDe

posit

sCh

ange

inDe

ferr

edRe

venu

eDe

prec

iatio

nEx

pens

e71

871

871

871

871

871

871

871

871

871

871

871

88,

617

Cash

Flow

from

Inve

stin

gAc

tiviti

esCa

pita

lExp

endi

ture

sCa

shFl

owfr

omFi

nanc

ing

Activ

ities

Sour

ceSa

leof

Rece

ivab

les

Use

Sale

ofRe

ceiv

able

sSo

urce

Loan

s25

0,00

010

0,00

050

,000

400,

000

Use

Loan

s(3

61,0

42)

(10,

417)

(10,

417)

(10,

417)

(10,

417)

(10,

417)

(10,

417)

(200

,000

)(9

2,50

0)(7

16,0

42)

Endi

ngCa

shBa

lanc

e22

9,85

713

2,33

751

,538

128,

649

45,0

3515

,487

50,6

4712

,357

44,3

2130

3,59

521

6,24

328

3,47

528

3,47

528

3,47

5

458

CITI

ZEN

SO

FTH

EW

ORL

DSI

LVER

LAKE

2017

18Ca

shFlow

Forecast

34

56

78

910

1112

1314

Prep

ared

byEx

ED.

Foru

seby

ExED

and

ExED

clie

ntso

nly.

©20

15Ex

ED

FORE

CAST

Jul1

7Au

g17

Sep

17O

ct17

Nov

17De

c17

Jan

18Fe

b18

Mar

18Ap

r18

May

18Ju

n18

Accr

ual

Jul1

7Ju

n18

Enro

llmen

t92

5U

ndup

licat

edCo

unto

fLow

Inco

me,

EL,F

oste

rYou

th48

6AD

A87

7In

com

e80

1180

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11Lo

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gFo

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a18

3,70

818

3,70

841

5,62

833

0,67

433

0,67

441

1,31

333

0,67

446

6,82

146

6,82

146

6,82

146

6,82

151

2,30

84,

565,

973

8012

Educ

atio

nPr

otec

tion

Acco

unt

202,

545

202,

545

342,

334

249,

141

996,

565

8019

Loca

lCon

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Fund

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Form

ula

Prio

rYea

r80

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ofPr

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tyTa

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70,8

3214

1,66

494

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94,4

4394

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94,4

4394

,443

255,

445

127,

723

127,

723

127,

723

127,

723

1,45

1,04

7To

tal8

011

8096

Loca

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Fund

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Form

ula

Reve

nue

70,8

3232

5,37

227

8,15

171

2,61

642

5,11

742

5,11

770

8,30

158

6,12

059

4,54

493

6,87

759

4,54

459

4,54

476

1,45

07,

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585

8100

8299

Oth

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8181

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)8,

501

17,0

0211

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11,3

3411

,334

11,3

3411

,334

30,7

0015

,350

15,3

5015

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15,3

5017

4,27

582

20Ch

ildN

utrit

ion

Prog

ram

sFe

dera

l18

,195

18,1

9518

,195

18,1

9518

,195

18,1

9518

,195

54,5

8618

1,95

282

91Ti

tleI,

ABa

sicGr

ants

Low

Inco

me

42,4

4642

,446

84,8

9216

9,78

482

92Ti

tleII,

ATe

ache

rQua

lity

741

741

1,48

22,

963

8294

Title

III,L

imite

dEn

glish

Prof

icie

ncy

5,54

25,

542

11,0

8522

,170

8296

Title

V,B

Char

terS

choo

lsGr

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8297

AllO

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ralR

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ue49

,821

16,6

0766

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501

17,0

0211

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11,3

3411

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29,5

3078

,259

48,8

9533

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132,

095

33,5

4533

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168,

651

617,

572

8300

8599

Oth

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8311

Spec

ialE

dAB

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24,0

3148

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32,0

4132

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32,0

4132

,041

32,0

4186

,962

43,4

8143

,481

43,4

8143

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493,

187

8520

Child

Nut

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nSt

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1,32

01,

320

1,32

01,

320

1,32

01,

320

1,32

03,

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9,98

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Reve

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39,6

9639

,696

79,3

9215

8,78

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91SB

740

263,

176

230,

279

164,

485

657,

941

8599

AllO

ther

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venu

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300

8599

Oth

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me

24,0

3148

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32,0

4132

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32,0

4130

6,52

373

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88,2

8244

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314,

776

44,8

0144

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247,

837

1,33

3,09

886

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Loca

l86

34Fo

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rvic

eSa

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5,13

85,

138

5,13

85,

138

5,13

85,

138

5,13

85,

138

5,13

85,

138

5,13

856

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8660

Inte

rest

/Div

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dIn

com

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62N

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inFa

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ofIn

vest

men

ts86

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Kind

Dona

tion

8690

AllO

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7,26

734

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41,7

8625

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25,4

3532

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32,7

0236

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30,8

8536

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23,6

1832

7,02

286

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8699

Fund

raisi

ng16

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17,3

8190

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191,

075

140,

253

97,2

4655

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61,4

9210

2,40

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80,1

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8,09

66,

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1,99

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0,82

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7,81

893

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99,3

3214

3,88

190

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645

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852

6,50

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405,

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0,25

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1,41

299

3,99

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9,31

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8,98

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3,22

982

2,62

981

6,77

21,

474,

252

794,

535

809,

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1,18

4,44

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1110

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9,14

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9,14

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9,14

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9,14

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9,14

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9,14

525

9,14

525

9,14

525

9,14

52,

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2,94

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2,94

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2,94

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2,94

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2,94

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3,93

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3,93

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3,93

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3,93

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3,93

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Cert

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13,8

5813

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13,8

5813

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13,8

5813

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13,8

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13,8

5815

2,43

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34,6

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34,6

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34,6

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34,6

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34,6

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34,6

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416,

268

1900

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34,6

8918

0,88

731

4,56

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4,56

331

4,56

331

4,56

331

4,56

331

4,56

331

4,56

331

4,56

331

4,56

331

4,56

33,

361,

208

2000

Clas

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larie

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stru

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nalA

ide

Sala

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19,1

4490

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110,

080

67,0

0567

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86,1

5086

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95,7

2281

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95,7

2262

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861,

498

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215

1,02

11,

236

753

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968

968

1,07

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9,67

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21,0

8521

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21,0

8521

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21,0

8521

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21,0

8521

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21,0

8521

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21,0

8521

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253,

016

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Oth

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Supe

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4,43

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25,4

9615

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15,5

1919

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19,9

5322

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18,8

4522

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14,4

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TAB 30

WITHDRAWN PRIOR TO MEETING

TAB 31

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 32





Request to Submit School Improvement Grant (SIG) Application- Cohort 4June 14, 2016Division of Instruction

Action Proposed:Staff requests the Board’s approval to submit a School Improvement Grant (SIG) application - Cohort 4 to theState of California for funding of schools that will be identified as new cohort schools.

Background:The School Improvement Grant authorized under section 1003(g) of Title I of the Elementary and SecondaryEducation Act of 1965 (Title I of ESEA), are grants, through State Educational Agencies (SEAs), to LocalEducational Agencies (LEAs) for use in Title I schools identified for improvement, corrective action, orrestructuring. The SIG supports schools with the greatest need for the funds and the strongest commitment touse these funds. The grant provides adequate resources in order to substantially raise student achievement andenable schools to make adequate yearly progress. The Consolidated Appropriations Act, 2014, allows LEAs toimplement additional interventions, evidence-based whole-school reform strategies and State determinedschool improvement intervention models. It also extends the grant period from three to five years.

Current SIG requirements are revised to strengthen the program implementation based on lessons learned andinput from stakeholders by: Adding an intervention model to support education outcomes in preschool andearly grades, while continuing the support of secondary instruction. Additional LEA requirements are intendedto support the chosen intervention model and to continuously engage families and the community throughoutimplementation.

Revisions to the new SIG will reflect additional intervention models, adding evidence based and whole schoolreform models and continue to provide existing intervention models.The models are:

Restart Model Transformation Model Turnaround Model School Closure Model Early Learning Model Evidence-Based Whole-School Reform Model SEA-Determined Intervention Model (provides flexibility and allows opportunity to partner with

California Department of Education (CDE) or the California Collaborative for Educational Excellence(CCEE)


530


Timeline for the upcoming SIG- Cohort 4:

DATE ACTIVITYMay 27, 2016 CDE's application due to the U.S. Department of Education (ED)On or after May 27, 2016 CDE will post a DRAFT Request for Application (RFA)July 2016 CDE will release the list of eligible schools that can apply for SIGEarly August 2016 Completed RFA is due to the CDEAugust 2016 Reader's conference will be heldSeptember 2016 Recommended applications will go to SBE for approval

Expected Outcomes:Participating schools will increase student achievement by providing extended opportunities to learn, using datato inform instruction, using multiple observation-based assessments, developing and increasing teacher/leadereffectiveness, engaging families and communities, and creating a positive school and classroom environmentfor students.

Board Options and Consequences:“Yes” - Enables LAUSD to apply for School Improvement Grant.“No” - The denial of the application would result in prohibiting LAUSD from participation in the SchoolImprovement reform funding.

Policy Implications:None

Budget Impact:Schools are eligible for not less than $50,000 and no more than $2 million per school year-based upon theneeds assessment and plan.

Issues and Analysis:There are no legal issues that have been identified by counsel at this time.

Attachments:School Improvement Grant Cohort 4 Application Release

Informatives:School Improvement Grant (SIG) Funding-Cohort 4


531



______________________________ _____________________________MICHELLE KING Jesus AnguloSuperintendent Director

Academic and Counseling Services


______________________________ ______________________________DAVID HOLMQUIST Dr. Frances GipsonGeneral Counsel Chief Academic Officer

Division of Instruction___ Approved as to form.

REVIEWED BY:




532

June 1, 2016 Dear Select County and District Superintendents and Charter School Administrators:

SCHOOL IMPROVEMENT GRANT COHORT 4 APPLICATION RELEASE

This letter is to announce the School Improvement Grant (SIG) Cohort 4 local educational agency (LEA) Request for Application (RFA) and provide you with details regarding the SIG program. Request for Application Announcement On March 29, 2016, the U.S. Department of Education (ED) released the School Improvement Grant Application for Fiscal Years 2015 and 2016 New Awards Competition under Section 1003(g) of the Elementary and Secondary Education Act. Although the SIG is not one of the programs extended through the Every Student Succeeds Act, the fiscal years (FYs) 2015 and 2016 SIG funds that Congress appropriated for the SIG program remain available for obligation. At its May 2016 meeting, the State Board of Education approved the California Department of Education’s (CDE) request to apply for the School Improvement Grant Application for Fiscal Years 2015 and 2016 New Awards Competition. California’s application is pending review by the ED, and if approved, California will receive approximately $173 million to make competitive subgrants to eligible LEAs.

In anticipation of ED approval, the CDE has released an RFA for California districts and charter schools to apply on behalf of their eligible schools. The LEA SIG Cohort 4 RFA can be found on the CDE SIG Web page located at http://www.cde.ca.gov/sp/sw/t1/sig09.asp. California will provide its list of eligible schools in July 2016. Districts and schools that anticipate being on the list of eligible schools are encouraged to begin working on the LEA SIG Cohort 4 RFA in advance of the release of the list of eligible schools. The LEA SIG Cohort 4 RFA is due to the CDE before 4 p.m. on August 8, 2016. Schools currently served with Cohort 2 or Cohort 3 SIG funds are not eligible to apply.

533

June 1, 2016 Page 2 School Improvement Grant Program Information The SIGs are federal grants that State Educational Agencies use to make competitive subgrants to LEAs that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to substantially raise the performance and progress of students in their lowest-performing schools. Funds are awarded to LEAs in sufficient amounts in order to implement, fully and effectively, one of seven federally approved intervention models. These intervention models are:

1. Turnaround Model—involves replacing the principal and at least 50 percent of the school’s staff, adopting a new governance structure, increasing learning time, and implementing a standards-based instructional program.

2. Restart Model—the school is closed and reopened under a charter school

operator, a charter management organization, or an education management organization that has been selected through a rigorous review process.

3. School closure Model—the LEA closes the school and enrolls the students who

attended that school in other schools in the LEA that are higher achieving. These other schools should be within reasonable proximity to the closed school.

4. Transformation Model—the LEA replaces the principal and takes other steps to

increase teacher and school leader effectiveness; institutes comprehensive instructional reforms; increases learning time; and provides operational flexibility and sustained support.

5. Early Learning Model—this model is a combination of early learning strategies and some elements from the transformation model. LEAs must offer full-day kindergarten, establish or expand a high-quality preschool program, and provide educators, including preschool teachers, with joint planning time.

6. Evidence-based, Whole-school Reform Model—the LEA selects an approved model from the Approved Evidence-Based, Whole-School Reform Models list located on the ED Web site at http://www2.ed.gov/programs/sif/sigevidencebased/index.html. Approved models must: have evidence of effectiveness that include at least one study that meets What Works Clearinghouse evidence standards; be designed as a Whole-school Reform Model, and; be implemented by the LEA in partnership with a Whole-school Reform Model developer as defined in the SIG final requirements.

534

June 1, 2016 Page 3

7. California State-determined Intervention Model (CA SDIM)—a Whole-school Reform Model designed to improve student academic performance and progress. The following areas are addressed in the CA SDIM: (1) school leadership, (2) teaching and learning in at least one full academic content area (including professional learning for educators), (3) student non-academic support, and (4) family and community engagement. LEAs that elect to implement the CA SDIM must do so in partnership with one of the three following lead partners:

� Local County Office of Education;

� Regional System of District and School Support, Lead County Office of Education; or

� The California Collaborative for Educational Excellence. An LEA’s capacity to implement the selected school intervention model(s), and other factors, such as the number of schools served, distribution of eligible schools, the selected intervention model, demonstration of evidence-based strategies, and the overall quality of LEA applications will be considered in awarding funding. If you have any questions regarding this subject, please contact the School Turnaround Office by phone at 916-319-0833 or by e-mail at [email protected]. Sincerely,

Bob Storelli, Director Improvement and Accountability Division BS:jo

535

INFO

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537

538

539

TAB 33





Submission of 2016-17 Consolidated Application for Categorical Aid ProgramsJune 14, 2016Division of Instruction/Human Resources

Action Proposed:Staff proposes that the District submit the 2016-17 Consolidated Application for Funding Categorical AidPrograms to the California Department of Education (CDE); and that the estimated entitlement amount forprograms in the Consolidated Application be included in the Superintendent’s 2016-17 Budget.

Background:The Consolidated Application has become a multi-part data collection with multiple due dates throughout theyear. The following Consolidated Application and Reporting System (CARS) Data Collection Schedule issubject to change:

CARS Spring 2016 Data Collection - June 30, 2016

CARS Winter 2016 Data Collection - TBD

The Consolidated Application will continue to collect the following information: applications for federalfunding, legal assurances, categorical program budget and expenditure reports, and categorical program activityreports.

Expected Outcomes:The approval of the FY 2016-17 Consolidated Application will allow the District to file multiple ConsolidatedApplication Data Collections with the California Department of Education.

Board Options and Consequences:Approval of the Consolidated Application will enable the District to continue funding a variety of programssupported with federal categorical program resources (see Budget Impact).

Policy Implications:No District policy will be changed by approval of this action.


540


Budget Impact:The estimated entitlement amount of $371.7 million in federal programs includes the following:

Funding Source AmountTitle I, Part A (Basic Grant) $316,752,531.00Title I, Part D (Delinquent) $992,705.00Title II, Part A (Teacher & Principal Training) $41,572,001.00Title III, Part A (English Learners) $11,221,739.00Title III, Part A (Immigrant) $1,174,663.00TOTAL $371,713,639.00

Issues and Analysis:Not Applicable.

Attachments:

Informatives: Submission of 2016-17 Consolidated Application for Funding Categorical Aid Programs.


541



______________________________ _____________________________MICHELLE KING DR. FRANCES M. GIPSONSuperintendent Chief Academic Officer

Division of Instruction


______________________________ ______________________________DAVID HOLMQUIST JUSTO AVILAGeneral Counsel Chief Human Resources Officer

Human Resources___ Approved as to form.

REVIEWED BY:




542

INFO

RM

ATIV

E543

Board of Education Report No. 468-15/16

For June 14, 2016 Board Meeting


Division of Instruction and Human Resources Division INFORMATIVE TO: Members, Board of Education DATE: June 14, 2016 Michelle King, Superintendent FROM: Dr. Frances M. Gipson, Chief Academic Officer Justo Avila, Chief Human Resources Officer SUBJECT: SUBMISSION OF 2016-17 CONSOLIDATED APPLICATION FOR FUNDING

CATEGORICAL AID PROGRAMS

Background The Consolidated Application (ConApp) is used by the California Department of Education (CDE) to distribute categorical funds from various federal programs to school districts throughout California. This annual application documents participation in these programs and provides assurance that the district will comply with the legal requirements of each program. Program entitlements are determined by formulas contained in the laws that created the programs.

Content The FY 2016-17 Consolidated Application contains the following programs which are estimated to generate $371.7 million in federal resources:

Federal Elementary & Secondary Education Act (ESEA) Program Administrative Contact � Title I, Part A (Socioeconomically Disadvantaged) .....................Karen Ryback � Title I, Part A (Parental Involvement) ..........................................Rowena Lagrosa � Title I, Part D (Delinquent Youth) ...............................................Erika Torres � Title II, Part A (Teacher & Principal Training)….…Justo Avila/Dr. Frances Gipson � Title III, Part A (English Learners) .............................................Hilda Maldonado � Title III, Part A (Immigrant) ........................................................Hilda Maldonado

For entitlement questions, please contact Assistant Budget Director Victoria Reyes at (213) 241-2110. For program questions, please contact the administrator identified above.

c: David Holmquist Thelma Melendez

Nicole Elam-Ellis Jefferson Crain Megan Reilly Erika Torres Rowena Lagrosa

Hilda Maldonado Karen Ryback

544

TAB 34





2015-2016 Alternative Schools of Choice Annual EvaluationJune 14, 2016Division of Instruction

Action Proposed:The Alternative Schools of Choice (Magnet) Annual Evaluation report is being submitted for approval by theBoard of Education.

Background:Annual reports are required by the California Department of Education for each school established underCalifornia Education Code 58510, which states in part, “Each district operating an alternative school shallannually evaluate each school.”

The Court Order resulting from the Crawford Case also requires the annual evaluation of Magnet schools andcenters in ameliorating the harms of racial isolation.

Expected Outcomes:The outcome of the annual evaluation is to meet both the Education Code 58510 and the Court Orderrequirements.

Board Options and Consequences:The consequence of this report should be the approval of the evaluation by the Board of Education.

Policy Implications:The policy implications of this annual evaluation are that the Magnet schools and centers will continue as partof the Alternative Schools of Choice.

Budget Impact:There is no budget impact.

Issues and Analysis:Student Integration Services proposes that these alternative schools continue to serve students; that theseprograms continue to be evaluated and that underperforming Magnet schools and centers be providedintervention and ongoing support.


545


Attachments:Attachment A - Evaluation ReportAttachment B - List of Alternative Schools of Choice (Magnet) SchoolsDesegregation Impact Statement

Informative:Alternative Programs of Choice - Annual Year-End Evaluation For Magnet Schools and Centers 2015-2016


546



______________________________ _____________________________MICHELLE KING Dr. Frances GipsonSuperintendent Chief Academic Officer



______________________________ ______________________________DAVID HOLMQUIST George BartlesonGeneral Counsel Chief of School Choice

Office of School Choice___ Approved as to form.

REVIEWED BY:




547

548

Attachment A

2

SECTION 2- EXECUTIVE SUMMARY

Since 1977, the magnet program has been the Los Angeles Unified School District's (LAUSD) main option for students seeking integrated educational experiences. The program grew out of a Supreme Court order in 1976, which required the LAUSD to take steps to "alleviate the harms of racial isolation." Those "harms" were identified as (1) low academic achievement, (2) low self-esteem, (3) lack of access to postsecondary opportunities, (4) interracial hostility intolerance, and (5) overcrowded conditions. The magnet program, originally four Alternative Schools of Choice, has grown to 198 schools and centerswithin the 710 square mile District. Magnet schools and centers are open to all students residing within the boundaries of LAUSD and provide educational programs that focus on subject specialties or on learning approaches that best fit the interests and needs of individual students. Currently, there are66,928 students participating in the magnet program.

Statement of Purpose

The purpose of this 2015-16 evaluation is to review student achievement in the LAUSD magnet program, to determine the programs that are consistently producing students who are college-prepared and career-ready, and to identify programs that are under-performing and in need of additional support and/or intervention.

LAUSD has been a CORE Waiver District since the 2013-2104 school year. This released the District from certain aspects of the Federal NCLB Act. As a result, the California Standards Test (CST) was not given. In the 2014-2015 school year, schools administered the Smarter Balanced Assessments in English Language Arts/Literacy and Mathematics to student in grades 3 – 8 and 11. The results of the new assessment have set the baseline for progress and achievement. In summary, we will use this data to determine student achievement.

To achieve the stated purpose, the evaluation process requires both local (school-based) and Central District input. Locally, each Alternative Program of Choice (magnet schools and centers) will identify variables that affect student academic achievement, determine the special features of the program, and work with available District resources to improve student achievement where deemed appropriate.

Student Integration Services (SIS) is the fiscal and technical support office for all Alternative Programs of Choice (magnet program) and is responsible for facilitating the completion of tasks. Tasks include thedissemination of disaggregated data to magnet schools and centers and monitoring for adherence to Magnet guidelines. Finally, SIS prepares the Annual Year-End Evaluation Report.

The following are recommendations for the continued success of the LAUSD magnet program:

Continue monitoring LAUSD Alternative Programs of Choice (magnet program schools/centers) for adherence with Court Order, State, and District guidelines Monitor student performance utilizing the baseline data from the Smarter Balanced Assessment Consortium.Continue providing additional intensive support to those schools that are not making adequate progress.

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Attachment A

3

SECTION 3- ANNUAL EVALUATION DESIGN

Overview of Program

Since 1977, the magnet program has been the Los Angeles Unified School District's (LAUSD) mainoption for students seeking a n integrated educational experience. The program grew out of aCalifornia Supreme Court order in 1976, which required LAUSD to take steps to "alleviate the harmsof racial isolation." Those "harms" were identified as (1) low academic achievement, (2) low self-esteem, (3) lack of access to postsecondary opportunities, (4) interracial hostility and intolerance,and (5) overcrowded conditions (Appendix 1).

There are 198 schools and centers f o r t h e 2 0 1 5 - 2 0 1 6 s c h o o l y e a r spanning 710 squaremiles (Appendix 2). Magnet schools and centers are open to all students residing within theboundaries of LAUSD and provide educational programs that focus on subject specialties or onlearning approaches that best fit the interests and needs of individual students. Currently, there are66,928 students participating in the magnet program (Tables 1, 2, 3).

Table 1. Magnet Program by Ethnicity

322

8145 9336

37581

456 41

11047

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

AmericanIndian

Asian AfricanAmerican

Latino PacificIslander

Filipino White

2015-16 Magnet Program Enrollment by Ethnicity

Student Count

550

551

Attachment A

5

For the 2015-2016 school year, Choices Brochures were made available to all students attending a District school through their school of attendance. For students residing within District boundaries, but not attending a District school, brochures were available at their school of residence, public libraries and the Office of Student Integration Services. The ChoicesBrochure contains the official magnet application. The Brochure is a guide to the 198 theme-based programs (Table 4), listing school information, program capacity, number of openings, andnumber of applicants from the previous year. It is designed to give parents the mostcomprehensive information currently available (Appendix 3). Parents may also visit www.eChoices.net to access all information provided in the Choices brochure.

Table 4. Theme Based Programs (198 Schools and Centers)

2015-16

Magnet Theme Number of Students EnrolledN = 66,928

Elementary Middle HighBusiness (4) 0 231 892Enriched Studies (9) 1,616 1,831 2,750Communications/Technology (8) 382 167 2,289Global Awareness (5) 931 241 117World Languages (6) 322 195 876Gifted/High Ability (36) 3,820 4,863 1,642Highly Gifted (4) 107 293 254Humanities (3) 0 419 1,202Law/Government/Police Academies (11) 319 435 1,291Science/Technology/Math - STeM (69) 8,311 6,336 5,864Medical Careers (10) 578 892 4,878Science/Technology/Engineering/Arts/Math-STEAM (6) 0 2,676 539Science/Technology/Engineering/Math STEM (6) 360 456 1,140Visual and Performing Arts (21) 1,509 2,474 3,430Total 18,255 21,509 27,164

The District received 63,506 applications for 25,193 openings f o r t h e 2 0 1 5 - 2 0 1 6 s c h o o l y e a r . The application process is open for six weeks and is announced through the Choices Brochure, newspaper/magazine ads, bus card/bus shelter ads and recurring broadcasts on KLCS, the District’s Public Broadcast Station. The system used to select students is very deliberate:

All students residing within District boundaries have the opportunity to attend magnet programs. Gifted/high ability and highly gifted magnets require specific a ca dem ic eligibility criteria for selection. In order to participate in a magnet program, applicants must submit aChoices application prior to the application deadline. The LAUSD Information TechnologyDivision ( I TD)verifies applicant information via interface with the Magnet ApplicationProcessing System (MAPS) and District maintained My Integrated Student InformationSystems (MiSiS). MAPS automatically assigns priority points based on applicant information.

552

Attachment A

6

Students can accrue up to 23 priority points based on the following criteria:• Matriculation Points - Applicants who have completed one level (grades 5 or 8) in a magnet

program and apply to continue in the program at the next level (grades 6 or 9) receive twelve points. These points are only assigned at the time of matriculation.

• Wait List Points- in order to level the playing field for those applicants who were not selected to attend the magnet school of choice, four points will be assigned for each year a student remains on a Wait List up to a maximum of twelve points.

• PHBAO Points- Students living in areas designated by the District as PHBAO will be assigned four points each year. These points are not cumulative.

• Overcrowded Points - Students living in areas designated by the District as overcrowded will be assigned four points each year. These points are not cumulative.

• Sibling Points - Applicants with siblings attending the school to which they applied and whose siblings will still attend the school during the first year of the applicant's attendance, will receive three points.

Once points are assigned, students are randomly selected, by computer, for placement on either theActive or Wait Lists. Active students are selected by MAPS for admission into their magnetschool/center of choice. Students placed on the Wait List are those individuals who submitted on-timeapplications, but space was not initially available in the magnet school/center of choice. Thesestudents may be offered a seat at the program by the magnet if space becomes available. For the past three school years, students were provided the option of listing a second and third choice on their magnet application. If not selected to their first choice, students may opt to attend their second or third choice if space is available.

In addition, applicants can submit a Space Available application. Space Available List applicantsare those students who submitted applications after the official deadline. Placement will be offered if seats are available. Applicants must be selected in the order of Active, Wait, and Space AvailableList by individual magnet location.

As stated previously, LAUSD magnets are part of the District's Desegregation Plan and as such, must fill openings so that the ethnic balance of each site is maintained. Magnets are categorized asDesegregated receivers [MAG 1] or Predominantly Hispanic, Black, Asian, and other non-Anglo(PHBAO) [MAG 2] schools/centers. Desegregated receiver sites are required to keep a District-approved enrollment ratio of either 60% PHBAO/40% Other White (OW) or 70% PHBAO/30% OW. For that reason, when selecting students from the Active, Wait and Space Available Lists, magnetsmay select outside of the applicable order to attain ethnic balance. PHBAO s c h o o l s mustdeve lop a p lan to address the "harms of racial isolation".

By definition, a magnet school is comprehensive. It has its own individual County/District/ School(CDS) Code. Magnet schools are the single occupant of a site/campus and are staffed the same asother LAUSD resident schools; with its full complement of administrators, teachers, and support staff. Magnet centers share a campus with a resident school or with other small learning communities onthe resident school campus. The Center has its own LAUSD location code, but does not have anindividual CDS Code. All test results are combined with the resident or small learning communitiesand are reported as part of the aggregate to the CA. Department of Education.

553

Attachment A

7

LAUSD magnet schools and centers follow slightly lowered norms when allocating teachersand students to sites. At PHBAO schools/centers, an additional teacher is assigned per 24students in grades K-3, per 30 students in grades 4-6, and per 28 students in grades 6-12. At Desegregated receiver schools/centers, an additional teacher is assigned per 24 studentsin grades K-3, per 34 students in grades 4-6, and per 30 students in grades 6-12. Sincesecondary teachers only teach five of six periods, an adjustment is made for the average class size in grades 6-12 (Table 5).

Table 5. Norms to Allocate Certificated Personnel to Magnet Schools/Centers

Elementary Magnet

Grade Level

Class Size for Magnet Schools

Class Size for Non Magnet Schools

PHBAO K-34-5

24.030.5

24.030.5

Desegregated K-34-5

24.034.0

24.036.0

Middle School Magnet

Grade Level



PHBAO Academic Classes

6-8 34.034.0

34.042.5

DesegregatedAcademic Classes

6-8 36.536.5

39.542.5

High School Magnet

Grade Level



PHBAO AcademicClasses

Non Academic

9-1011-12

9-1011-12

34.034.0

34.034.0

34.034.0

42.542.5

DesegregatedAcademic Classes

Non Academic

9-1011-12

9-1011-12

36.536.5

36.536.5

39.542.5

42.542.5

554

Attachment A

8

All LAUSD magnet schools and centers are required to follow the guidelines of the Program as referenced in the initial Court Order, Education Code 58500-58512, Magnet Guidelines, andLAUSD/United Teachers of Los Angeles (UTLA) contract. The Magnet Program Resource Handbook is the official reference guide created by LAUSD Student Integration Services for use by magnet sites. The Handbook contains:

• History of Integration Programs • Magnet Program Guidelines• Magnet Portal• My Integrated Student Information System (MISIS) and Data Procedures • Transportation Guidelines• Gifted Students in Magnet Programs• Special Education Students in Magnet Programs• California Department of Education (CDE) Guidelines• Public Relations• Opportunity Transfer• Other Bulletins, Memorandums, Reference Guides and Documents• Forms• Directories

Each magnet program has a coordinator to oversee the operations of the program. They may ormay not have an administrative credential. They are supervised by the site administrator. Additional information regarding specific requirements for magnet coordinators, teachers, and students areavailable in Appendices 3-5.

Variables Expected to Facilitate Student Achievement

Locally, each Alternative Program of Choice (magnet schools and centers) will identify variables that affect student academic achievement and determine the special features of the program that make students successful. Additionally, they determine their own evaluation steps tailored to their program. Schools may include discussions of how well each objective/goal was or was not met, and any recommendations for the next school year.

Identification of these variables is a requirement of EC Section 58510. The focus of this requirement is on the features of the alternative school or program learning environment that differentiate it from otherschools and programs. Examples of variables include:

Different instructional strategy, such as independent study Different structure, such as multiple-grades classes instead of single-grade classes Alternative curriculum that focuses on a particular theme, such as the performing arts or technology Use of small learning communities

Evaluation Steps

The evaluation process is two-fold: centrally-led and locally-led. Centrally, Student Integration Serviceswill be responsible for facilitating the completion of the tasks listed in Table 6.

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Attachment A

9

Table 6. 2015-16 Evaluation Steps

Expected Outcomes

LAUSD expects magnet schools and centers to provide an exemplary educational opportunity for students through theme-based instruction. The expected outcomes of this year's evaluation arethat:

75% of magnet schools/centers will perform above the performance benchmarks provided by the District.

Schools will adhere to the magnet guidelines.Schools will submit an annual evaluation identifying their strengths and obstacles

pursuant to EC 58510.

Task Timeline Responsible Office(s)

Request SBAC Data for all magnet and non-magnet schools/centers.

March 2016 Student Integration ServicesODA ITD

Visit magnet schools/centers to monitor adherence to magnet guidelines

September 2015through April 2016

Student Integration ServicesSelected magnet schools/ centers

Work with magnet coordinators on locally prepared year-end evaluations. Mini-workshops and working sessions were held to provide assistance and support.

September 2015through March 2016

Student Integration ServicesMagnet schools/centers

Review program evaluations and prepare District Annual Evaluation

March through May 2016

Student Integration ServicesLocal District Directors

Prepare all reports, District and Local, for submission to LAUSD Board for approval

May through June 2016

Student Integration ServicesSuperintendent of SchoolsDeputy Superintendent of Instruction

Submit final report to California Department of Education and State Superintendent of Schools

August 2016 Student Integration Services

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Attachment A

10

SECTION 4- EVALUATION OUTCOMES

The Los Angeles Unified School District (LAUSD) Magnet Program was established in 1977. Since then, it has provided a quality educational option for parents. From kindergarten through twelfth grades (K-12), Magnet students participate in voluntary Court-ordered integration programs while pursuing academic interests in special environments for learning. The programs are open to all LAUSD resident students who are interested, submit an application, and are selected through the random selection process. The popularity of magnets continues to be reflected in the substantial applications received each year.

Summary and Explanation of Results

Although schools look at numerous variables to determine how their programs affect studentachievement, centrally, the District is currently using the 2014-15 SBAC results as baseline data and is currently developing a system that will be used to rank all schools to replace the School Performance Framework. Once this system is developed, Student Integration Services will use it to rank its magnet schools/programs.

In 2014-2015, schools administered the Smarter Balanced Assessments in Math and English Language Arts/Literacy to students in grades 3-8 and 11. The following tables show that magnet program students, as a whole performed better on the Smarter Balanced Assessment than their LAUSD grade level peers in non-magnet school settings. Of the 192 magnet schools or centers that administered the Smarter Balanced Assessment, students at magnets also out-performed the Charter Schools average and the State of California average, when all grade levels are combined. All magnet schools and centers are encouraged to use data to drive instruction and decision-making that is related to the effective delivery of core instruction that is infused with theme-based content. This data will be used as the baseline data for the district (Data obtained from the LAUSD Office of Data and Accountability.

Table 7. Number of Students Scoring at each Performance Band on the Smarter Balanced Assessment Consortium in English Language Arts/Literacy in Grades 3-8 and 11.

14-15 SBAC ELA Results by Magnet vs Non-Magnet School

Standard Not Met

Standard Nearly

Met Standard

Met Exceeds Standard

Number Tested

Magnet 7,282

9,357

13,245

7,589

37,473

Non-Magnet

101,784

61,110

48,851

19,271

231,016

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Attachment A

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Table 8. Percentage of Students Scoring at each Performance Band on the Smarter Balanced Assessment Consortium in English Language Arts/Literacy in Grades 3-8 and 11.

14-15 SBAC ELA Results by Magnet vs Non-Magnet School

Standard Not Met

Standard Nearly

Met Standard


# Tested

Magnet 20% 25% 35% 20% 100% Non-

Magnet 44% 27% 21% 8% 100%

Table 9. Number of Students Scoring at each Performance Band on the Smarter Balanced Assessment Consortium in Mathematics in Grades 3-8 and 11.

14-15 SBAC MATH Results by Magnet vs Non-Magnet School

Standard Not Met

Standard Nearly

Met Standard


# Tested

Magnet 9,858

11,163

9,092

7,338

37,451

Non-Magnet

116,549

64,817

34,173

16,630

232,169

Table 10. Percentage of Students Scoring at each Performance Band on the Smarter Balanced Assessment Consortium in Mathematics in Grades 3-8 and 11.

14-15 SBAC MATH Results by Magnet vs Non-Magnet School

Standard Not Met

Standard Nearly

Met Standard


# Tested

Magnet 26% 30% 24% 20% 100% Non-

Magnet 50% 28% 15% 7% 100%

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Attachment A

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Table 11. Overall Percentage of Students that Met or Exceeded Standards

Met or Exceeded Standards All Grade Levels English

Language Arts

Mathematics

LAUSD Magnets 55 44

LAUSD Non-Magnets 29 22

Charters 33 28

California 44 33

SECTION 5 - RECOMMENDATIONS

Continue monitoring a l l magnet program schools/centers for compliance with Court-ordered, State, and District guidelines.

Provide support for Common Core Theme-based instruction to all magnet programs.

Provide support and intervention to those magnet program Schools/Centers that are Underperforming.

Monitor all magnet program student performance utilizing Smarter Balanced Assessment Consortium Baseline data.

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Attachment A

13

APPENDICES

Appendix 1 – History of Desegregation in LAUSD – Chronology of the Integration Program – Crawford V. Board of Education of the City of Los Angeles

Appendix 2 – Chronology of LAUSD Magnet Schools

Appendix 3 – Magnet Coordinator Duties

Appendix 4 – Guidelines For Teachers/Staff

Appendix 5 – Guidelines For Students

Appendix 6 – Magnet Program Guidelines

Appendix 7 – 2015-2016 Choices Brochure (Cover) http://echoices.lausd.net/2015-16ChoicesBrochureEng.pdf

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Attachment A

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APPENDIX 1

Los Angeles Unified School DistrictStudent Integration Services

MAGNETSALTERNATIVE PROGRAMS OF CHOICE (EC-58500-58512)

HISTORY OF DESEGREGATION IN LAUSD – CHRONOLOGY OF THE INTEGRATION PROGRAM

CRAWFORD V. BOARD OF EDUCATION OF CITY OF LOS ANGELES

August 1, 1963 Original complaint filed by parents of Mary Ellen Crawford and several others under co-sponsorship of the American Civil Liberties Union (ACLU). The suit, brought to Los Angeles County Superior Court, was filled against the Los Angeles City Board of Education as a class action on behalf of all “Negro and Mexican American pupils.”

October 28, 1967 Trial begins.May 2, 1969 Trial ends.February 11,1970 LA Superior Court (Judge Alfred Gitelson) rules that school district

operates segregated schools and gives initial order to integrate.May 12, 1970 Court issues findings, conclusions and judgment.May 18, 1970 LAUSD Board files notice of appeal.March 6, 1974 Oral arguments presented to State Court of Appeal.March 10, 1975 Court of Appeal rules in school district’s favor.March 25, 1975 ACLU petition for rehearing is denied.April 7, 1975 Court of Appeal denies the ACLU request for a rehearing.April 18, 1975 ACLU petitions for a hearing before the California Supreme Court.July 1, 1975 State Supreme Court agrees to hear the case.January 8, 1976 Oral arguments presented to State Supreme Court.June 28, 1976 State Supreme Court upholds Judge Gitelson’s decision but reverses a

portion of the initial judgment which defined desegregation in terms of specific racial/ethnic percentages. The school district is required by the latest ruling to take reasonable and feasible steps to alleviate the harms of segregation regardless of the cause – and demonstrate meaningful progress in that task. State Supreme Court shifts jurisdiction of the case back to LA Superior Court.

July 19, 1976 Board of Education declines to seek further legal review by California Supreme Court or US Supreme Court.

February 22, 1977 Judge Paul Egly is appointed to hear the remedial part of the case.March 18, 1977 Proposed Integration Plan submitted to Superior Court.March 23, 1977 Court hearings begin on Integration Plan.July 6, 1977 Superior Court Judge Paul Egly issues minute order rejecting the plan

submitted by the Board of Education and requiring the board to fully examine alternate plans and return to court in 90 days with a plan which promises to meaningfully desegregate the district beginning with the semester which starts in February of 1978.

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Attachment A

15

October 3, 1977 New Integration Plan (approved by Board of Education September 26) submitted to LA Superior Court.

October 19, 1977 Pre-trial hearings begin in court of Judge Paul Egly.December 13-21, 1977 Judge Egly holds private, out-of-court conferences with attorneys in an

attempt to reach pre-trial agreement on some issues relative to proposed integration plan. No agreements or settlements were made. Trial date delayed to January 4, 1978 at request of ACLU.

January 4, 1978 Trial date postponed because of Bustop motion to disqualify Judge Egly on grounds of “bias and prejudice.”

January 5, 1978 Superior Court Judge Lester E. Elson appointed to hear Bustop disqualification motion against Judge Egly.

January 17, 1978 Judge Olson rules that Judge Egly may remain on the case.January 23, 1978 Trial on plan resumes in LA Superior Court.February 7, 1978 Judge Egly issues minute order approving implementation of plan, as

submitted, beginning in September 1978 as a “first step” in the desegregation of the districts schools. He withholds final approval pending resolution of disputed matters on which the court will seek recommendations from a panel of experts. The Board of Education, by December 31, 1978, must change its plan to reflect improvements that are developed by the board and/or any of the expert’s recommendations that are approved by the court.

February 22, 1978 Judge Egly appoints panel of eight experts.May 3, 1978 Court referee Monroe Price recommends 10-member Citizen’s Monitoring

Committee to the judge.August 3, 1978 Judge Egly denies motion by Bustop to: 1) dismiss case from further court

jurisdiction 2) delay implementation of plan; or 3) order a specific limit on busing travel time. Bustop indicates Egly ruling will be appealed to State Court of Appeals.

August 31, 1978 State Court of Appeal (2nd Appellate District) sustains Bustop’s motion to stay implementation of plan pending full hearings.

September 5, 1978 ACLU/NAACP/Center for Law and justice asks State Supreme Court to overturn the stay and allow implementation of plan. Board of Education asks State Supreme Court to take jurisdiction of the case to allow the “highest state review” of issues raised regarding the plan,.. The school board also asks that the stay now not be vacated because of major administrative problems (such as not having sufficient time to notify parents about school opening on September 12. (The board originally opposed the stay in the Court of Appeal.)

September 6, 1978 State Supreme Court overturns the Court of Appeal stay, handing jurisdiction back to Court of Appeal for further hearing.

September 8-9, 1978 US Supreme Court Justices William Rehnquist and Lewis F. Powell, Jr. turn down Bustop petition for hearing before the United States Supreme Court.

September 12, 1978 Implementation of Plan 2 begins.October 22, 1979 Trial for expansion of Plan 2 begins.

November 13, 1978 Eight desegregation experts appointed by Judge Paul Egly submit Individual reports with recommendations. Highlights: Expand present planto include grades 1-3 and 9 next year and grade 10-12 the following year.

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Attachment A

16

Make State Department of Education a party to the development of a “metropolitan” solution utilizing students in predominantly White schooldistricts elsewhere in Los Angeles County and several surrounding counties. Change definitions for integrated, segregated and desegregatedschool. Change some pairings and clusters to shorten bus rides andprovide more equitable transportation burdens for all groups involved. Phase out voluntary Permits With Transportation program. Retain bilingual education programs. Hire additional minority staff. Change existing feeder school patterns to keep desegregated students together.(Pending further action by Los Angeles Superior Court and/or Los AngelesBoard of Education, these are recommendations only.)

December 4, 1979 Board files a motion to eliminate mandatory reassignment requirements Because of Proposition 1.

December 18, 1978 Judge Egly grants Board of Education a two-month extension of deadline toprovide court with expanded integration plan or to explain why expansion is not necessary or feasible. Extension was requested by the board. School board must respond by February 28, 1979; the date had initiallybeen set as December 31, 1978.

March 16, 1979 Basic integration plan changes and future proposals submitted to JudgePaul Egly, along with district answers and evaluations of various alternative approaches to integration.

April 11, 1980 Trial to expand Plan 2 ends.May 11, 1979 Judge Paul Egly sets June 4 for start for trial hearings on integration plan,

proposed changes and other approaches.May 22, 1979 District’s attorneys file motion to postpone trial start until October or later

In order to complete pre-trial preparations. Judge Egly agrees to hear motion on May 30.

May 30, 1980 Judge Paul Egly grants motion for postponement, and sets June 25 fornext hearing to set trial date. Egly also orders board not to make any changes in integration plan without prior court approval.

June 4, 1980 Judge approves Year Round Schools Program.June 8, 1979 Judge Egly takes under submission a motion by the Integration Project to

make state and state education officials parties to the integration case, and to develop a metropolitan integration plan.

June 13, 1979 Board announces its intention to request court approval of previously submitted changes racially isolated minority (RIMS), magnet and currently integrated schools.

June 18, 1979 Board files motion to request approval of plan changes in RIMS program only.

June 20, 1979 United Teachers of Los Angeles (UTLA) files motion to become an activeintervenor in the integration case to protect teacher interest affected byRIMS program changes. Judge Egly takes request under submission.

June 21, 1979 Judge Egly grants tentative approval of district plan to improve RIMS program. He also approves budget and orders payment to consultant firm to develop alternate integration plan simulations. Refunding of Court-appointed Monitoring Committee also ordered.

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Attachment A

17

June 28, 1979 Judge Egly denies “without prejudice,” the Integration Project’s motion to widen court case and develop a metropolitan integration plan. Judge Egly states school district plan must be judged before any otherapproaches can be considered.

July 7, 1980 Court orders Plan 3 to be implemented.September 8, 1980 Board files an appeal with the United States Supreme Court to stop

implementation of Plan 3 because of Proposition 1.December 19, 1980 The Court of Appeal upholds the Board’s appeal regarding Plan 3 and

declares Proposition 1 constitutional.March 16, 1981 Board votes to mandatorily reassign students under Plan 3 to return

students to resident schools. Judge Egly recuses himself from the case.April 17, 1981 Judge Lopez is assigned to the case.September 10, 1981 Judge Lopez gives final order on the case approving the implementation of

Plan 4.June 30, 1982 The United States Supreme Court upholds the constitutionality of

Proposition 1.

564

Attachment A

18

APPENDIX 2


MAGNETSALTERNATIVE PROGRAMS OF CHOICE (EC-58500-58512)

CHRONOLOGY OF MAGNET PROGRAMS

January 1977 LAUSD issues first Choices brochure. The brochure invites all LAUSD parents to complete a survey card. The card asks parents to rank the type of programs they would like to see implemented.

September 1977 The following schools were implemented and represent the four (4) Alternative Schools of Choice and the two (2) Centers for Enriched Studies

4322 Arroyo Seco Alternative3500 Mid City Alternative7390 Valley Alternative3311 Westside Alternative

8741 Los Angeles Center for Enriched Studies8842 Sherman Oaks Center for Enriched Studies

September 1978 5858 107th Street EL Math/Science2091 Ambler EL Gifted/High Ability2269 Balboa EL Gifted/High Ability8048 Belvedere MS Media2507 Brentwood EL Science8076 Burroughs MS Gifted/High Ability8081 Byrd MS Math/Science (M/S)7123 Bradley ES (originally Dublin)8119 El Sereno MS Math/Science8651 Fremont HS Math/Science8167 Griffith MS Math/Science4932 Lomita EL Math/Science4974 Lorne EL Math/Science5015 Loyola EL Performing Arts5343 Monlux EL Math/Science5889 Open EL Charter8323 Pacoima MS Performing Arts

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8322 Pacoima MS TV6052 Paseo Del Rey EL Natural Science8388 Stevenson MS G/HA8364 Sepulveda EL G/HA7137 32nd St. Performing Arts7562 Vintage EL Math/Science

September 1979 2097 Amestoy EL Trilingual2782 Canterbury EL Gifted/High Ability2741 Community EL Charter8111 Dodson MS Gifted/High Ability (G/HA)4727 Kester EL G/HA8232 Markham MS Health Careers8273 Nobel MS Math/Science8323 Pacoima MS Computer M/S8341 Palms MS G/HA8351 Peary MS Math/Science8360 Porter MS G/A8108 Portola MS Highly Gifted6480 San Jose EL Highly Gifted 7467 Vena EL G/HA

September 1980 8738 Downtown HS Business (DBM)

September 1981 8029 Audubon MS G/HA8039 Bancroft MS Performing Arts 8530 Banning HS CIP8593 Cleveland HS Humanities 8601 Dorsey HS Math/Science8109 Drew MS G/HA 3508 Eagle Rock EL (HG)8120 El Sereno MS G/HA 8622 Fairfax HS Visual Arts8644 Franklin HS Math/Science8687 Hamilton HS Humanities4529 Hillcrest EL CES Music 8694 Hollywood HS Performing Arts8722 Jordan HS Math/Science8739 Los Angeles HS Math/Science8744 Manual Arts HS College Prep8778 Narbonne HS Math/Science 8787 No. Hollywood HS Zoo6439 Russell EL G/HA8844 San Fernando HS M/S

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8851 San Pedro HS Marine Science6870 So. Shores EL Performing Arts6645 74th Street EL G/HA8892 Van Nuys HS Math/Science8894 Van Nuys HS Performing Arts8929 Washington HS Communications7638 Welby Way EL G/HA

September 1982 5783 Flournoy EL Math/Science 8680 Garfield HS Computer Science 8727 King Drew HS Medical7137 LAUSD/USC Math/Science8833 Roosevelt HS Math/Science8927 Washington HS Math/Science7697 Westminster EL Comp/Science7850 Wonderland EL G/HS

September 1983 3508 Eagle Rock EL H/G

September 1984 2275 Baldwin Hills EL G/HA3830 Broadous EL Math/Science4165 Eagle Rock EL G/H 8615 Eagle Rock HS G/HA 6014 Harbor EL Math/Science G/HA5426 Multnomah EL Highly Gifted

September 1986 8687 Hamilton HS Humanities

September 1987 8595 Crenshaw HS Teacher Training8594 Hamilton HS Music Academy

September 1989 8911 Venice HS Foreign Language3672 Euclid El G/HA Bilingual

September 1990 8008 Adams MS G/HA 2069 Allesandro EL Coop Learning8584 Crenshaw HS G/HA8256 Muir MS Math/Science8785 No. Hollywood HS HG6080 Plasencia EL Math/Science6876 San Miguel EL Math/Science8435 Van Nuys MS Math/Science7822 Windsor Hills EL M/S Aerospace

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September 1991 8625 Fashion Careers (DBM)8663 Gardena HS Foreign Language8769 Monroe Law and Government8944 Westchester HS M/S Aerospace8619 Wilson HS Administrative Law

September 1992 8754 Bravo HS (Lincoln) Medical 8229 Madison MS Medical2374 Hughes EL Math/Science

September 1993 8678 Granada Hills HS (CSUN)8357 Revere MS Math/Science

September 1994 8049 Belvedere MS Latin Music 8558 Birmingham HS Journal (Pearl)2604 Buchanan EL Math/Science8572 Canoga Park HS Environmental8105 Curtis MS Math/Science8603 Dorsey HS Law/Government8746 Electronic HS (DBM) 4132 Gledhill EL Math/Science8684 Grant HS Communications4453 Haskell El Math/Science8183 Holmes MS Int. Humanities4617 Humphreys EL M/S8745 LAUSD/USC HS M/S8225 Le Conte MS International Humanities5179 Marvin EL Dual Language5316 Miles EL Math/Science8239 Millikan MS Performing Arts5427 Multnomah El Environmental/Science8799 Palisades HS M/S Charter8809 Polytechnic HS M/S

8815 Reseda HS Environmental/Sci.8879 Sylmar HS M/S8494 Wright MS M/S Aero

September 1997 4644 San Antonio EL M/S5702 Nueva Vista EL Performing Arts (PA)8891 Van Nuys HS Medical

September 1998 8604 Dorsey HS Police Academy8767 Monroe HS Police Academy8613 Wilson HS Police Academy

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September 1999 8061 Bethune MS Math/Science2480 Braddock EL G/HA8101 Columbus MS Math/Science8128 Fleming MS Math/Science8138 Frost MS M/S/Computer8175 Henry MS M/S/Computer8180 Hollenbeck MS M/S/Technology8724 Kennedy HS Architecture8218 Lawrence MS G/HA8732 Lincoln HS Math/Science8234 Marina Del Rey MS PA8715 Marshall HS G/HA8813 Reseda HS Police Academy8851 San Pedro HS Police Academy8926 Washington HS Music

September 2001 2590 Bryson EL Math/Science3288 Crescent Heights EL Language Arts/Social Justice6881 Independence EL M/S/T8209 King MS G/HA/Technology6882 Montara EL M/S/T

September 2003 8150 Gage MS M/S/Technology 6159 Purche EL Science/Technology6975 Sunland EL G/HA7036 Taper EL Technology8913 Verdugo Hills HS Multi-Media

September 2004 8853 Orthopaedic Hospital HS Medical

September 2005 8382 South Gate MS Science/Technology/Math

September 2009 8021 Burbank MS Science/Technology/Math 8022 Burbank MS Police Academy

8146 Canoga Park HS World Language/Business/Trade 7950 Cowan EL Gifted/Highly Gifted/High Ability International

Humanities 5219 Melrose EL Science/Technology/Math 8023 Mount Gleason MS Gifted/Highly Gifted/High Ability 8023 Mulholland MS Police Academy 8025 Nimitz MS Science/Technology/Math #### Northridge MS Technology Media 6137 Point Fermín EL Marine Science 8147 Reseda HS Law/Public Services

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September 2010 7751 Roosevelt HS Science/Technology/Math 8881 South East HS Technology Media

August 2011 7754 University HS Digital Media

August 2012 2250 Academy for Enriched Studies (Housed at Lockhurst ES)5171 King MS Environmental Studies

5172 Mark Twain World Language 7695 Westchester HS Aviation/Aerospace Science

Gifted/Highly Gifted/High Ability7696 Westchester HS Environmental/Natural

Science/Engineering 8943 Westchester HS Health/Sports Medicine

August 2013 2307 Dr. Sammy Lee ES Medical Health Science 8584 Crenshaw HS Visual and Performing Arts 8595 Crenshaw HS Business, Entrepreneurship and Technology 8596 Crenshaw HS Science, Technology, Engineering Mathematics and

Medicine 8396 Irving MS Advanced Math, Music and Engineering 8208 King MS Film and Media 7646 Sun Valley MS Biomedical Sciences, Engineering and Leadership

8396 Sun Valley MS Engineering Arts and Technology for Global Progress

7645 Sun Valley MS Environmental Studies through Arts and Sciences7647 Venice HS Science, Technology, Engineering, Math and Medicine

7648 Verdugo Hills HS Visual and Performing Arts 8493 Wright MS Engineering and Design August 2014 7621 Banning CIS HS Business & Technology

7622 Bell HS Gifted/Highly Gifted/High Ability Science, Technology, Engineering and Math

2849 Carthay ES Center for Environmental Studies 7715 Chavez LA Art, Theatre, and Entertainment 2277 Commonwealth ES Gifted/Highly Gifted/High Ability Arts and

Technology 5210 Le Conte MS Center for Enriched Studies Communication Arts

4986 Los Feliz ES Science, Technology, Engineering, Math & Medicine

6329 Rockdale ES Visual & Performing Arts 8606 Torres HS East L.A. Performing Arts

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August 2015 8030 Bancroft MS Gifted/Highly Gifted/High Ability Science, Technology, Engineering, Art and Math

3110 Clifford ES Math/Technology8104 Dana MS Science, Technology, Engineering, Art and Math7750 Environmental and Social Policy HS (Lincoln)5198 Mayall ES Academy of Arts and Technology8264 Nightingale MS Business, Entrepreneurship and Technology8462 Virgil MS Medical and Health Sciences

August 2016 8529 Banning HS Firefighter Academy 2630 Burbank ES Gifted/Highly Gifted/High Ability Global Learning4452 Haskell ES STEAM (Formerly a magnet center)8174 Henry MS Visual and Performing Arts8693 Hollywood HS Communication and Technology8725 Kennedy HS Medical5014 Loyola Village ES Fine/Performing Arts (Formerly a magnet center)8230 Madison MS Computer Science/Engineering Design8259 Mullholland MS Robotics8264 Nightingale MS G/HG/HA STEM8306 Olive Vista MS Science, Technology, Engineering, Arts and Math8814 Reseda HS Arts, Media and Entertainment8116 Romer MS Science, Technology, Engineering, Math6493 San Pascual ES STEAM7604 The Science Academy MS Gifted Science, Technology,

Engineering, Math8880 Taft HS G/HG/HA STEAM8487 White MS Science, Technology, Engineering, Arts and Math8490 Wilmington MS STEAM8618 Wilson HS Firefighter Academy

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APPENDIX 3MAGNET COORDINATOR DUTIES

The magnet coordinator position is a vital part of the theme-based Court-Ordered voluntary integration program. It is important that each magnet site be allotted a dedicated magnet coordinator position to ensure that the magnet program objectives are: relevant to the overall goals of the program; applicable to the specific activities that are conducted in the program; focused to ensure capacity building, increased accessibility and enhanced quality; and measured by data to ensure the academic achievement of magnet students. Magnet coordinators follow accountability and compliance guidelines as established by the LAUSD Board of Education, California Department of Education and Court Order – all to ensure that the integrity of the program remains intact. Previously, each magnet site was allotted a magnet Clerk; however beginning with the 2009-2010 school year, that position no longer exists. The magnet coordinator must continue many of these critical responsibilities essential to the success of the magnet program.

The magnet coordinator must carry out the following per District guidelines:

Work under the direction of the principal, to implement the magnet program

Make phone calls to parents to determine whether or not they will accept Magnet

placement for their child:

Ensure that students are called from the list in order

Detailed documentation of contacts on paper roster and in SIS

Make three contacts by phone/mail

Accept paperwork and enroll students into the magnet using SIS

Access the confidential magnet lists (Active, Wait, Late Lists)

Answer numerous questions about the magnet theme, policies, and procedures

Assist local school personnel in counseling, programming, discipline and supervision

budget expenditures, funded programs, etc.

Compile and maintain accurate records with regard to the overall operation of the

Magnet program

Assist with magnet fairs, tours and meetings to promote recruitment activities

Conduct meetings to obtain and disseminate information pertinent to the magnet’s theme

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MAGNET COORDINATOR DUTIES cont.

Visit feeder schools to promote the magnet program and conduct school tours for

prospective students and parents

Conduct/plan theme-based staff development for teachers and create articulation with

other magnets to discuss best practices

Assist in the preparation and mailing of any communication

Confer with parents and staff in the planning and preparation of budgets, grant

proposals, and programs, which affect the magnet

Create effective methods of communication with parents

Create partnerships with community members and local businesses that support the

magnet theme

Develop, with the participation of teaching staff, innovative programs to expand student

opportunities for integration, academic enrichment and growth

Ensure all records are available for yearly review (see Compliance Guidelines) and are

stored/accessible for five years

Keep an accurate account of equipment, texts, etc., issued through magnet

center/school office

Maintain magnet equipment inventory as part of compliance documentation

Maintain a file of incoming and outgoing correspondence

Maintain good public relations through positive in-person and telephone contacts

Prepare Annual Evaluation Report as Site Evaluator (per Education Code 58510)

Serve as the liaison between the magnet and Transportation Branch personnel

regarding their students’ bus transportation

Support and assist personnel involved with student services, such as theme related field

trips, extracurricular activities, etc.

Perform any other duties assigned which are necessary in the operation and

maintenance of the magnet program

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APPENDIX 4Los Angeles Unified School District

Student Integration Services

Magnet Schools and CentersAlternative Programs of Choice (EC-58500-58512)

GUIDELINES FOR TEACHERS/STAFF PARTICIPATING IN THE MAGNET PROGRAM

The magnet program follows Ed. Code 58500 – Alternative Schools of Choice. The following guidelines must be followed for compliance with Court-Ordered, District, Office of Student Integration Services, and Ed. Code mandates:

• Teachers must be selected per magnet program guidelines (Ed. Code 58503: Teachersemployed in alternative schools of choice shall be selected entirely from volunteers.) Magnet schools should consult District teacher hiring policies and guidelines as applicable.

• There must be a full magnet program course offering (five (5) classes per magnet teacher Ten(10) teachers equal 50 identified Magnet classes.)

• Teachers assigned to secondary magnet centers must teach a minimum of three periods each day in the magnet program. If a magnet teacher is only assigned three classes, then a Host teacher must teach the other two periods on the magnet teacher’s line. (ex. Magnet algebra teacher teaches three magnet algebra classes and two host algebra classes; then host geometry teacher must teach three geometry host classes and two geometry magnet classes. Magnet English 7 teacher teaches four magnet classes and one Host English 8 class; Host teacher teaches four English 8 classes and one magnet elective). A host teacher may not teach more than two magnet classes.

• Magnet teachers must be assigned in keeping with the class norm established for magnets or categorical program, whichever is less (ex. QEIA funds reduce class size in all classrooms, including Magnet.)

• Secondary counseling time must be allocated according to the norm table.

• Teachers and staff must have an opportunity to meet regularly as a team to assess magnet issues/needs. This time should be assigned during contract hours, not always as part of the teacher’s personal time.

• Magnet classes and teachers must be identified separately on the master program.

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GUIDELINES FOR TEACHERS/STAFF PARTICIPATING IN THE MAGNET PROGRAM cont.

• Classes designated as magnet must be enrolled with 100% magnet students. If space remains after all magnet students are programmed, up to 25% of a magnet class can be non-magnet host school students (ex. Class norm is 34. 25 Magnet students equals 100% enrollment, 6 additional host school students may be added; 28 magnet students equals 100% enrollment, only 6 host school students may be added because one cannot exceed the Magnet norm. If however, because special funding provides for even lower class norms, those must be followed with the same caveat, 100% magnet student enrollment).

• A racial balance in all classes related to the magnet program must be maintained

• The school’s theme must be evident throughout the curriculum and in all magnet classrooms.

• All supplemental categorical funds must support students, including magnet students, not meeting grade level standards.

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APPENDIX 5



GUIDELINES FOR STUDENTS PARTICIPATING IN THE MAGNET PROGRAM

The magnet program follows Ed. Code 58500 – Alternative Schools of Choice. The following guidelines must be followed for compliance with Court-Ordered, District, Office of Student Integration Services, andEd. Code mandates:

All students must have a magnet application on file (walk-in students must submit an application to the school, which should then be forwarded to the Office of Student Integration Services before the student begins classes).

The District’s magnet program is a State Court-ordered enrollment plan, expressly exempt from Proposition 209. The order doesn’t reach into classroom composition where students are placed in a classroom based on legitimate, nondiscriminatory criteria such as ELD level - to then deviate from the Master Plan and make distinctions in class composition solely based on the race, color, or national origin of the students would actually violate Federal law (Title VI) as well as State law (Prop 209).

Previous classroom performance shall not be a criterion for limiting any student from the opportunity of attending an alternative school of choice (Ed Code 58504). Grades and/ or attendance cannot be used as a reason to exclude Magnet students from the program.

Students in secondary magnet centers must be programmed into at least three periods of Magnet classes (but preferable five).

Transportation and counseling arrangements must be made to include magnet students in pre-registration. This will ensure equitable access to all classes offered.

Student must have an opportunity to participate in co- and extra-curricular activities offered by the Host school.

A student from the host school may take no more than two magnet classes per semester, and may only be programmed into a magnet class per UTLA contract guidelines. The UTLA contract (Article XVIII, Section 3.4) stipulates: “In order to be considered a magnet class in a magnet center, a class must contain more than 75% magnet students.”

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GUIDELINES FOR STUDENTS PARTICIPATING IN THE MAGNET PROGRAM (continued)

Once a student is enrolled into the magnet school or center, it is the school’s responsibility to provide a positive integrated setting and to make every effort to assure the student’s success. To meet the academic and department standards set by the magnet program, the staff will:

• hold an orientation meeting for parents and students before school opens to review school standards, procedures, student expectations, curriculum, homework policy, etc.

• involve parents in regular magnet school communication, meetings, and progress reports.

• contact parents immediately when an academic or a department problem arises.

• counsel all students regularly and provide remedial or skill building opportunities for students who are achieving below expectation.

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APPENDIX 6

PROGRAM DESCRIPTION/GUIDELINES

The integration programs in LAUSD, including magnets, were established by Court- Order to address the five harms of racial isolation:

-Low Academic Achievement -Interracial Hostility and Intolerance-Low self-esteem -Overcrowded Conditions-Lack of Access to Post-Secondary Opportunities

On June 24, 2008, the Los Angeles School District Board of Education (Board Report #480-07/08, Magnet Schools and Programs) designated all magnet programs in LAUSD as Alternative Programs of Choice and must follow the guidelines under Education Code (EC) sections 58500-58512. The EC Section 58510 states:

Each district operating an alternative school shall annually evaluate such school. The evaluation shall include testing of basic skills for student participants, and must identify the variables which may have affected student academic achievement. The process of evaluation shall also include teacher, parent, and student input from the alternative school itself. These evaluation reports shall be sent to the Superintendent of Public Instruction on or before August 1st of the following year and shall be annually reviewed by persons designated by the superintendent who are not employed by the district operating the alternative.

The Annual Evaluation (REF-4798.2) report will:Show how well the alternative school or program of choice is helping students achieve grade-level proficiency Track changes in the school or program over time Identify any assistance needed in meeting its objectives Provide community-wide information about its accomplishments

The Annual Evaluation must include information on the following:% Free or reduced price lunch% Gifted and Talented Education Program students% English Learners% Students with disabilities% School mobility

The Annual Evaluation should be on file at every magnet school. Goals and objectives should be directly related to the purpose of the magnet program.

The Annual Evaluation should use the following headings to describe your specific magnet program

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OverviewIn this section, provide an overview of the alternative school or program of choice. Magnets are considered as one kind of alternative school of choice (see Appendix). Include background information (when the school/program began, why it was established, its purpose and goals, and other relevant information). If this is not a first year report, highlight successes and challenges that will be discussed later in the report.

Identification of Variables In this section, describe the variables (special features) of the school or program that may have affected student outcomes. Identification of these variables is a requirement of EC Section 58510. The focus of this requirement is on the features of the alternative school or program learning environment that differentiate it from other schools and programs. Some examples of variables (or clusters of variables) follow:

a highly mobile student population a different instructional strategy, such as independent study or dual immersion language instruction a different structure, such as multiple-grades classes instead of single-grade classes a different curriculum focused on a particular theme, such as the performing arts or technology a different educational philosophy, such as Montessori or Waldorf the use of small learning communities a focus on at-risk students or those facing significant challenges

If applicable, include any objectives/goals related to the variables, a discussion of how well each objective/goal was or was not met, and any recommendations for the next school year. (This information may be included in the next section if it is more appropriate.)

Academic Achievement In this section, provide a description, summary, and analysis of the data related to student academic achievement. In addition to test results, this may include information about course completion, attendance, or any other method or strategy that measures student achievement.

As required by EC Section 58510, all students of the alternative school or program of choice must be tested for basic skills. Students of these schools and programs are required to participate in the same tests as other students in the district.

Provide a summary of test data trends over three consecutive years (if available). Data may be presented in text, tables, or graphs. Summarize data from state tests (including results from the Standardized Testing and Reporting Program and California High School Exit Exam, if

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appropriate), pre- and post-test results (if administered), and any other measures used torecord academic change, along with:

An analysis of the results A description of student achievement at the school or program as compared with achievement at comparable traditional schools in the district A comparison of the results for the school or program over the three-year period

If applicable, include any objectives or goals regarding student academic achievement, a discussion of how well each objective/goal was or was not met, and any recommendations for the next school year.

Teacher/Student/Parent/Guardian Input In this section, provide a copy of the material(s) used to gather input. Include the results for each question asked and an evaluation of the results.

Teacher, student, and parent/guardian input about the alternative school or program is required. Although the EC does not specify a particular method for getting information from the three groups, surveys or questionnaires are commonly used to solicit observations and opinions.

Objectivity and accuracy are important, so whoever is collecting the data should consider how best to get representative, as well as adequately comprehensive comments.

Generally, it is preferable to collect the data near the end of the school year.

Conclusions and RecommendationsIn this section, describe:

How well the school or program performed during the evaluation year Any significant accomplishments Any areas that need improvement Recommendations for improvement

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Magnet Schools/Centers Submitting Reports2015 - 2016

1 of 5

PROGRAM NAME COST CENTER LD107TH ST ES SCIENCE/TECHNOLOGY/MATH 1585702 S32ND ST/USC ES PERFORMING ARTS 1713701 C74TH ST ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1664402 WACADEMY FOR ENRICHED SCIENCES ES 1225001 NWADAMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1800902 CALLESANDRO ES COOPERATIVE LEARNING 1206802 CAMBLER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1208902 SAMESTOY ES TRILINGUAL 1209602 SARROYO SECO MUSEUM SCIENCE 1432201 CAUDUBON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1802802 WBALBOA ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1226901 NWBALDWIN HILLS ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1227402 WBANCROFT MS GIFTED/HIGHLY GIFTED/HIGH ABILITYSCIENCE/TECHNOLOGY/ENGINEERING/ARTS AND MATH 1803803 WBANCROFT MS PERFORMING ARTS 1803802 WBANNING HS COLLEGE INCENTIVE PROGRAM 1852902 SBANNING CIS HS BUSINESS/TECHNOLOGY 176202 SBELL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY SCIENCE/TECHNOLOGY/ENGINEERING/MATH 1853614 EBELVEDERE MS LATIN MUSIC 1804703 EBELVEDERE MS MEDIA/COMMUNICATIONS 1804702 EBETHUNE MS SCIENCE/TECHNOLOGY/MATH 1806002 SBRADDOCK ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1247902 WBRADLEY ES POLITICS/GOVERNMENT 1712301 WBRAVO HS MEDICAL 1875401 EBRENTWOOD ES SCIENCE 1250701 WBROADOUS ES SCIENCE/TECHNOLOGY/MATH 1382902 NEBRYSON ES SCIENCE/TECHNOLOGY/MATH 1258902 EBUCHANAN ES SCIENCE/TECHNOLOGY/MATH 1260302 CBURBANK MS SCIENCE/TECHNOLOGY/MATH 1806602 CBURBANK MS POLICE ACADEMY 1806603 CBURROUGHS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1807502 WBYRD MS SCIENCE/TECHNOLOGY/MATH 1808002 NECANOGA PARK HS WORLD LANGUAGES/INTERNATIONAL BUSINESS/TRADE 1857106 NWCANOGA PARK HS ENVIRONMENTAL/VETERINARY SCIENCE 1857102 NWCANTERBURY ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1278102 NECARTHAY ES CENTER FOR ENVIRONMENTAL STUDIES 1771501 WCHAVEZ LA ARTS/THEATRE/ENTERTAINMENT 1771501 NECLIFFORD ES MATH/TECHNOLOGY 1311001 CCOLUMBUS MS MEDICAL/MATH/SCIENCE 1810202 NWCOMMONWEALTH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY 1319202 CCOWAN ES GIFTED/HIGHLY GIFTED/HIGH ABILITY INTERNATIONAL HUMANITIES 1326002 W

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PROGRAM NAME COST CENTER LDCRENSHAW HS BUSINESS/ENTREPRENEURSHIP/TECHNOLOGY 1859603 WCRENSHAW HS SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE 1859601 WCRENSHAW HS VISUAL AND PERFORMING ARTS 1859602 WCRESCENT HEIGHTS ES LANGUAGE ARTS/SOCIAL JUSTICE 1328801 WCURTISS MS SCIENCE/TECHNOLOGY/MATH 1810302 SDANA MS SCIENCE/TECHNOLOGY/ENGINEERING/ARTS/MATH 1810402 SDODSON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1811002 SDORSEY HS LAW/PUBLIC SERVICE/PROTECTIVE POLICE SERVICES 1860003 WDORSEY HS SCIENCE/TECHNOLOGY/MATH 1860002 WDOWNTOWN BUSINESS 1873801 CDREW MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1811202 SEAGLE ROCK ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1350703 CEAGLE ROCK ES HIGHLY GIFTED 1350702 CEAGLE ROCK HS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1861402 CEL SERENO MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1811803 EEL SERENO MS SCIENCE/TECHNOLOGY/MATH 1811802 EELECTRONIC INFORMATION/MULTIMEDIA 1873803 CENVIRONMENTAL AND SOCIAL POLICY HS- LINCOLN HS 1775001 EEUCLID ES GIFTED/HIGHLY GIFTED/HIGH ABILITY BILINGUAL 1367102 EFAIRFAX HS VISUAL ARTS 1862102 WFLEMING MS SCIENCE/TECHNOLOGY/MATH 1812702 SFLOURNOY MS SCIENCE/TECHNOLOGY/MATH 1578102 SFRANKLIN HS SCIENCE/TECHNOLOGY/MATH 1864302 CFREMONT HS SCIENCE/TECHNOLOGY/MATH 1865002 SFROST MS SCIENCE/TECHNOLOGY/MATH 1813702 NWGAGE MS SCIENCE/TECHNOLOGY/MATH 1815102 EGARDENA HS WORLD LANGUAGES 1866402 SGARFIELD HS COMPUTER SCIENCE 1867902 EGLEDHILL ES SCIENCE/TECHNOLOGY/MATH 1413002 NWGRANT HS COMMUNICATIONS TECHNOLOGY 1868302 NEGRIFFITH MS SCIENCE/TECHNOLOGY/MATH 1816802 EHAMILTON HUMANITIES 1868603 WHAMILTON MUSIC ACADEMY 1868602 WHARBOR ES GIFTED/HIGHLY GIFTED/HIGH ABILITY/MATH/SCIENCE 1601302 SHASKELL ES SCIENCE/TECHNOLOGY/MATH 1445202 NWHENRY MS COMPUTER/MATH/SCIENCE 1817402 NWHILLCREST CES ES MUSIC 1452802 WHOLLENBECK MS SCIENCE/TECHNOLOGY/MATH 1817902 EHOLLYWOOD HS PERFORMING ARTS 1869302 WHOLMES MS INTERNATIONAL HUMANITIES 1818202 NWHUGHES ES SCIENCE/TECHNOLOGY/MATH 1237502 EHUMPHREYS ES SCIENCE/TECHNOLOGY/MATH 1461602 EINDEPENDENCE ES SCIENCE/TECHNOLOGY/MATH 1688002 E

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Attachment B



3 of 5

PROGRAM NAME COST CENTER LDIRVING MS ADVANCED MATH/MUSIC/ENGINEERING 1818901 CJF KENNEDY HS ARCHITECTURE/DIGITAL ARTS 1872502 NWKESTER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1472602 NEKING MS ENVIRONMENTAL STUDIES 1820803 CKING MS FILM/MEDIA 1820801 CKING MS GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY 1820802 CKING-DREW MEDICINE/SCIENCE 1872701 SLAUSD/USC CINEMATIC ARTS/TECHNOLOGY 1713702 CLAWRENCE MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1821702 NWLE CONTE CES MS COMMUNICATIONS/ARTS 1822602 WLE CONTE MS INTERNATIONAL HUMANITIES 1822602 WLEE ES MEDICAL/HEALTH SCIENCE 1230701 CLINCOLN HS SCIENCE/TECHNOLOGY/MATH 1872902 ELOMITA ES SCIENCE/TECHNOLOGY/MATH 1493201 SLORNE ES SCIENCE/TECHNOLOGY/MATH 1497302 NWLOS ANGELES CENTER FOR ENRICHED STUDIES (LACES) 1874101 WLOS ANGELES HS SCIENCE/TECHNOLOGY/MATH 1873602 WLOS FELIZ ES SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE 1230701 CLOYOLA VILLAGE ES FINE/PERFORMING ARTS 1501402 WMANUAL ARTS HS COLLEGE PREPARATORY 1874302 CMARINA DEL REY MS PERFORMING ARTS 1823502 WMARK TWAIN MS WORLD LANGUAGES 1842502 WMARKHAM MS HEALTH CARREERS 1823702 SMARSHALL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1875002 CMARVIN ES LANGUAGE 1517802 WMAYALL ES ACADEMY OF ARTS AND TECHNOLOGY 1519801 NWMELROSE ES SCIENCE/TECHNOLOGY/MATH 1521901 WMID-CITY’S PRESCOTT ES ENRICHED SCIENCES 1350001 WMILES ES SCIENCE/TECHNOLOGY/MATH 1531502 EMONLUX ES SCIENCE/TECHNOLOGY/MATH 1534202 NEMONROE HS LAW/GOVERNMENT 1876803 NWMONROE HS POLICE ACADEMY 1876802 NWMONTARA ES SCIENCE/TECHNOLOGY/MATH 1687802 EMOUNT GLEASON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1824002 NEMUIR MS SCIENCE/TECHNOLOGY/MATH 1825502 WMULHOLLAND MS POLICE ACADEMY 1825902 NWMULTNOMAH ES ENVIRONMENTAL SCIENCE 1542503 EMULTNOMAH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1542502 ENARBONNE HS SCIENCE/TECHNOLOGY/MATH 1877902 SNIGHTINGALE MS BUSINESS/ENTREPRENEURSHIP/TECHNOLOGY 1826402 ENIMITZ MS SCIENCE/TECHNOLOGY/MATH 1826802 ENORTH HOLLYWOOD HS HIGHLY GIFTED 1878602 NENORTH HOLLYWOOD HS LA ZOO BIOLOGICAL SCIENCE 1878603 NE

584

Attachment B



4 of 5

PROGRAM NAME COST CENTER LDNUEVA VISTA ES VISUAL/PERFORMING ARTS 1237802 EORTHOPAEDIC HOSPITAL HS MEDICAL 1885301 CPACOIMA MS COMPUTER SCIENCE/MATH 1832103 NEPACOIMA MS TELEVISION/FINE ARTS 1832102 NEPALMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1834002 WPASEO DEL REY ES NATURAL SCIENCE 1605201 WPEARL HS JOURNALISM/COMMUNICATIONS 1855801 NWPEARY MS SCIENCE/TECHNOLOGY/MATH 1835202 SPLASENCIA ES SCIENCE/TECHNOLOGY/MATH 1324702 CPOINT FERMIN ES MARINE SCIENCE 1613701 SPOLYTECHNIC HS SCIENCE/TECHNOLOGY/MATH 1863602 NEPORTER MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1835402 NWPORTOLA MS HIGHLY GIFTED 1810702 NWPURCHE ES SCIENCE/TECHNOLOGY 1615802 SRESEDA HS ENVIRONMENTAL/PHYSICAL SCIENCE 1881403 NWRESEDA HS LAW/PUBLIC SERVICE 1881408 NWRESEDA HS POLICE ACADEMY 1881402 NWROCKDALE ES VISUAL/PERFORMING ARTS 1632901 CROOSEVELT HS ENVIRONMENTAL/SOCIAL POLICY 1775001 EROOSEVELT HS SCIENCE/TECHNOLOGY/MATH 1775101 ERUSSELL ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1643802 SSAN ANTONIO ES SCIENCE/TECHNOLOGY/MATH 1464102 ESAN FERNANDO HS SCIENCE/TECHNOLOGY/MATH 1884302 NESAN JOSE ES HIGHLY GIFTED 1647902 NWSAN MIGUEL ES SCIENCE/TECHNOLOGY/MATH 1687502 ESAN PEDRO HS MARINE SCIENCE/TECHNOLOGY/MATH 1885003 SSAN PEDRO HS POLICE ACADEMY 1885002 SSEPULVEDA MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1836302 NWSHERMAN OAKS CENTER FOR ENRICHED STUDIES (SOCES) 1884201 NWSOUTH EAST HS TECHNOLOGY/MEDIA 1888108 ESOUTH GATE MS SCIENCE/TECHNOLOGY/MATH 1837702 ESOUTH SHORES ES PERFORMING ARTS 1687001 SSTEVENSON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1838702 ESUN VALLEY BIOMEDICAL SCIENCES/ENGINEERING/LEADERSHIP 1839603 NESUN VALLEY MS ENGINEERING/ARTS/TECHNOLOGY FOR GLOBAL PROGRESS 1839601 NESUN VALLEY MS ENVIRONMENTAL STUDIES THROUGH ARTS AND SCIENCES 1839602 NESUNLAND ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1697302 NESYLMAR HS SCIENCE/TECHNOLOGY/MATH 1887802 NETAPER ES TECHNOLOGY 1703502 STORRES HS PERFORMING ARTS 1860601 EUNIVERSITY HS DIGITAL MEDIA 1888607 WVALLEY ALTERNATIVE 1739001 NWVAN NUYS MATH/SCIENCE SH MAG 1889303 NE

585

Attachment B



5 of 5

PROGRAM NAME COST CENTER LDVAN NUYS HS MEDICAL 1889302 NEVAN NUYS HS PERFORMING ARTS 1889304 NEVAN NUYS HS SCIENCE/TECHNOLOGY/MATH 1889303 NEVAN NUYS MS SCIENCE/TECHNOLOGY/MATH 1843402 NEVENA ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1746602 NEVENICE HS SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE 1890707 WVENICE HS WORLD LANGUAGES/GLOBAL STUDIES 1890702 WVERDUGO HILLS HS MULTIMEDIA/TECHNOLOGY 1891402 NEVERDUGO HILLS HS VISUAL/PERFORMING ARTS 1891408 NEVINTAGE ES SCIENCE/TECHNOLOGY/MATH 1756201 NWVIRGIL MS MEDICAL/HEALTH SCIENCE 1846202 CWASHINGTON HS SCIENCE/TECHNOLOGY/MATH 1892803 WWASHINGTON HS MUSIC ACADEMY 1892802 WWESTCHESTER HS ENVIRONMENTAL/NATURAL SCIENCE/ENGINEERING 1894310 WWESTCHESTER HS GIFTED/HIGHLY GIFTED/HIGH ABILITY AVIATION/AEROSPACE 1894309 WWESTCHESTER HS HEALTH/SPORTS MEDICINE 1894301 WWESTMINSTER ES COMPUTER SCIENCE/MATH 1769902 WWESTSIDE ECOSYSTEMS/ENVIRONMENTAL SCIENCES 1331101 WWILSON HS ADMINISTRATIVE LAW 1861803 EWILSON HS POLICE ACADEMY 1861802 EWINDSOR HILLS ES MATH/SCIENCE/AEROSPACE 1782201 WWONDERLAND ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1784902 WWRIGHT MS ENGINEERING/DESIGN 1849301 W

AFFILIATED CHARTERS COST CENTER LDCLEVELAND HS HUMANITIES 1859002 NWCOMMUNITY ES 1274101 WMILLIKAN MS PERFORMING ARTS 1823802 NENOBEL MS SCIENCE/TECHNOLOGY/MATH 1827202 NWOPEN ES 1588901 WREVERE MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1835602 WWELBY WAY ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1763702 NW

586

587

INFO

RM

ATIV

E588

589

590

TAB 35





Acceptance of Active Transportation Program Grant ApplicationJune 14, 2016Division of Instruction

Action Proposed:The Division of Instruction proposes that the Board of Education authorize the completion of the ActiveTransportation Program grant application for the California Department of Transportation in the amount of$1,359,013. Thirty middle schools have been identified to participate, starting in 2017

Background:The purpose of this report is to provide the members of the Board of Education with information regarding anaward for the Active Transportation Program grant to promote transportation bicycle safety in schools’ physicaleducation programs and to increase non-motorized active transportation of middle school students in areasidentified as high-risk bicycle accident zones.

Expected Outcomes:Acceptance of the Active Transportation Program grant will allow physical education teachers to provideinstruction in bicycle safe riding skills to 36,000 middle school students over a two year period. In addition, theYouth Educational Sports, Inc. (“YES”) organization will use the Train the Trainer model to certify 90 physicaleducation teachers to become School Cycling Instructors. This will help to increase sustainability of theprogram and eliminate the need to contract with YES beyond the term of this grant.

The active transportation data for Los Angeles County and the state of California indicates that in Los AngelesCounty, only 1.1% of school-age children bike to school, which is lower than the statewide average of 2.0%.The need for robust education in schools was identified in the 2010 City of LA Bicycle Plan, which calls for thecoordinated installation of over 1,600 miles of bicycle paths, lanes and routes across the city. The City’s SafeRoutes to School Strategic Plan builds on the Bicycle Plan by prioritizing a network of bicycle and pedestriansafety improvements within a half-mile radius of high-priority schools, designated as such by studentproximity, low-income households and nearby collision rates. These plans are both well underway forimplementation, with the city installing over 300 miles of new bikeways since 2010. The students taughtthrough this program will have a continuously expanding network of bicycle infrastructure to use both withintheir neighborhoods and to regional destinations as they grow older and become more confident riders.

Bike clubs will be established in the after school program at each participating site to encourage students to ridebikes to school, as a low cost form of transportation. It is anticipated that the number of students that ride bikesto school will double. The after school program’s “encouragement activities” enable students to further developtheir bicycle safety skills in a real world setting, which increases the likelihood of students becoming lifelongcyclists.

Board Options and Consequences:The Los Angeles Unified School District has been notified that the District may complete the next steps in the


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application Active Transportation Program grant application process. Approval of the grant application by theBoard will allow the completion of necessary application steps to ensure the receipt of funding in the amount of$1,359,013 to teach bicycle safety in physical education classes at 30 middle schools, reaching 36,000 studentseach year. If authorization is not granted, the District will not receive $1,359,013 and 36,000 middle schoolstudents will not be provided Bicycle Safety in their physical education classes.

Policy Implications:This action does not change District policy and is in alignment with the 2012-2035 Southern CaliforniaAssociation of Governments (“SCAG”) Regional Transportation Plan (“RTP”), which was adopted in April2012.

Budget Impact:Funding for the Active Transportation Program grant is provided through Caltrans and the Department ofTransportation. No General Funds are used and no matching funds are required.

Issues and Analysis:None.

Attachments:Attachment A: Tentative Participating School ListAttachment B: School Sites w/ Percentage of Free/Reduced LunchAttachment C: School Sites & Bicycle Collisions (2007-2012)

Informative:Acceptance of Active Transportation Program Grant Application


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______________________________ _____________________________MICHELLE KING DR. FRANCES GIPSONSuperintendent Chief Academic Officer



______________________________ ______________________________DAVID HOLMQUIST KATIE MCGRATHGeneral Counsel Director, Elementary


REVIEWED BY:




593

Attachment AActive Transportation Program Grant

Tentative Participating School List

School % Free Reduced Lunch Enrollment LAUSD BoardDistrict LD

1 Adams MS 93.08 1,020 2 E

2 Audubon MS 86.07 782 1 W

3 Bancroft MS 85.43 1,241 4 W

4 Belvedere MS 84.17 1,385 2 E

5 Berendo MS 94.9 1,035 2 E

6 Byrd MS 86.76 1,662 6 N

7 Carver MS 79.4 1,087 5 XP

8 Columbus MS 85.04 833 3 N

9 Edison MS 94.44 1,179 7 S

10 Elizabeth LC 85.36 1765 5 S

11 Griffith MS 88.33 1,382 2 E

12 Irving MS 83.94 612 5 E

13 King MS 88 1,522 5 E

14 LA Academy MS 90.3 1,658 7 E

15 LA Leadership Academy 94.62 538 2 XR

16 Liechty MS 89.57 1,244 2 E

17 Madison MS 84.9 1,585 3 N

18 Marina Del Rey MS 87.9 773 4 W

19 Nava LA Bus &Tech 92.89 927 2 XP

20 Nightingale MS 91.12 948 5 E

21 Obama MS 88.82 1,119 1 XP

22 Ochoa MS 83.42 1,517 5 S

23 Olive Vista MS 89.82 1,256 6 N

24 Orchard Academies 91.68 912 5 S

25 Pacoima MS 84.75 1,557 6 N

26 Porter MS Ranch CS 80.07 1,225 3 XP

27 Romer MS 89.3 1,248 6 N

28 San Fernando MS 93.46 1,351 6 N

29 Sepulveda MS 87.98 1,628 6 N

30 South East MS 88.76 1,158 5 S

31 South Gate MS 85.17 2,015 5 S

32 Virgil MS 89.37 1,101 2 E

33 Vista MS 98.08 1,498 6 XP

34 Wilmington MS 83.62 1,621 7 S

35 Young Oak Kim Academy 94.8 885 2 E

594

595

596

INFO

RM

ATIV

E597

598

TAB 36





Meeting SB 359 California Mathematics Placement Act RequirementsJune 14, 2016Division of Instruction

Action Proposed:Staff proposes that the Board of Education adopt the fair, objective and transparent mathematics placementguidelines delineated in the Middle and High School Placement and Pathways Memorandum dated May 19,2016 as required by the California Education Code. Establishes Board Rule 2720, Middle and High SchoolPlacement and Pathways, the mathematics placement guidelines delineated in the Middle and High SchoolPlacement and Pathways Memorandum dated May 19, 2016 and subsequent revisions to this document are thepolicy of the District.

Background:The California Mathematics Placement Act of 2015 (SB359) was approved by the Governor on October 5,2015. The bill requires school districts and their governing boards to adopt (if not already established) fair,objective, and transparent mathematics placement policies before beginning the 2016-17 school year.

LAUSD has existing policies in place, recently updated, to provide placement guidelines. SB359 furtherrequires these placement policies to be presented to the Board.

Expected Outcomes:The Board will be presented with the information regarding the District’s compliance with SB 359.

Board Options and Consequences:The Board could adopt the mathematics placement guidelines, as written, or request modifications to theguidelines. If changes are required, the Division of Instruction Mathematics Department would make thenecessary changes and submit a revised policy for approval prior to the end of the school year.

Policy Implications:As this policy has been in place in prior years, there are minimal new implications to be anticipated. The goalof the policy is to ensure students are placed in math courses that are aligned to fair and equitable placementguidelines. The existing MEM-6458.1 is updated with additional guidelines to address the requirements ofSB359.

Budget Impact:No impact on budget.

Issues and Analysis:Placement policies must be in place prior to the start of the 2016-17 school year. Student placement data will bereviewed and presented to the Board during the 2016-17 school year to ensure placement practices are equitableand address and issues highlighted by the data.



Attachments:MEM-6458.1 - Middle and High School Mathematics Placement and PathwaysMeeting SB 359 California Mathematics Placement Act Requirements

Informative:Meeting SB359 California Mathematics Placement Act Requirements

Submitted:June 6, 2016, Revision 1




______________________________ _____________________________MICHELLE KING Dr. Derrick ChauSuperintendent Director, Secondary Instruction





REVIEWED BY:




LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

MEM-6458.1 Page 1 of 49 May 19, 2016Division of Instruction

TITLE: Middle and High School Mathematics Placement and Pathways

ROUTINGAll OfficesLD Superintendents LD Administrators of

InstructionLD Instructional Directors LD Secondary Mathematics

CoordinatorsLD Counselor CoordinatorsPrincipalsMathematics Department

ChairsAPSCS/Counselors

NUMBER: MEM-6458.1

ISSUER: Frances Gipson, Ph.D., Chief Academic OfficerDivision of Instruction

Derrick Chau, Ph.D., Director of Secondary Instruction Division of Instruction

DATE: May 19, 2016

PURPOSE: The purpose of this Memorandum is to provide information to schools regarding the mathematics pathways and courses aligned to the Common Core State Standardsguidelines to schools regarding student placement in mathematics courses and provides guidelines for acceleration pathways.

MAJORCHANGES:

The revision includes measures to address SB359.

BACKGROUND: In 2010, the California Board of Education adopted the California Common Core State Standards: Mathematics (CA CCSSM). The California Common Core State Standardsreflect the importance of focus, coherence, and rigor as guiding principles for mathematics instruction and learning. The district’s implementation demonstrates a commitment to these principles. These standards were fully implemented and assessed in the 2014-2015 school year. In the spring of 2015, students in grades 3-8 and 11 wereexpected to show proficiency in the California Common Core State Standards as assessed by the California Assessment of Student Performance and Progress (CAASPP)Smarter Balanced Summative Assessments.

The CA CCSSM have shifted primary concepts, skills, and focus in all secondary mathematics courses. Under the CA CCSSM, additional rigor is introduced in earlier grade levels by including skills and concepts formerly included at higher-grade levels. Careful evaluation of students’ prior achievement in mathematics assessments and courses must be used in determining middle school and high school mathematics course placement.

On October 5, 2015, the Governor signed SB 359, the California Mathematics Placement Act of 2015, which requires school districts to develop and adopt, in a regularly scheduled public meeting, a fair, objective, and transparent mathematics placement policy for pupils entering grade 9 that includes the following:1. Systematically takes multiple objective academic measures of pupil performance

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into consideration. 2. Includes at least one placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual pupil progress.3. Requires examination of aggregate pupil placement data annually…4. Offers clear and timely recourse for each pupil and his or her parent or legal guardian who questions the pupil’s placement.

INSTRUCTIONS: I. Middle School and High School Mathematics Courses and Pathways

A. District PositionIn line with the recommendation of the California Department of Education, the California Common Core State Standards: Mathematics represent a tight progression of skills and knowledge that is inherently rigorous and designed to provide a strong foundation for success in the new, more advanced Algebra I courses that will typically be taken by most students in the ninth grade. Development of these skills and knowledge depends on students being placed in the appropriate courses, with emphasis on the appropriate foundational concepts at the appropriate time, throughout their K-8 sequence and beyond (California Mathematics Framework, Appendix A).

Misplacement is common, with negative consequences for students when they are unable to keep pace with the incremental difficulty of mathematics content; students’ weaknesses in key foundational areas that support algebra-readiness frequently translate into substantial difficulty reaching proficiency in higher-level mathematics while in high school (Finkelstein, et al., 2012).

B. Overview of Mathematics Pathways

1. College and Career Pathway

Students on the College and Career Pathway will be enrolled in CC Math 6, CC Math 7 and CC Math 8 or the Honors equivalent. The CA CCSSM is rigorous with increasing emphases on conceptual understanding, application, and procedural fluency. Learning the mathematics prescribed by CA CCSSM requires that all students rise to the challenge by spending time to learn each topic with diligence and dedication within the College and Career Pathway. Skimming over existing materials in order to rush ahead to more advanced topics can no longer be considered good practice (Wu, 2012).

2. Accelerated Pathway for Middle School

The accelerated pathway is for students who show mastery of the grade-level standards. According to the Common Core State Standards Initiative:

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“Decisions to accelerate students into higher mathematics before ninth grade must require solid evidence of mastery of prerequisite CCSSM. Compacted [accelerated] courses should include the same Common Core State Standards as the non-compacted courses.” (Common Core State Standards Initiative, Appendix A 2010).

Students will have opportunities to accelerate in middle and high school.In the recommended accelerated pathway, three years of math are combined into two years. Standards are not cut or skipped but compressed,requiring that students learn at a faster pace. At the end of 6th grade,students who are identified for the Accelerated Pathway will take Accelerated CC Math 7, which contains all CC Math 7 standards and one-half of CC Math 8 standards. In Grade 8, these students will take Accelerated CC Algebra 1, which contains the remaining CC Math 8 standards and all the CC Algebra 1 standards.

3. Highly Accelerated Pathway (formerly Alternative Accelerated Pathway)

Accordingly, the California Mathematics Framework (Appendix A) asserts that the decisions to accelerate students into the Common Core State Standards for higher mathematics before ninth grade should not be rushed. Prematurely placing students into an accelerated course sequence option too early must be avoided. Likewise, it is not recommended to compact the standards before grade seven to ensure that students are developmentally ready for accelerated content. The Common Core State Standards for Mathematics state, “Placing students into tracks too early should be avoided at all costs. It is not recommended to compact the standards before grade seven.” (Common Core State Standards Appendix A, pg. 81).

A decision to accelerate students into higher mathematics before ninth grade must require solid evidence of mastery of the CA CCSSM prerequisites. “Mathematics is by nature hierarchical. Every step is a preparation for the next one. Learning it properly requires thorough grounding at each step and skimming over any topics will only weaken one’s ability to tackle more complex material down the road” (Wu, 2012). Serious effort must be made to consider solid evidence of a student’s conceptual understanding, knowledge of procedural skills, fluency, and ability to apply mathematics before moving a student into an accelerated course sequence option. Multiple measures of academic achievement should be used to make the determination that a student is ready for the Highly Accelerated Pathway.

Again, in the Highly Accelerated Pathway standards are not cut or skipped but compressed. In this pathway, compression is more significant,

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therefore, it is important students are able to handle the faster pace required by this pathway. At the end of 5th grade, students who are identified for the Highly Accelerated Pathway will take Highly Accelerated Common Core Math 6/7, which compresses all of the standards from CC Math 6 and CC Math 7 into one year. In 7th grade students who remain qualified for the program will be enrolled in Highly Accelerated Common Core Math 8/ Algebra 1, which compresses all of the standards for CC Math 8 and CC Algebra 1. Common Core Geometry may then be taken in grade 8.

II. Middle School Placement

Middle school courses are aligned to reflect California Common Core State Standards: Mathematics (CA CCSSM). These courses follow a focused and coherent progression that builds from one year to the next.

A. Middle School Pathways

The majority of students entering 6th grade must be enrolled in CC Math 6.The opportunity to accelerate in middle school occurs twice, at the end of 5th

grade (for incoming 6th grade students) and at the end of 6th grade (for incoming 7th grade students). The acceleration after 5th grade will only impact a very small number of 5th grade students (estimated to be less than one-half of one percent of all fifth grade students in the District). A larger percentage of students will be eligible to accelerate at the end of grade 6. Due to the rigorous nature of the acceleration pathways, students must qualify for the option to accelerate through the review of a variety of data points.

1. College and Career Pathway for Middle School

The majority of students will enroll in the College and Career Pathway. The course progression of the College and Career Pathway aligns to the progression outlined in the CA CCSSM.

a. College and Career Pathway Course Offerings

6th grade - CC Math 67th grade - CC Math 78th grade - CC Math 8See Attachment A for course details.

2. Accelerated Pathway for Middle School

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The accelerated pathway is for students who show mastery of the grade-level standards. In order to be placed in this pathway, students are required to satisfy the outlined in part b below.

a. Accelerated Pathway Course Offerings

6th grade – CC Math 67th grade – Accelerated CC Math 78th grade – Accelerated CC Algebra 1

b. Identification and Placement Guidelines: Incoming 7th graders

Students who show a solid understanding of mathematics concepts, fluency in procedural skills and ability to apply mathematics concepts may be considered for the accelerated pathway. The criteria for placing students into the Accelerated CC Math 7 course are as follows:

A score of “Proficient” on the 6th Grade Mathematics Placement Assessment, ANDA grade of “A” or “B” in their Math 6 course, ANDA score of “Standard Met” or higher on the Smarter Balanced Summative Assessment.

Students who completed Math 6 at an elementary school who scored Proficient on the 6th Grade Mathematics Placement Assessment must earn a grade of “4”.

Parents must be notified and agree by signing the Acceleration Agreement (Attachment B1 and B2). Forms will be maintained by the school.

c. Identification and Placement Guidelines: Incoming 8th graders

Students entering grade 8 who completed Accelerated CC Math 7 in grade 7 and successfully meet the criteria below shall be placed in Accelerated CC Algebra 1:

A grade of “A” or “B” in Accelerated CC Math 7, ANDA score of “Standard Met” or higher on the Smarter Balanced Summative Assessment.

Parent must be notified and agree by signing the Acceleration

606



Agreement (Attachment B1 and B2). Forms will be maintained by the school.

Students who completed Accelerated Math 7 in grade 7 and who did not meet the above criteria will be placed in CC Math 8. Students will have additional opportunities to accelerate in high school.

3. Highly Accelerated Pathway

The Highly Accelerated Pathway option outlined in this memo compacts five years of CA CCSSM into three years for the highest achieving students, estimated to be less than one-half of one percent of all fifth grade students in the District. To ensure that a proper and adequate program is designed for these students, it is important to base the decision on a wide range of data including school, parent, and student components.

a. Highly Accelerated Pathway Courses

6th grade – Highly Accelerated CC Math 6/77th grade – Highly Accelerated CC Math 8/Algebra 18th grade – CC Geometry

b. Requirements for Schools Offering the Highly Accelerated Pathway

Middle and span schools that anticipate offering the Highly Accelerated Pathway must follow the procedure below to ensure a proper and adequate program is established. Schools must complete the following steps annually, which are also listed in Attachment C.

Step 1 – Middle and span school teachers and administrators must attend an informational meeting at the Local District to gain an understanding of the expectations of all pathways offered to students. Attendance is required even if a similar meeting was attended last year.

Step 2 – Schools will provide a parent education meeting to share pathway components and requirements.

Step 3 – Schools will maintain records with the signed AccelerationAgreement (Attachment B2) for all students enrolled in the pathway.

Step 4 – Teachers assigned to teach Highly Accelerated classes must possess either a single subject or supplemental credential in mathematics.

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Local Districts and the Division of Instruction will work together to support schools offering the Highly Accelerated Pathway, and ensure schools offering the Highly Accelerated Pathway comply with the above requirements. If you do not have enough students to form a full class, we recommend contacting your Local District Coordinator or the Division of Instruction to discuss options for meeting the needs of this group of students.

4. Identification and Placement for Highly Accelerated Pathway

a. Identification and Placement Guidelines: Incoming 6th gradersParticipation in the Highly Accelerated Pathway is determined through the use of a placement test.

Grade 5 students transitioning to grade 6 must receive a score of Proficient on the 6th grade placement test to be enrolled in the Highly Accelerated Pathway.

b. Student Eligibility for the 6th Grade Placement TestStudents will be eligible to take the test if they meet the following criteria:

Students must receive “Standard Met” or higher on the Smarter Balanced Summative Assessment.Students must earn a “4” in mathematics on all report cards for grades 4 and 5.

If a student has not met the above criteria, parents can elect to have student take the 6th grade placement examination.

c. Parent Requirements for Student Testing

In order for their student to be eligible to take the placement testparents must:

Attend a parent education meeting online or at school site provided by the school, ANDRead and sign the parent letter and Acceleration Agreement (Attachment B1 and B2).

d. Local District Responsibilities

Each Local District planning to provide the highly accelerated

608



pathway should work with their schools to schedule and present the parent information meetings.

Local Districts are also responsible for scheduling the assessment dates and locations. Placement test should be scheduled before the end of the school year.

5. Identification and Placement Guidelines: Incoming 7th graders

a. Student Eligibility for the 7th Grade Highly Acceleration

Students entering grade 7 who completed Alternative Accelerated CC Math 6/7 in grade 6 and successfully meet the criteria below shall be placed in Highly Accelerated CC Math 8/Algebra 1:

A grade of “A” or “B” in Alternative Accelerated CC Math 6/7, ANDA score of “Standard Met” or higher on the Smarter Balanced Summative Assessment.

b. Parent/School ResponsibilityParent must be notified, read and sign the Acceleration Agreement (Attachment B1 and B2). Forms will be maintained by the school.All other students who completed Alternative Accelerated CC Math 6/7 in grade 6 but did not meet the above criteria will be placed in CC Math 7 or Accelerated CC Math 7, as determined by the school.

6. Identification and Placement Guidelines: Incoming 8th graders

a. Student Eligibility for 8th Grade Highly AccelerationStudents entering grade 8 who completed Alternative Accelerated CC Math 8/Algebra 1 in grade 7 and successfully meet the criteria below shall be placed in CC Geometry:

A grade of “A” or “B” in Alternative Accelerated CC Math 8/Algebra 1, and a score of “Proficient” on the Algebra 1 Summative Assessment, ORA grade of “C” in Alternative Accelerated CC Math 8/Algebra 1, and a score of “Proficient” or Basic on the Algebra 1 Summative Assessment

In addition to the above criteria, students must also receive a score of “Standard Met” or higher on the Smarter Balanced Summative Assessment.

609



b. Parent/School ResponsibilityParent must be notified, read and sign the Acceleration Agreement (Attachment B1 and B2). Forms will be maintained by the school.

All other students who completed the Alternative Accelerated path in grade 7 but did not meet the above criteria will be placed in CC Math 8 or Accelerated CC Algebra 1, as determined by the school.

III. High School Courses

LAUSD will follow the LAUSD College and Career Pathway (traditional pathway) of courses defined in the CCSS: Common Core (CC) Algebra 1, Common Core (CC) Geometry, and Common Core (CC) Algebra 2. The CCSS aligned Curriculum Maps (Instructional Guides) are available for download at http://achieve.lausd.net/math.

A. High School Pathways

1. College and Career Pathway for High School

Students in this pathway will take CC Algebra 1, CC Geometry, CC Algebra 2, and an optional fourth year of mathematics (See Attachment D). The standards progress across the courses in a specific succession, as outlined by the California Mathematics Framework Appendix A, therefore schools must present the courses in this order. The sequences of courses have been designed to ensure student success. CC Algebra 1 and CC Geometry concepts will best prepare the students for CC Algebra 2. The Mathematics Framework describes the work done in previous grades thatwill best prepare students for CC Algebra 2, such as conic sections and trigonometry. It includes the study of functions in CC Algebra 1, proving theorems using the coordinate planes, circles, and triangles in Geometry and Statistics and Probability concepts throughout both courses.Attachment D provides some of the course sequences available in high school.

a. Introduction to Data Science

Students interested in course options within the College and Career Pathway, see Attachment D.

One of the course options within the College and Career Pathway

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includes the Introduction to Data Science (IDS) course in lieu of Algebra 2. Introduction to Data Science is a statistics course. Successful completion of this course validates a third year mathematics requirement. IDS is a highly technical course that includes computer programming/coding.

Schools Interested in Offering Introduction to Data ScienceIn order to offer the course, professional development is mandatory. Additionally, schools must provide a computer to every student enrolled for classroom use. Only schools/teachers that have received training will have the course available through MiSiS and, therefore, be able to add it to their master schedules (Attachment D). For more information, contact the Secondary Director, Division of Instruction for more information.

2. Accelerated Pathways for High School

a. Mathematics Placement for Students Incoming Grade 9 StudentsAll students entering Grade 9 must be enrolled in an A-G mathematics course with a rigor of Algebra 1 or beyond. In addition to the students who are in an accelerated pathway in middle school, high schools must systematically take multiple objective academic measures of students’performance into consideration to identify and place additional incoming grade 9 students into an accelerated course sequence.

b. Options for Acceleration in High SchoolsStudents will have opportunities at the high school level to accelerate and enroll in higher math courses. Multiple data points should be considered when identifying students who can be successful in the accelerated pathways. Below is a list of options for acceleration in high school:

Option 1: Includes a double block of mathematics in 9th grade. Students would take CC Algebra 1 and CC Geometry concurrently. Therefore,students would be ready for CC Algebra 2 in 10th grade.

Option 2: Students may accelerate after CC Geometry. Honors Advanced Math is an accelerated course that combines CC Algebra 2, Precalculus, and introductory Calculus standards. Students must earn a grade of “A” or “B” in both CC Algebra 1 and CC Geometry to qualify to enroll in this course. If successful in this course, students can move on to AP Calculus AB.

B. Placement of High School Students for 2016-2017

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Attachment D has the course sequences for students in the 2016-2017 school year. For graduation requirements, please refer to BUL-6566.1.

1. Current 9th, 10th and 11th graders

In order to successfully advance to the next course in a pathway, students must earn a “D” or better. This is aligned with current graduation requirements (for more details on specific requirements for graduation, please reference BUL-6566).

The District progression of courses for college and career pathway is as follows:

CC Algebra 1CC GeometryCC Algebra 2Higher Math Courses

Please contact the secondary director, Division of Instruction if you would like to request a waiver to the above sequence.

Below is a list of courses options for students’ 2016-17 placement by prerequisite. We recommend schools review the table and course sequence charts in Attachment D to assist with student math placement.

2015-16 Course Options for 2016-17CC Algebra 1 CC GeometryCC Geometry CC Algebra 2

Honors Advanced MathIntroduction to Data Science*

CC Algebra 2 PrecalculusStatistics and ProbabilityIntroduction to Data Science*AP Statistics

Honors AdvancedMath

AP Calculus ABAP Calculus BCStatistics and ProbabilityAP Statistics

Precalculus AP Calculus ABAP Calculus BCStatistics and ProbabilityAP Statistics

Statistics and Probability

AP StatisticsPrecalculus

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AP Statistics PrecalculusAP Calculus AB AP Calculus BC

Discrete MathAP StatisticsStatistics and Probability

AP Calculus BC Discrete MathAP StatisticsStatistics and Probability

Intro to Data Science

Statistics and ProbabilityAP Statistics

Discrete Math Statistics and ProbabilityAP StatisticsAP Calculus ABAP Calculus BC

*In order to offer this course schools must meet certain requirements.

a. Annual Examination of Students Placement DataThe district will require schools to examine aggregate students placement data annually to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures selected for inclusion are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. The district shall report the aggregate results of this examination to the LAUSD Board of Education.

2. Current 8th Graders

Common Core (CC) Math 8

Students entering grade 9 who completed CC Math 8 in grade 8 should be enrolled in CC Algebra 1. Students who may need additional support, as determined by the school and parents, can be scheduled for an additional support class (CC Algebra 1 Tutorial).

Accelerated CC Algebra 1

Students entering grade 9 who completed Accelerated CC Algebra 1 in grade 8 and successfully meet the criteria below should be placed in Common Core (CC) Geometry. The criteria are:

A passing grade in Accelerated CC Algebra 1A score of “Proficient” or “Basic” in the Algebra 1 Summative Assessment, ANDA score of “Standard Met” or “Standard Exceeded” in the Smarter

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Balanced Summative Assessment.

Parent must be notified and agree by signing the Acceleration Agreement (Attachment F and B2). Forms will be maintained by the school.

All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet the above criteria will be placed in CC Algebra 1.

CC Geometry and above

Students entering grade 9 who completed CC Geometry (or higher, in special cases) in grade 8 and successfully complete the criteria below may be placed in the next course in an appropriate sequence (see the chart of course prerequisites in Section III.B.1 above or Attachment D).It is recommended students earn an “A” or “B” in the course and receive“Standard Met” or higher on the Smarter Balanced Summative Assessmentin order to move forward, however other factors may also be taken into consideration when placing a student at this level. Counselors and parentsshould consider multiple measures of academic achievement when making the determination that a student is ready for the next course in the sequence.

3. Process for Parent Request for a Change in Math Placement

If a parent or legal guardian would like to request a different math course for their child, they are invited to speak with the counselor to discuss options for alternative math courses.

IV. Assessments

All students in grades 6 through 8 and grade 11 will be taking the Smarter Balanced Summative Assessments. All students in 11th grade will be assessed in Algebra 1, Geometry and Algebra 2 standards.

Important: Students in middle school will take the assessment for their grade level. This means all 6th grade students take the grade 6 Smarter Balanced Summative Assessment, all 7th grade students take the grade 7 Smarter Balanced Summative Assessment, and all 8th grade students take the grade 8 Smarter Balanced Summative Assessment regardless of the course pathway (College and Career, Accelerated, Highly Accelerated, etc.).

For more information about the Smarter Balanced Assessments visit: the

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California Assessment of Student Performance and Progress at http://www.caaspp.org, the California Department of Education at http://www.cde.ca.gov/ta/tg/sa/index.asp, or the LAUSD Smarter Balanced page at http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_schema=PTLEP

V. Course Waivers

The pathways and course sequences outlined in this memo have been specifically designed to align to the California Common Core State Standards and should be used in the order written. If you would like to create a new pathway or experimental course, please work with the Division of Instruction’s Secondary Mathematics team. Please note there are specific deadlines by which items must be completed for implementation in the upcoming school year (see BUL-3697.3).

VI. Support for Students with Disabilities (SWD)

Specific supports for students with disabilities (SWDs) whose disability impacts performance in math should be detailed within the student’s Individualized Education Program (IEP). The recommended strategies, adaptations, and accommodations for the California Common Core State Standards for Mathematics (CA CCSSM) can be found in the California Mathematics Framework for Grades Kindergarten Through Grade 12 in the chapter “Universal Access” and in “Appendix C: Possible Adaptations for Students with Learning Difficulties in Mathematics.” Additional recommended supports can be found on the Division of Special Education website page on math instruction: http://achieve.lausd.net/Page/4183.

SWD in the resource specialist program (RSP) who need additional support in Common Core math skills and concepts can be scheduled into either a general education math support elective course (e.g., Math Tutoring Lab) or the Learning Center course (Developing Math Skills Across Content Areas). The Learning Center course descriptions can be accessed on the Division website: http://achieve.lausd.net/Page/4275. Students in the special day program (SDP) should receive their support in the special education math course; no additional support course for math should be necessary for students in SDP unless they require intensive, Tier 3 intervention.

VII. Parent Notification

Last year schools should have notified parents of the changes in the math pathways for their students. Although it is not required to notify parents again, you may wish to remind parents of the changes made last year.

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As part of the acceleration program in middle school, there are additional notification requirements (referenced in the appropriate sections of this memorandum). A list of the letters, the intended audience and the timeline is below for reference.

Letter Recipient DateMiddle School Math Pathway Letter (Attachment E)

All middle school parents August 2016

Middle School Acceleration Pathway Letter (Attachment B1)

Parents of 5th grade or middle school students (e.g. those attending math informational meetings)

Prior to administering the placement test

Acceleration Agreement in Mathematics (Attachment B2)

Parents of 5th gradestudents taking the placement test

Prior to administering the placement test

Parents of any student enrolled in or eligible for an accelerated pathway in grades 6-9

August 2016

Middle School Algebra 1 Assessment Letter (Attachment F)

Parents of students enrolled in either:

Accelerated Algebra 1Alternate Accelerated CC Math 8/Algebra 1

April 2016 (prior to administering the Algebra 1 SummativeAssessment)

RELATEDRESOURCES:

LAUSD BUL-6566 “Graduation Requirements for Classes 2016-2019”

LAUSD BUL-5325.1 “Algebra 1 End-of-Course Examination Requirement for Granting Graduation Credits in Mathematics at Middle School”

LAUSD BUL-3697.3 “Procedures for New or Experimental Course Submissions”

LAUSD Board of Education Resolution Res-070-14/15 http://boardresolutions.lausd.net/fmi/iwp/cgi?-db=Resolutions&-loadframes

LAUSD Mathematics Curriculum Map. Online video module on the curriculum maps is available at http://www.lausd.net/cdg/ccss/secondary/index.html

LAUSD Guidelines for Standards-Based Instruction

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LAUSD Math Website http://achieve.lausd.net/math

California Mathematics Framework (2015).http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp

California Mathematics Framework Appendix A (2015).http://www.cde.ca.gov/ci/ma/cf/documents/aug2013apxacourseplace.pdf

Common Core State Standards Initiative (CCSSI). (2010). Mathematics Appendix A. http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf (AccessedApril 8, 2013).

Principals Toolkit.http://home.lausd.net/pdf/Toolkits/Math_Pathways_Toolkit/Math_Pathways_Toolkit_FINAL.pdf

Wu, Hung-Hsi. 2012. To Accelerate, or Not.http://www.huffingtonpost.com/hunghsiwu/math-education_b_1901299.html

ASSISTANCE: For assistance or further information, please contact Derrick Chau, Ph.D., Director of Secondary Instruction, Philip Ogbuehi or Erin Cuenca, Secondary Mathematics Coordinators at the Mathematics Branch of the Division of Instruction at (213) 241-6444, or by email at [email protected], [email protected] or [email protected].

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Attachment ACourse Codes for 2016/2017

Grade Level Common Core Math Courses Course NumberGrade 6 CC Math 6 AB 310111/12Grade 7 CC Math 7 AB 310115/16Grade 7 Accelerated CC Math 7 AB 310117/18Grade 8 CC Math 8 AB 310337/38Grade 8 Accelerated CC Algebra 1 310339/40High School CC Algebra 1 (Year-long) 310341/42High School CC Geometry AB 310423/24High School CC Algebra 2 AB 310343/44High School Financial Algebra 1 AB& 310233/34High School Financial Algebra 2 AB& 310239/40High School Honors Advanced Math AB 310509/10High School Precalculus AB 310711/12High School AP Calculus AB 310701/02High School AP Calculus BC 310705/06High School Discrete Math 310503/04High School Statistics and Probability 310607/08High School AP Statistics 310609/10High School Introduction to Data Science* 310235/36

Highly Accelerated CoursesGrade 6 Highly Accelerated CC Math 6/7 AB* 310113/14Grade 7 Highly Accelerated CC Math 8/Alg 1 AB* 310119/20

Mathematics Electives (“G” Courses)*In order to offer this course, schools must meet certain requirements. See the appropriate section of this memo for more information.&Training is required to teacher this course. Textbook Exception required.

Intervention Courses:Grade Level Common Core Intervention Math Courses Course NumberGrade 6 CC MATH 6 TUT LAB AB 312607/08Grade 7 CC MATH 7 TUT LAB AB 312619/20Grade 8 CC MATH 8 TUT LAB AB 312611/12High School CC ALG 1 TUT LAB AB 312613/14High School CC ALG 2 TUT LAB AB 312617/18High School CC GEOM TUT LAB AB 312615/16

Please Note: This list represents the courses offered at most schools throughout LAUSD. It is not intended to be a comprehensive list of courses offered in the District. If you have questions about courses not listed here, please contact your Local District office or the Division of Instruction.

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Attachment B1YOUR SCHOOL LETTERHEAD

February XX, 2016Dear Parents and Guardians,

As you may already know, the majority of students in middle school are programmed for the College and Career Math Pathway courses (CC Math 6, CC Math 7 or CC Math 8). This is in alignment with the progression of skills and knowledge that is rigorous and designed to provide a strong foundation for success in the new, more advanced Algebra I courses that will typically be taken by most students in the ninth grade.

The Los Angeles Unified School District recognizes that some students are able to progress in their mathematical learning at a faster pace. In recognition of this, and in alignment with the Common Core, students are given the opportunity to accelerate their mathematics coursework in 6th and 7th

grades, and again in high school.

Accelerated Pathway and Highly Accelerated Pathway

Students completing grade 6 who demonstrate advanced skills in mathematics may be eligible for placement into the Accelerated Mathematics Pathway beginning in grade 7, or into the HighlyAccelerated Mathematics Pathway beginning in grade 6. Both of these pathways aim to advance math students who show strong mathematics conceptual understanding, knowledge of procedural skills, fluency, and ability to apply mathematics in a real world context.

Accelerated Mathematics PathwayIn the Accelerated Pathway, three years of math are combined into two math courses: Accelerated CC Math 7 and Accelerated CC Algebra 1. Standards are not cut or skipped but are “compacted” requiring students to learn at a faster pace. Recommendation for placement into the Accelerated Mathematics Pathway is based on a student’s Grade 6 Math Placement Assessment scores used in combination with his/her previous marks in mathematics and Smarter Balanced Summative Assessment score.

Highly Accelerated Mathematics PathwayThe Highly Accelerated Pathway is intended for the highest achieving students in mathematics. This pathway begins in grade 6 and combines five years of mathematics into three years: Highly Accelerated CC Math 6/7, Highly Accelerated CC Math 8/Algebra 1, and CC Geometry. As with the Accelerated Pathway, standards are not cut or skipped, they are “compacted”. Placement into the Highly Accelerated Pathway is based on the student’s score on a placement test. Students will be identified as eligible for the placement test based on his/her 4th and 5th grade marks in mathematics and their score on the Smarter Balanced Summative Assessment. Parents may also request their student be given the placement test.

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Students will be placed into the Highly Accelerated Pathway only upon meeting the placement criteria and with parent approval. The Highly Accelerated Mathematics Pathway is a highly specialized program enrolling only a very small percentage of students districtwide; therefore, not all schools offer this pathway.

The Accelerated Mathematics Pathway and the Highly Accelerated Mathematics Pathway from grade 6 to grade 12 are shown below.

GradeLevel

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

AcceleratedPathway CC Math 6 Accelerated

Math 7Accelerated

CC Algebra 1CC

GeometryCC Algebra

2 Precalculus APCalculus

HighlyAccelerated

Pathway

HighlyAccelerated

Math 6/7

HighlyAccelerated

Math8/Algebra 1

CCGeometry

CC Algebra 2 Precalculus AP

Calculus4th MathCourse

Students will have additional opportunities to accelerate in high school. Some options are shown below.

Grade Level Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

High School Acceleration Option 1 CC Math 8

CC Algebra 1 andCC Geometry(concurrent)

CC Algebra 2 Precalculus AP Calculus

High School Acceleration Option 2 CC Math 8 CC Algebra 1 CC Geometry Honors Advanced

Math AP Calculus

Highlight indicates Acceleration Points.

Continued Success and Enrollment in an Accelerated Pathway

Compacted accelerated courses are extremely rigorous, and students must demonstrate continued academic success in these courses throughout the school year as a condition for continued enrollment in the Accelerated or Highly Accelerated sequences. If a student earns less than a “B” in the semester course, the child’s placement may be adjusted.

Students in the compacted accelerated pathways must also demonstrate success at the end of each school year in order to continue in that pathway. Enrollment in the next course in the sequence is determined by a combination of the student’s scores on placement tests, Smarter Balanced Summative Assessments and grades.

Please review the attached Acceleration Agreement in Mathematics. If your child is placed in eitherof the accelerated mathematics pathways, you will be required to sign the Acceleration Agreement in Mathematics as a requirement of your child’s participation.

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Attachment B2

ACCELERATION AGREEMENT IN MATHEMATICS

I have read the attached letter discussing the Accelerated Mathematics Programs for the 2016-2017 school year.I understand that students in accelerated classes must maintain a B or better in the class.I understand that high school graduation credits are not given for Geometry taken in middle school. However, courses taken in middle school will be considered for student placement in high school mathematics.I understand the California Department of Education requires students to successfully complete four semesters (two years) of mathematics in high school, regardless of the level of course completed in middle school.I understand LAUSD policy requires students to be enrolled in mathematics courses in grades nine through 11, regardless of the level of course completed in middle school.I understand the Smarter Balanced Summative Assessment given at the end of the year will be aligned to the grade my student is enrolled in, not my student’s mathematics course.In the event that my child is NOT progressing in this class, there will be a parent-teacher meeting set up on an agreed upon date to discuss why there is a lack of progress and develop a mutual action plan for interventionIf at the end of the quarter, the student has NOT earned a B or better in the accelerated mathematics course, he or she may be placed in the regular class for that grade level. A HighlyAccelerated CC Math 6/7 student will be placed in CC Math 6. Similarly, an Accelerated CC Math 7 student will be placed in CC Math 7, and an Accelerated Common Core Algebra 1 student will be placed in CC Math 8. A Highly Accelerated CC Math 8/Algebra 1 student will be placed in CC Math 8.I have read the attached letter and understand the criteria for the accelerated mathematics program being offered. By signing this form you acknowledge the following:

o I understand the purpose for acceleration and the implications for my studento I understand my child needs to maintain a “B” or better in this classo I understand if my child does not earn a “B” or better, there will be an initial parent

conference to develop an action plano I understand if my child still does not show progress after implementation of this

action plan, he or she will be placed in the appropriate grade level mathematics class.

Student’s Name: Grade:

Parent/Guardian’s Name:

Parent/Guardian’s Signature:

Email Address: Phone Number:

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LOS ANGELES UNIFIED SCHOOL DISTRICTMEMORANDUM

MEM-6458.0 Page 32 of 49 March 29, 2016Division of Instruction

(Spanish) Attachment B2

ACUERDO PARA EL CURSO DE MATEMÁTICA ACELERADA

He leído la carta adjunta que explica los programas acelerados de Matemática para el año escolar 2016-2017.Entiendo que los estudiantes en las clases aceleradas deben mantener una B o mejor en la clase.Entiendo no reciben créditos de graduación de preparatoria en las clases de Geometría dadas en la escuela secundaria. Sin embargo, se tendrán en cuenta las materias cursadas en la escuela secundaria para asignar al estudiante en las clases de matemática de la preparatoria.Entiendo que el Departamento de Educación de California requiere que los estudiantes completencon éxito cuatro semestres (dos años) de matemática en la escuela preparatoria, con independencia del nivel del curso que haya completado en la escuela secundaria.Entiendo que la política del LAUSD requiere que los estudiantes se inscriban en cursos de Matemática del 9º al 11º grado, con independencia del nivel de curso que completó en la escuela media.Entiendo que la evaluación final Smarter Balanced dada al final del año se integrará con el grado en el que esté inscrito mi estudiante, y no en el curso de matemática de mi hijo.En el caso de que mi hijo NO esté progresando en esta clase, se concertará una reunión entre los padres y el maestro en una fecha acordada para discutir por qué hay falta de progreso y desarrollarun plan de acción común de intervenciónSi al final del trimestre, el estudiante NO ha recibido la nota B o mejor en el curso de matemática acelerada, se lo podría asignar a la clase regular de ese nivel de grado. Un estudiante en la clase de Matemática Altamente Acelerada CC 6/7 será asignado en Matemática CC 6. Del mismo modo, un estudiante en Matemática Acelerada CC 7 será asignado en Matemática CC 7, y un estudiante en Álgebra 1 Acelerada de Common Core será asignado en Matemática CC 8. Un estudiante en Matemática Altamente Acelerada CC 8 / Álgebra 1 será asignado en Matemática CC 8.He leído la carta adjunta y entiendo los criterios de los Programas Acelerados de Matemática que se ofrecen. Al firmar este formulario usted reconoce lo siguiente:

o Entiendo la finalidad de la aceleración y lo que implica para mi hijoo Entiendo que mi hijo necesita mantener una "B" o mejor en esta claseo Entiendo si mi hijo no recibe una "B" o mejor, habrá una reunión inicial de padres

para desarrollar un plan de accióno Entiendo que si mi hijo aún no progresa en la trayectoria después de la

implementación de este plan de acción, se le asignará en la clase de Matemática del nivel de grado apropiado.

Nombre y apellido del estudiante: Grado:

Nombre y apellido del padre/tutor:

Firma del padre/tutor:

Correo electrónico: Número de teléfono:

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Attachment EYOUR SCHOOL LETTERHEAD

August XX, 2016Dear Parents and Guardians,

In the 2014-15 school year, the Los Angeles Unified School District (LAUSD) fully transitioned to the new California State Standards (Common Core) for mathematics. We want to remind you of the course pathways available to your child. Your child’s successful completion of any of thebelow mathematics pathways will help prepare them to graduate from high school both college prepared and career ready.

College and Career Mathematics Pathway

Most students will be enrolled in the College and Career Pathway. Students in this pathway will take Common Core (CC) Math 6, Common Core Math 7, Common Core Math 8, Common Core Algebra 1, Common Core Geometry, and Common Core Algebra 2. Students who successfully complete CC Algebra 2 can be enrolled in higher mathematics courses such as Precalculus, AP Statistics, etc.

GradeLevel Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

MathCourse CC Math 6 CC Math 7 CC Math 8 CC Algebra

1CC

GeometryCC Algebra

24th MathCourse

Accelerated Mathematics Pathways

Students who demonstrate advanced skills in mathematics may be eligible for placement into an Accelerated Mathematics Pathway beginning in grade 7, or into the Highly AcceleratedMathematics Pathway beginning in grade 6. Placement into one of the accelerated pathways is based on multiple measures of student performance including, but not limited to, a placementtest, Smarter Balanced Summative Assessment scores and grades.

Additional Information

More information about your child’s math class will be coming to you during the Back-to-School night and from the Parent and Community Center to provide you a complete picture of what your child needs to do in order to be college and career ready in their mathematics knowledge and skills. Direct, continued and frequent contact and engagement with your child’s teachers and school are the most effective ways to understand what your child is expected to learn and how well he or she is succeeding in that learning.

We look forward to keeping you informed as we continue to support your child’s academic success. For more information about math pathways and courses, please talk to your child’s counselor or visit achieve.lausd.net/ccss and achieve.lausd.net/math.

Sincerely,

636



(Spanish) Attachment EYOUR SCHOOL LETTERHEAD

XX de Agosto, 2016Estimados padres y tutores,

En el año escolar 2014-15, el Distrito Escolar Unificado de Los Ángeles (LAUSD) hizo la transición total a las nuevas normas del Estado de California (Common Core) en Matemática. Queremos recordarle las trayectorias de cursos disponibles para su hijo. Terminar con éxito cualquiera de las siguientes trayectorias de Matemática ayudará a su hijo a graduarse de la escuela preparatoria preparado para universidad y listo para una carrera.

Trayectoria universitaria y vocacional de Matemática

La mayoría de los estudiantes serán inscritos Trayectorias universitarias y vocacionales. Los estudiantes en esta trayectoria tomarán Matemática de Common Core CC 6, Matemática de Common Core CC 7, Matemática de Common Core CC 8, Álgebra 1 de Common Core, Geometría de Common Core y Álgebra 2 de Common Core. Los estudiantes que completen exitosamente Álgebra 2 de Common Core podrá inscribirse en cursos de Matemática superiores, como Precálculo, Estadística Avanzada (AP), etc.

Nivel de Grado Grado 6 Grado 7 Grado 8 Grado 9 Grado 10 Grado 11 Grado 12

Curso de Matemática

MatemáticaCC 6

MatemáticaCC 7

MatemáticaCC 8 CC Algebra 1 Geometría CC Álgebra 2 CC 4º curso de

Matemática

Trayectoria acelerada de Matemática

Los estudiantes que demuestren destrezas avanzadas en Matemática pueden calificar para ser asignados en una trayectoria acelerada de Matemática en 7º Grado, o trayectoria altamente acelerada de Matemática en 6º grado. La asignación en una de las trayectorias aceleradas se basa en múltiples medidas de rendimiento de los estudiantes incluidos, pero sin limitarse a, una prueba de nivel, sus puntajes en el examen final de Smarter Balanced y sus calificaciones.

Información adicional

Recibirá más información acerca de la clase de Matemática de su hijo en la Noche de Regreso a la Escuela y en el Centro de Padres y Comunidad para proporcionarle una imagen completa de lo que su hijo tendrá que hacer para estar preparado para la universidad y listo para una carrera con respecto a su conocimiento y habilidades de Matemática. El contacto directo, continuo y frecuente y participación activa con los maestros y la escuela de su hijo son las formas más efectivas para entender qué se espera que aprenda su hijo y si está teniendo éxito en que el aprendizaje.

Esperamos poder mantenerlos informados a medida que seguimos apoyando el éxito académico de su hijo. Para obtener más información sobre las trayectorias y los cursos de Matemática, por favor hable con el consejero de su hijo o visite achieve.lausd.net/ccss y achieve.lausd.net/math.

Atentamente,

640



Attachment F

YOUR SCHOOL LETTERHEAD

April XX, 2016Dear Parents and Guardians,

This letter is to inform you that there will be a summative Algebra 1 assessment administered in May for students enrolled in either Accelerated Algebra 1 or Alternate Accelerated CC Math 8/Algebra 1. Your child’s score on this test, along with their grades, will be used to determine their math course placement in the 2016-17 school year. In addition, students may earn 10 units of high school mathematics credit based on their performance on the assessment and grades.

High School Mathematics CreditStudents enrolled in either Accelerated Algebra 1 or Alternate Accelerated CC Math 8/Algebra 1 will earn 10 units of high school mathematics credit for Algebra 1 if the meet the following criteria:

Scored “Proficient” or “Basic” on the Algebra 1 Summative Assessment and earned a grade of “A” or “B” in Accelerated CC Algebra 1, ORScored “Proficient” on the Algebra 1 Summative Assessment and earned a “C” in Accelerated CC Algebra 1.

2016-17 Course PlacementStudents must demonstrate success at the end of each school year in order to continue in the accelerated pathways. Students who meet the following criteria will be enrolled in the next course in the accelerated pathway (CC Geometry):

Scored “Proficient” or “Basic” on the Algebra 1 Summative Assessment and earned a grade of “A” or “B” in Accelerated CC Algebra 1, ORScored “Proficient” on the Algebra 1 Summative Assessment and earned a “C” in Accelerated CC Algebra 1.

In addition to the above, students must also score “Standard Met” or higher on the Smarter Balanced Summative Assessment.

Students entering grade 9 who earned an “A” or “B” in Accelerated CC Algebra 1 and scored “Below Basic” may be enrolled in CC Geometry with the following conditions:

Student is scheduled into a supplemental/second math course (CC Algebra 1 Tutorial).Parent is notified and agrees.

641



All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet the above criteria will be enrolled in CC Algebra 1 in grade 9.

Progress Monitoring for Grade 9 StudentsSchools will provide 9th grade students a progress report at the end of the first five-week reporting period. If your student is not passing or in danger of failing, we would encourage you to contact your child’s teacher or counselor to discuss supports or to reevaluate continued participation on an accelerated pathway, if your child has been accelerated.

Students will need support in the beginning years of full implementation of the Common Core State Standards, as they have moved into a new set of standards and courses in the middle of their K-12 schooling. LAUSD will continue to find the best ways to support our students, parents and staff. For more information, please talk to your child’s counselor or visit achieve.lausd.net/ccss and achieve.lausd.net/math.

Sincerely,

642



(Spanish) Attachment FYOUR SCHOOL LETTERHEAD

XX de Abril, 2016Estimados padres y tutores,

Esta carta es para informarle de que en mayo se administrará un examen final de Álgebra 1 a los estudiantes matriculados en Álgebra 1 o Matemática Alternativa Acelerada CC 8/Álgebra 1. El puntaje de su hijo en esta prueba, junto con sus calificaciones, se utilizará para determinar su asignación en cursos de Matemática para el año escolar 2016-17. Además, los estudiantes pueden obtener 10 unidades de crédito en Matemática para la preparatoria en función de su rendimiento en la evaluación y sus calificaciones.

Créditos de Matemática en la preparatoriaLos estudiantes matriculados en Álgebra 1 acelerada o Matemática alternativa acelerada CC8/Álgebra 1 recibirán 10 unidades crédito de Matemática para la preparatoria por Álgebra 1 si cumplen con los siguientes criterios:

Si obtuvo "Competente" o "Básico" en la evaluación final de Álgebra 1 y obtuvo la calificación de "A" o "B" en el Álgebra Acelerada CC 1, óSi obtuvo "Competente" en la evaluación final de Álgebra 1 y obtuvo la calificación de "C" en Álgebra Acelerada CC 1.

Asignación de cursos en 2016-17 Los estudiantes deben demostrar éxito al final de cada año escolar para continuar en las trayectorias aceleradas. Los estudiantes que cumplan con los siguientes requisitos serán inscritos en el próximo curso de la trayectoria acelerada (Geometría CC):

Si obtuvo "Competente" o "Básico" en la evaluación final de Álgebra 1 y obtuvo la calificación de "A" o "B" en Álgebra Acelerada CC 1, óSi obtuvo "Competente" en la evaluación final de Álgebra 1 y obtuvo la calificación de "C" en Álgebra Acelerada CC 1.

Además de lo anterior, los estudiantes también deben obtener una calificación "Alcanzó la Norma" o superior en la evaluación final Smarter Balanced.

Los estudiantes que ingresen al 9º grado que obtuvieron "A" o "B" en Álgebra Acelerada CC 1 y obtuvo "Inferior al Básico" se pueden inscribir en Geometría CC con las siguientes condiciones:

El estudiante está programado en un curso complementario / segundo curso de Matemática (Álgebra CC 1 Tutorial).Se notifica a los padres y lo aceptan.

649



Todos los demás estudiantes que completaron Álgebra Acelerada CC 1 en el 8º grado y que no cumplieron con los criterios anteriores, serán inscritos en Álgebra CC 1 en el 9º grado. Todos los demás estudiantes que completaron el curso alternativo acelerado Matemática CC 8/Álgebra 1 y que no cumplían los criterios anteriores serán inscritos en Matemática CC 8.

Los estudiantes necesitarán apoyo en los primeros años de la plena aplicación de las Normas Comunes del Estado ya que se ha cambiado la instrucción a un nuevo conjunto de normas y cursos en el medio de su educación K-12. LAUSD continuará buscando las mejores maneras de apoyar a nuestros estudiantes, padres y personal. Para obtener más información, por favor hable con el consejero de su hijo o visite achieve.lausd.net/ccss y achieve.lausd.net/math.

Atentamente,

650

Senate Bill No. 359

CHAPTER 508

An act to add Section 51224.7 to the Education Code, relating to pupilinstruction.

[Approved by Governor October 5, 2015. Filed withSecretary of State October 5, 2015.]

legislative counsel’s digest

SB 359, Mitchell. California Mathematics Placement Act of 2015.(1) Existing law establishes a system of public elementary and secondary

education in this state, and authorizes local educational agencies throughoutthe state to provide instruction to pupils.

This bill would enact the California Mathematics Placement Act of 2015.The bill would require governing boards or bodies of local educationalagencies, as defined, that serve pupils entering grade 9 and that have notadopted a fair, objective, and transparent mathematics placement policy asof January 1, 2016, to, before the beginning of the 2016–17 school year,develop and adopt, in a regularly scheduled public meeting, a fair, objective,and transparent mathematics placement policy for pupils entering grade 9with specified elements, and would authorize governing boards or bodiesof local educational agencies serving pupils who are transitioning betweenelementary and middle school or elementary and junior high school todevelop and implement a mathematics placement policy for these pupils,as applicable, with these specified elements. The bill would further requireeach governing board or body of a local educational agency to ensure thatits mathematics placement policy is posted on its Internet Web site. Byimposing additional requirements on local educational agencies, the billwould impose a state-mandated local program.

(2) The California Constitution requires the state to reimburse localagencies and school districts for certain costs mandated by the state. Statutoryprovisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandatesdetermines that the bill contains costs mandated by the state, reimbursementfor those costs shall be made pursuant to these statutory provisions.

The people of the State of California do enact as follows:

SECTION 1. The Legislature finds and declares all of the following:(a) Pupil achievement in mathematics is important to prepare pupils for

college and their future careers, especially those careers in the fields ofscience, technology, engineering, and mathematics (STEM).

90

STATE OF CALIFORNIA

AUTHENTICATED ELECTRONIC LEGAL MATERIAL 651

(b) Placement in appropriate mathematics courses is critically importantfor a pupil during his or her middle and high school years. A pupil’s 9thgrade math course placement is a crucial crossroads for his or her futureeducational success. Misplacement in the sequence of mathematics coursescreates a number of barriers and results in pupils being less competitive forcollege admissions, including admissions at the California State Universityand University of California.

(c) The most egregious examples of mathematics misplacement occurwith successful pupils and, disproportionately, with successful pupils ofcolor. These successful pupils are achieving a grade of “B” or better, or aretesting at proficient or even advanced proficiency on state assessments.Nevertheless, they are held back to repeat 8th grade mathematics courseworkrather than advancing to the next course in the recommended mathematicscourse sequence.

(d) Mathematics misplacement has far-reaching impacts on a pupil’sconfidence, general knowledge of mathematical concepts, and high schoolexperience, and may also impact the college career opportunities availableto the pupil.

(e) New research shows that it is less common for pupils of color, evenhigh-achieving pupils of color, to reach calculus by grade 12 compared totheir white and Asian peers.

(f) All pupils, regardless of race, ethnicity, gender, or socioeconomicbackground, deserve an equal chance to advance in mathematics.

(g) With the shift towards implementation of the Common Core StateStandards for Mathematics, it is particularly important for all pupils to haveaccess to high-quality mathematics programs that meet the goals andexpectations of these standards.

(h) It is crucial for teachers and guidance personnel to advise pupils andparents on the importance of accurate mathematics course placement andits impact on future college eligibility so pupils may take each course in themathematics course sequence.

(i) California faces a looming shortage of college-educated workers inan increasingly competitive global economy.

(j) A policy for correct mathematics placement must be addressed inorder to ensure a fair process and chance of success for all pupils.

SEC. 2. Section 51224.7 is added to the Education Code, to read:51224.7. (a) This act shall be known, and may be cited, as the California

Mathematics Placement Act of 2015.(b) Governing boards or bodies of local educational agencies that serve

pupils entering grade 9 and that have not adopted a fair, objective, andtransparent mathematics placement policy, as described in paragraphs (1)to (5), inclusive, as of January 1, 2016, shall, before the beginning of the2016–17 school year, develop and adopt, in a regularly scheduled publicmeeting, a fair, objective, and transparent mathematics placement policyfor pupils entering grade 9 that does all of the following:

(1) Systematically takes multiple objective academic measures of pupilperformance into consideration. For purposes of this paragraph, “objective

90

— 2 —Ch. 508 652

academic measures” means measures, such as statewide mathematicsassessments, including interim and summative assessments authorizedpursuant to Section 60640, placement tests that are aligned to state-adoptedcontent standards in mathematics, classroom assignment and grades, andreport cards.

(2) Includes at least one placement checkpoint within the first month ofthe school year to ensure accurate placement and permit reevaluation ofindividual pupil progress.

(3) Requires examination of aggregate pupil placement data annually toensure that pupils who are qualified to progress in mathematics coursesbased on their performance on objective academic measures selected forinclusion in the policy pursuant to paragraph (1) are not held back in adisproportionate manner on the basis of their race, ethnicity, gender, orsocioeconomic background. The local educational agency shall report theaggregate results of this examination to the governing board or body of thelocal educational agency.

(4) Offers clear and timely recourse for each pupil and his or her parentor legal guardian who questions the pupil’s placement.

(5) For nonunified school districts, addresses the consistency ofmathematics placement policies between elementary and high schooldistricts.

(c) Governing boards or bodies of local educational agencies servingpupils who are transitioning between elementary and middle school orelementary and junior high school may develop and implement amathematics placement policy for these pupils, as applicable, that satisfiesparagraphs (1) to (5), inclusive, of subdivision (b).

(d) Each governing board or body of a local educational agency shallensure that its mathematics placement policy is posted on its Internet Website.

(e) For purposes of this section, “local educational agency” means countyoffice of education, school district, state special school, or charter school.

SEC. 3. If the Commission on State Mandates determines that this actcontains costs mandated by the state, reimbursement to local agencies andschool districts for those costs shall be made pursuant to Part 7 (commencingwith Section 17500) of Division 4 of Title 2 of the Government Code.

O

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Implementation of a New Social Emotional Curriculum for Early Education ProgramsJune 14, 2016Division of Instruction - Early Childhood Education Division

Action Proposed:Request approval to accept materials, professional development, and funding for Teacher Expert Positions forthe implementation of a social emotional curriculum from the Sanford Education Center at National University;Harmony Project.

Background:Currently, the Early Childhood Education Division does not have a curriculum that specifically addresses thesocial emotional needs of our preschool students. This includes the students at the Early Education Centers(EEC), the California State Preschool Programs (CSPP), and the Expanded Transitional Kindergarten (ETK)classes. The materials, professional development and positions will be funded for four years to ensure that theprogram is implemented with alignment to the California Preschool Learning Foundations and the CaliforniaHealth Education Content Standards.

Expected Outcomes:After approval, early education teachers can be trained on how to utilize the curriculum to support the socialemotional needs of young children. These early efforts can reduce bullying, and help develop the youth oftoday into tolerant, compassionate, and caring adults for the future.

Board Options and Consequences:The Board can choose not to accept the curriculum, professional development, and funding for six positions tosupport the implementation of the program. The consequences would be that pre-kindergarten and preschoolprograms will still not have a curriculum that is specific to the social emotional development of young children.In addition, the division currently does not have the funding to purchase a curriculum, provide on-goingprofessional development, or fund teacher expert positions to support the implementation of any kind.

Policy Implications:The acceptance of the materials, professional development, and positions allows pre-k to better align itself withthe K-12 standards related to health and social emotional wellbeing. The program has capacity to growvertically across multiple grade levels in future years. The Harmony project professional developmentallocation can also support the development of our student voice and aspiration training.

Budget Impact:There is no immediate or direct impact to the current ECED or Division of Instruction budgets as the materials,professional development, and positions are being funded for the next four years by Sanford Education. Whilethe positions will be funded by Sanford Education, it is worth noting their cost.

A-Basis - $ 129,000 to $ 156,000 (annually)


657


Issues and Analysis:There are two primary issues. The first issue is that Early Education has never had a social emotionalcurriculum like Second Step. Hence, curricular alignments to the California Health Content Standards have notexisted. The second issue is based on the Desired Results Developmental Profile 2015 (DRDP 2015) there is aneed for intentional social emotional development for our preschool students. 63% of preschoolers were not atan Integrating stage by the end of their preschool years in the Domain of Social Emotional Development. Inaddition 69% of the children had not reached the Integration stage of Approaches to Learning and Self-Regulation prior to entering kindergarten.

Attachments: Attachment A - Program CostAttachment B - MOU

Informatives: Social Emotional Curriculum for Early Education

Submitted:


658



______________________________ _____________________________MICHELLE KING Dean TagawaSuperintendent Executive Director

Early Childhood Education Division




REVIEWED BY:




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TAB 38

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 39

ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 40





Request to Support the Youth Policy Institute (YPI) Promise Neighborhood Grant ApplicationJune 14, 2016Division of Instruction

Action Proposed:Staff requests Board approval to allow Los Angeles Unified School District (LAUSD) to be named as asupporter of a grant application that will be submitted by the Youth Policy Institute (YPI). Upon approval ofthe grant, YPI could receive funding of up to $6 million per year for five years to target District schools in anew Promise Neighborhood in Los Angeles. The Division of Instruction proposes that the Board partner withYPI with the stipulation that full budgetary and policy implications are analyzed prior to signing anypartnership agreement.

Background:YPI wishes to submit a new Promise Neighborhood proposal to the U.S. Department of Education to obtainfunds for up to $6 million per year over five years. YPI’s Promise Neighborhood project would be a newprogram targeting the southern half of the LA Promise Zone separate from the existing YPI operated PromiseNeighborhoods in Hollywood (Attachment B) and Pacoima (Attachment C).

Although LAUSD is not submitting the grant application, YPI is requesting District support of the grantapplication. Attachment A outlines the proposed LA Promise Zone.

Expected Outcomes:Approval of this action will allow YPI to apply for the grant naming LAUSD as a supporter of their grantapplication.

Board Options and Consequences:The Board can approve the action to support YPI’s submission of the Promise Neighborhood grant applicationor not approve this action which could result in YPI submitting their application without LAUSD support.

Policy Implications:This action does not anticipate any changes to District policy.

Budget Impact:At this time, there are no known budget impacts related to the new proposal. However, should YPI receive thegrant and implement services at LAUSD schools, there may be resources required, including but not limited to,custodial overtime, before and after school supervision, facilities and reproduction services.

Issues and Analysis:At this time there are no known issues and analysis regarding the new proposal. A Memorandum ofUnderstanding (MOU) is likely to be required.


721


Attachments:Attachment A: Map of LA Promise ZoneAttachment B: Los Angeles Promise Neighborhood HollywoodAttachment C: Los Angeles Promise Neighborhood Pacoima

Informatives:Request to Support the Youth Policy Institute (YPI) Promise Zone Grant Application


722



______________________________ _____________________________MICHELLE KING FRANCES GIPSON, Ph.D.Superintendent Chief Academic Officer



______________________________ ______________________________DAVID HOLMQUIST ANGELA HEWLETT-BLOCHGeneral Counsel Director of Instructional Operations


REVIEWED BY:




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TAB 41





2016-2021 Memorandum of Agreement with LA’s BESTJune 14, 2016Beyond the Bell

Action Proposed:Approval of a Memorandum of Agreement (MOA) between LA’s BEST (LAB) and the Los Angeles UnifiedSchool District (LAUSD), for the period 2016 - 2021.

Background:Beyond the Bell (BTB) provides after school programming at 194 LAUSD schools in partnership with LAB.Starting with ten schools in 1988, the partnership has grown to serve 194 schools. This partnership is incooperation with the City of Los Angeles, and numerous corporate and private funders which LAB developseach year.

When the California Department of Education releases a new After School Education and Safety (ASES) grantRequest for Proposal, BTB responds to gain funding for after school programming, and then determines whichsites LAB can most effectively serve. BTB transfers funds to LAB for program support costs of the after schoolprograms at the elementary schools LAB serves. This arrangement is formalized in a MOA, which is reissuedevery five years. The MOA is approved without a funding amount. When funding becomes available, LAUSDamends the MOA to issue a Notice of Funding to LAB, allowing for payment. LAB then invoices BTB forservices rendered, and the funding is made available to LAB.

Expected Outcomes:Uninterrupted after school services at 194 schools in partnership with LAB.

Board Options and Consequences:If the MOA is not approved, LAB may seek other means to recover its costs from LAUSD, and LAUSD mayhave to contract with other agencies to supply after school program services at 194 schools going forward.

Policy Implications:There is no policy implication.

Budget Impact:There is no budgetary impact to the general fund and all costs are covered under the After School Educationand Safety (ASES) grant.

Issues and Analysis:The partnership with LAB brings additional resources into the after school program. In the 2014-15 school yearLAB raised 47% of its revenue from sources outside the ASES grant. This is a figure well above the 33% ofoutside funding goal set by the CDE.



Attachments:Informative: 2016 - 2021 Memorandum of Agreement with LA’S BEST

Submitted:06/06/16, Revision #1



RESPECTFULLY SUBMITTED, APPROVED BY:

______________________________ _____________________________MICHELLE KING THELMA MELÉNDEZ DE SANTA ANASuperintendent Chief Executive Officer

Office of Educational Services


______________________________ ______________________________DAVID HOLMQUIST ALVARO CORTÉSGeneral Counsel Executive Director

Beyond the Bell___ Approved as to form.

REVIEWED BY:




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Board of Education ReportNo. 444-15/16For 06-14-16 Board Meeting


Beyond the Bell

INFORMATIVETO: Members, Board of Education DATE: June 14, 2016

Michelle King, Superintendent

FROM: Alvaro Cortés, Executive DirectorBeyond the Bell

SUBJECT: 2016 – 2021 MEMORANDUM OF AGREEMENT WITH LA’S BEST

The intention of this Informative is to request approval of a Memorandum of Agreement (MOA) between LA’s BEST and the Los Angeles Unified School District (LAUSD), for the period 2016 - 2021.

Starting in 1988, LA’s BEST (LAB), a nonprofit 501(c)(3) organization, has been providing after school services in partnership with the Beyond the Bell Branch (BTB) at LAUSD schools. This partnership was established through the Office of then-Mayor Tom Bradley, as part of an initiative to create new community partnerships in the City of Los Angeles.

LAB and BTB have developed a unique relationship over the years. LAUSD's role includes, but is not limited to, providing financial and human resources to operate the after school program. LAB’s role includes administrative activities such as raising funds from public and private sources (among them, LA84 Foundation, the Packard Foundation, and the Mott Foundation) to operate the program, setting the direction and agenda for the programs, advocacy, and publicizing the activities and results of the program.

The contracting process for this relationship differs from the method by which BTB contracts for similar services. To wit, LAUSD and LAB enter into a five- (5) year Memorandum of Agreement (MOA) without a funding amount. When grant funding becomes available, LAUSD amends the MOA to issue a Notice of Funding to LAB; LAB then invoices BTB atthe end of the fiscal year for LAB’s program support costs. BTB transfers funds to LAB from After School Education and Safety Program, and 21st Century Community Learning Centers funding for the after school programs at the elementary schools LAB serves.BTB is proud of the achievements its partnership with LAB attains, and considers our program a model for other districts around the State and across the nation to follow.

If you have any questions, please contact me at 213-241-7900.

c: David HolmquistThelma MeléndezFrances GipsonNicole Elam-Ellis

Jefferson Crain

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ACTION POSTPONED TO

THE JUNE 21, 2016


TAB 43




File #: Res-054-15/16, Version: 1

Ms. García, Mr. Zimmer, Dr. Rodriguez - Celebrating and Affirming Our Students and Families with PrideMonth (Res-054-15/16) (Noticed May 10, 2016)

Whereas, The Los Angeles Unified School District models, advocates and promotes the inclusive andrespectful treatment of all our members;

Whereas, The District is committed to school safety for all members including the Lesbian, Gay,Bisexual, Transgender, Queer/Questioning (LGBTQ) community or those that may be perceived assuch;

Whereas, The District has a mission to reach 100% graduation rate for all students;

Whereas, The District has a role to provide a safe, nurturing and tolerant environment in our schools;

Whereas, The month of June is an opportunity to celebrate the identities and contributions of theLGBTQ community;

Whereas, Sexual orientation and gender expression-biased bullying is among the most common form ofharassment in schools;

Whereas, The significantly higher rates of school dropout, academic failure and school disengagementamong LGBTQ youth across the country are attributed to peer harassment and bullying;

Whereas, Children who do not conform to gender stereotypes are more likely to be targets ofharassment;

Whereas, No one should ever be the target of bullying, harassment or violence;

Whereas, We must strive to ensure that District schools are consistently safe and affirming spaces for allstudents, staff and their families;

Whereas, The Human Relations, Diversity and Equity division is a resource for trainings, activities,lessons and service-learning projects for and about LGBTQ concerns and is committed to fostering asafe and respectful District, school and community culture;

Whereas, Project 10 in the Educational Equity Compliance Office is a District program that overseeseducation and support services for LGBTQ students, in order to ensure safe, supportive and welcomingcampuses free from discrimination and harassment for LGBTQ students and staff;

Whereas, The District and the Los Angeles LGBT Center formed an initiative, Project SPIN (Suicide



Prevention Intervention Now), to bring systemic efforts to celebrate and support LGBTQ students,families, and staff;

Whereas, The FAIR Education Act of 2012 called for positive inclusion of the contributions of LGBTQAmericans in social studies curriculum;

Whereas, The Student Success and Opportunity Act of 2013 strengthened protections for transgenderstudents and affirmed that all students should be recognized and participate in activities by their genderof identity;

Whereas, In October 2013, with the support of the Human Relations and Health Education Offices, theOUT for Safe Schools campaign invited school staff to wear an “OUT for Safe Schools” badge, makingthem visible allies and safe spaces for all youth and families;

Whereas, In October 2014, the District Athletic department announced its “Blow the Whistle on Hate”initiative to foster more respectful environments;

Whereas, Affirming school and home environments substantially improve the mental health and schoolengagement of LGBTQ students;

Whereas, By recognizing Pride Month, we support policies, practices and curriculum that honor andrespect LGBTQ students, staff and their families;

Whereas, By recognizing Pride Month we reaffirm our commitment to the 1988 District’s Resolutionfor the Respectful Treatment of All Persons; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District declares June 2016 asPride Month and directs the Superintendent and all District staff to support lessons and activities thatengage students in meaningful learning, research and writing about our LGBTQ students and families.



Transmittal Form

TO: Michelle King, Superintendent DATE: June 2, 2016 FROM: Cheryl Simpson, Budget Director SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT Resolution Title: Celebrating and Affirming Our Students and Families with Pride Month (Res 054-15/16)

Presented By: Ms. García, Mr. Zimmer

Date Noticed: May 10, 2016

Date Presented for Action: June 14, 2016

Budget Impact This resolution recognizes June 2016 as Pride Month. There is no significant budget impact stemming from this resolution.

Contact Person: Kathy Norris

Telephone: 213-241-2152

Email: [email protected]

TAB 44





Dr. Rodriguez - Improving the Policies and Practices Impacting Co-Located Public Schools (Res-055-15/16) (For ActionJune 14, 2016)

Whereas, Proposition 39, codified in the California Code of Education Section 47614, requires the Los AngelesUnified School District to make available, to each charter public school operating in the District, facilitiessufficient for the charter school to accommodate all of the charter school in-district students in conditionsreasonably equivalent to those in which the students would be accommodated if they were attending othertraditional District schools;

Whereas, In the District, there are currently numerous co-locations involving traditional District schools andcharter schools;

Whereas, In 2011, the District’s School Construction Bond Citizens’ Oversight Committee (BOC) adopted thefindings and recommendations of the BOC Charter School Policy Task Force that made variousrecommendations, including the use of multi-year facilities sharing opportunities;

Whereas, In 2013, the Governing Board of the Los Angeles Unified School District adopted the AddressingImpacts of Proposition 39 on LAUSD Schools resolution that convened a Co-location Working Group to offerrecommendations for processes that would improve the co-location experience for all public school students andalso called for the Superintendent to reexamine the implications of Proposition 39, including seeking changes tostate law; and

Whereas, Proposition 39 presents an opportunity for charter schools and traditional District schools to collaborateby sharing resources that benefit all public school students;

Resolved, That an impartial group of District and charter school leaders, currently working at co-locatedcampuses, be assembled to work with the Charter Schools Division to address the following issues, among others,relating to LAUSD Policy Bulletin No. 5532 in order to improve the processes around successful co-locations:

Identify potential improvements to existing practices with a focus on ensuring atransparent and fair means of community engagement and communication around space,room offers, and dialogue between District schools and charter schools;

Increase the number of mutually agreed upon alternative agreements as allowed by law,including the potential use of multi-year arrangements, by encouraging negotiations betweenDistrict and charter leaders;

Identify opportunities to provide additional resources directly to all schools on a co-located site;

Identify potential improvements to existing practices involving scoping visits attraditional District sites with a focus on ensuring clear and inclusive processes before offersare made; and

Create a user-friendly manual for principals at co-located sites.

Resolved further, That Policy Bulletin No. 5532 be updated by September 1, 2016 to incorporate


740


recommendations made by the group formed by this resolution, and that the necessary resources are identified sothat such recommendations can be implemented, as allowed by law, beginning Fall 2016; and, be it finally

Resolved, That the Superintendent assemble a School Space Utilization Committee, that will includeinternal District divisions that utilize space on District schools, and that will work together to create aplan, as allowed by law, with clear internal processes for communication, master-planning, and decision-making around the use of school spaces to be implemented before the Proposition 39 process begins onNovember 1st each year.


741


Transmittal Form

TO: Michelle King, Superintendent DATE: June 2, 2016 FROM: Cheryl Simpson, Budget Director SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT Resolution Title: Improving the Policies and Practices Impacting Co-Located Public Schools (Res 055-15/16)

Presented By: Dr. Rodriguez



Budget Impact This resolution creates a committee of charter school and district leaders to analyze and update Bulletin No. 5532 on co-located campuses by September 1, 2016. There is no significant budget impact stemming from this resolution.


Telephone: 213-241-2152


TAB 45





Ms. Garcia, Dr. McKenna, Mr. Schmerelson - Forward California: Children’s Education and HealthcareProtection Act of 2016 (Res-057-15/16) (Noticed May 31, 2016)

Whereas, The Governing Board of the Los Angeles Unified School District is committed to reaching100% graduation by making policy and financial decisions that enable it to provide quality educationalprograms and services to students in our community;

Whereas, During the recent recession, the state cut more than $56 billion from education, healthcare andother critical services, and public schools statewide experienced unprecedented funding reductions andapportionment deferrals;

Whereas, California public schools rank 42nd out of the 50 states in per-pupil spending, Californiapublic schools are the most crowded in the nation, and California students have fewer guidancecounselors and librarians per student than any other state in the nation;

Whereas, Many of California’s students come from low-income families that rely on health careservices needed to keep those children in school and learning;

Whereas, The passage of Proposition 30 in 2012 increased state revenues, provided a significant boostto California’s K-12 school spending, and sent funds directly to school districts through the EducationProtection Account;

Whereas, The revenues from Proposition 30 will decline after 2016 and will disappear completely after2018, the last year its provisions will be in effect;

Whereas, The Children’s Education and Health Care Protection Act would extend Proposition 30’stemporary income tax rates for an additional 12 years, to continue funding the Education ProtectionAccount and boost spending on health care for low income families;

Whereas, Unless Californians extend Proposition 30’s temporary tax increase, the state’s schools willreceive fewer dollars in the years ahead, raising the prospect that California’s school spending will falleven further behind the nation; and

Whereas, The state receives $7-8 billion from Proposition 30, of which the District receives $700million as a part of its Local Control Formula Funding allocation; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District joins families aroundthe state in supporting the Children’s Education and Health Care Protection Act and in urging theLegislature to work with the public education community to identify stable, long-term, adequatefunding solutions for public schools; and, be it finally



Resolved, That the Board supports the passage of the Children’s Education and Health Care ProtectionAct and urges the voters of California to inform themselves about this measure as it provides neededrevenue to continue our movement to 100% graduation.



Transmittal Form

TO: Michelle King, Superintendent DATE: June 2, 2016 FROM: Cheryl Simpson, Budget Director SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT Resolution Title: Forward California: Children’s Education and Healthcare Protection Act of 2016 (Res 057-15/16)

Presented By: Ms. García



Budget Impact This resolution formalizes Board support for the Children’s Education and Healthcare Protection Act of 2016. There is no significant budget impact stemming from this resolution.


Telephone: 213-241-2152


TAB 46





Mr. Zimmer - Exploring Partnership with City of Los Angeles on College Savings Accounts for LAUSDStudents (Res-058-15/16) (Noticed June 14, 2016, 10am)

Whereas, The Los Angeles Unified School District and City of Los Angeles have a joint interest inensuring every graduating District student has access to the financial resources necessary to thrive andcomplete their college education;

Whereas, Research demonstrates that low-income children, with a college savings account, are fourtimes more likely to graduate from college than those without an account;

Whereas, The Fulfillment Fund has had great success building relationships with District students,leading to increased graduation and college entrance rates; and

Whereas, Students from the City of Pittsburgh have benefitted from a similar effort, and the PittsburghPromise provides a template for developing a Los Angeles model; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District supports the effort tobegin exploration of a partnership with the City of Los Angeles on a Los Angeles Promise program toprovide a college savings account for every District student, increase financial literacy among Districtstudents, and ensure college tuition is not a barrier for student access to college; and, be it finally

Resolved, That the Superintendent directs the appropriate departments and /or individuals to work withthe Office of Councilmember David Ryu, Los Angeles City Council, the LA Chamber of Commerce,and other possible identified partners to provide further information and return in 180 days with aprogress report and recommendation on plan feasibility and planning progress.


744


Transmittal Form

TO: Michelle King, Superintendent DATE: June 2, 2016 FROM: Cheryl Simpson, Budget Director SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT Resolution Title: Exploring Partnerships with City of Los Angeles on College Savings Accounts for LAUSD Students (Res 058-15/16)

Presented By: Mr. Zimmer

Date Noticed: June 14, 2016


Budget Impact This resolution supports efforts between the City of Los Angeles and the LAUSD to explore the creation of a joint Los Angeles Promise program, with a progress report due within 180 days. There is no significant budget impact stemming from this resolution.


Telephone: 213-241-2152


TAB 47





Mr. Zimmer - The California Education for a Global Economy (CA Ed.G.E.) Initiative (Res-059-15/16)(Noticed June 14, 2016, 10am)

Whereas, The California Education for a Global Economy (CA Ed.G.E.) Initiative (Senate Bill 1174)will be on the California ballot as a legislatively referred state statute on November 8, 2016;

Whereas, The proposed measure was sponsored in the California State Legislature by State SenatorRicardo Lara (D-33) as Senate Bill 1174, or the Multilingual Education for a 21st Century EconomyAct and Governor Brown signed the legislation on September 28, 2014;

Whereas, On May 13, 2014, the Governing Board of Los Angeles Unified School District unanimouslyapproved the resolution Supporting Senate Bill 1174: To Ensure Students Access to Biliteracy;

Whereas, The CA Ed.G.E. Initiative essentially provides opportunity for parental choice and voiceregarding access to language programs that prepare their children to be more competitive in a globaleconomy and provides opportunities for monolingual English speaking students to be instructed toachieve proficiency in another language;

Whereas, The California Ed.G.E. Initiative repeals the onerous English Learner parent waiverrequirement and the English-only presumptive placement of English Learners;

Whereas, The California Ed.G.E Initiative also re-affirms English proficiency standards and promotesEnglish as the official language in California; and

Whereas, The California Ed.G.E Initiative emphasizes preparing all students for college and careers in amultilingual 21st century economy; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified District reaffirms its commitment tothe ideals of preparing all students for college and careers in a multilingual 21st century that areembedded in the California Ed.G.E. Initiative and expresses its strong support for the Initiative; and, beit finally

Resolved, That the Superintendent direct the Office of Government Relations to communicate theDistrict’s position to the appropriate committees of the State Legislature and the Los Angelesdelegation.


745


Transmittal Form

TO: Michelle King, Superintendent DATE: June 2, 2016 FROM: Cheryl Simpson, Budget Director SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT Resolution Title: The California Education for a Global Economy Initiative – SB 1174 (Res 059-15/16)

Presented By: Mr. Zimmer

Date Noticed: June 14, 2016


Budget Impact This resolution expresses Board support for the California Ed.G.E. initiative on the November 2016 ballot, and directs the Office of Government Relations to communicate the District’s position to the appropriate committees of the State Legislature and the Los Angeles delegation. There is no significant budget impact stemming from this resolution.


Telephone: 213-241-2152


TAB 48





Mr. Schmerelson, Mr. Zimmer, Dr. McKenna - Fostering Academic Research and Analysis to Support QualityPublic Education for All Students (Res-060-15/16)(Noticed June 14, 2016, 9:30 a.m.)

Whereas, A quality system of public education is the foundation for democracy and for ensuring that allstudents are able to achieve their goals and contribute to society;

Whereas, Federal, state and local policies affect public school quality and must be changed to betterserve all students equitably;

Whereas, The Governing Board of the Los Angeles Unified School District is responsible for providingexcellent and equitable educational programs for over 640,000 students as both the elected board ofgovernance for the District and as the authorizing body of the largest number of charter school in thenation;

Whereas, Charter school density in the Los Angeles Unified District has increased dramatically causingboth opportunity and exacerbating stress on the traditional public schools;

Whereas, There is increasing need for collaboration and alignment in a meaningful system that supportsthe underlying purpose of common schools committed to the potential of all Los Angeles families andto sustaining the civic health of our region;

Whereas, Providing universal access to quality education necessitates a system that ensurescollaboration, sustained improvement and equitable distribution of learning opportunities;

Whereas, Such a system should foster informed professional learning that benefits students in bothcharter and District schools;

Whereas, The Board passed the “Believing in our Schools Again” resolution in May 2015 and in June2015, the Board passed the “Equity on A-G: Reaffirming Our Commitment to A-G Life Preparation forAll” and the “Zero Dropouts in LAUSD” resolutions;

Whereas, Despite progress in raising achievement and an increase in graduation rates, there is still asignificant equity gap in almost all measurable student outcome data;

Whereas, The Board has previously affirmed making every possible effort to attract and retain studentsand parents by engaging with all stakeholders to develop a framework for excellent public schools, andimproved outcomes,for every student by relying on tested strategies and forward-thinking new models that include:

Research-based curriculum and instruction designed to provide all students with equitable and



rigorous learning opportunities to equip our graduates with the skills and knowledge necessaryfor college readiness, career training and preparation for successful lives after high school;

Community Schools intentionally directed at improving student achievement, through a holisticapproach to teaching and learning, by implementing policies and programs that recognize andsupport the social, emotional, physical and academic needs of all students;

Accountable school leadership and teaching staff who understand and project a clear vision andhigh expectations of academic excellence for all students;

A level playing field for our youngest students, who daily endure the disadvantages of poverty,by providing access to high quality early learning opportunities that are aligned with first-rateearly literacy programs;

Equitably funded, sequential arts and music education curricula that advance creativity, criticalthinking, collaboration and communication skills for all students regardless of theirsocioeconomic status;

An acknowledgment that student safety is our highest priority and that parents expect theirchildren in our care to be vigilantly protected and educated in secure, well maintained facilities;

A meticulous and urgent review of our parent engagement efforts that recognizes that we are notalways successful in creating welcoming and resource-rich environments and policies thatsupport and encourage critical family involvement in student achievement;

Aggressive and definitive plans for improving student and staff attendance and reducing ourunacceptable dropout rate;

Bold and consistent advocacy for adequate and equitable local, state and federal funding whileimproving responsible, transparent and accountable management of public revenues;

Whereas, Ongoing communication, scholarship, and information sharing can promote high-qualityeducation for all students;

Whereas, The L.A. Compact (of which the Board is a signing organization), UNITE-LA, In the PublicInterest, and the Advancement Project are organizing a 2016 Symposium on a Quality System of PublicEducation for All Students that will convene academic researchers and other key thinkers to collectivelyanalyze how best to foster a quality system of education in Los Angeles that works with District andcharter schools to support the growth and achievement of all students; and

Whereas, The planned symposium will foreground research on best strategies, policies, and innovationsto increase equity, inclusion, and excellence in all public schools and study the effects of increasingcharter density in the district; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District encourages andsupports the Symposium on A Quality System of Public Education for All Students;Resolved further, That the Board requests that Symposium participants produce recommendations in theform of a Policy Report or a compilation of Policy Reports on A Quality System of Public Education forAll Students;

Resolved further, That the Board requests that the Policy Reports on Quality Public Education for AllStudents be presented to the Board within 180 days; and, be it finally

Resolved, That the Board will review and thoughtfully consider the research and recommendationsproduced by the Symposium on A Quality System of Public Education for All Students.


TAB 49




File #: Sup Res 013-15/16, Version: 1

Declaration of Need for Fully Qualified Educators Senate Bill 435 (Watson) and Senate Bill 148 (Bergeson)(Sup Res 013-15/16)

That the Board of Education of the Los Angeles Unified School District declares that it is necessary toapply for emergency permits as additional authorizations for credentialed teachers under provisions ofEducation Code 44300. Such permits/authorizations allow teachers to earn Bilingual and/or Cross-Cultural Language and Academic Development (BCLAD and CLAD) certificates, Resource Specialist(RSP) certificate (for experienced special education teachers whose credentials do not specificallyauthorize RSP services), and teacher librarian certificates for credentialed teachers who are serving inlibrarian positions while completing their library media programs. The Board of Education alsodeclares that it may be necessary to apply for Limited Assignment Permits for credentialed specialeducation teachers to authorize service to students with an Autism Spectrum Disorder, or when acredentialed general education teacher is assigned to teach a course in a subject outside of his/hercredential area.


747

748

749

750

ATTACHMENT A

Target Languages on Bilingual Authorizations and BCLAD Permits 1. Arabic

2. Armenian

3. Cantonese

4. French

5. Korean

6. Filipino (Tagalog)

7. Japanese

8. Mandarin

9. Portuguese

10. Russian

11. Spanish

12. Vietnamese

13. Cambodian, Chiu Chow, Thai, Farsi, Hebrew, and Persian may also be

needed on a limited basis.

751

LAUSD/UNIVERSITY INTERN PROGRAMS ATTACHMENT B

MultipleSubject

SingleSubject

SpecialEducation

CNS Psychology

CSU Dominguez Hills X X X XCSU Fullerton X*CSU Long Beach X X X XCSU Los Angeles X XCSU Northridge X X XCSU Polytechnic Univ@ Pomona

X X X

UCLA - Extension X X X

Alliant Itn'l Univ. X X X

Azusa Pacific University X X X

California Lutheran University X X X X

Loyola Marymount University X X X X

Mt. Saint Mary's College X X X

National University X X X X XPoint Loma Nazarene University X X X

University of La Verne X X X X XUniversity of Phoenix X XUniversity of Redlands X X XWhittier College X X X

Updated agreements effective January 1, 2014.

Revised 11-16-15

California State University System

University of California System

Private Colleges/Universities

752

INFO

RM

ATIV

E753

754

755

TAB 50




File #: 109-15/16, Version: 1

Report of Correspondence (109-15/16)


756

REPORT OF CORRESPONDENCE - 1 - JUNE 14, 2016

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES Governing Board of the Los Angeles Unified School District

JUNE 14, 2016

REPORT OF CORRESPONDENCE The following correspondence addressed to the Board of Education is submitted with the recommended Disposition, “Refer to Superintendent for referral to Office of the General Counsel to take all steps necessary to protect the interests of the Board of Education, including assignment to outside counsel; Controller to draw warrants in such amounts as may be necessary for the payment of costs and fees upon invoices as approved by the Office of the General Counsel”: FROM LEGAL ACTION

1. Carpenter, Zuckerman & Rowley Summons and Complaint for Damages. Case No. BC 617984;

Los Angeles Superior Court of the State of California. Nguyet Tran, an individual, Plaintiff, v. Los Angeles Unified School District, a public entity; Damon Figueroa, an individual; and Does 1 Trhough 50, Inclusive, Defendants.

2. JML Law Summons and Complaint for: 1) Disability Discrimination and Harassment in Violation of Gov. Code § 12940 et seq. FEHA; 2) Failure to Accommodate in Violation FEHA; 3) Failure to Engage in the Interactive Process in Violation of FEHA; 4) Failure to Prevent Discrimination and Harassment in Violation of FEHA; and 5) Retaliation in Violation of FEHA. Case No. BC 618862; Los Angeles Superior Court of the State of California. Kathleen Zadrozny, an individual, Plaintiff, v. Los Angeles Unified School District, government entity; and Does 1 Through 50, Inclusive, Defendants.

3. Alexander Krakow +Glick Summons and Complaint for Damages: 1) Disability Discrimination (Gov. Code §12940(a), et. seq.); 2) Disability Harassment (Gov. Code §12940(a), et seq.); 3) Race Discrimination (Gov. Code §12940(a), et. seq.); 4) Failure to Accommodate (Gov. Code §12940(m)); 5) Failure to Engage in the Interactive Process (Gov. Code §12940(n)); 6) FEHA Retaliation (Gov. Code §12940(h), et. seq.); 7) Violation of FEHA Based on a Combination of Factors: Disability, Race, and FEHA Retaliation (Gov. Code §12900, et seq.)); 8) Failure to Prevent and Remedy Discrimination and Harassment (Gov. Code §12940, et. seq.) Case No. BC 617094; Los Angeles Superior Court of the State of California. Tanya Berry, an individual, Plaintiff, v. Los Angeles Unified School District, a public entity, Plaintiff, v. Los Angeles Unified School District, a public entity; and Does 1 Through 50, Inclusive, Defendants.

757


4. Akiva Niamehr Summons and Complaint for Damages for: 1) Negligence; 2) Negligence Per Se; 3) Statutory Liability; 4) Violation of Cal. Code §815.2(a) and §820(a). Case No. BC 619771; Los Angeles Superior Court of the State of California. Sarvelio Magana, an individual, Plaintiff, v. Los Angeles Unified School District, a public entity; Adela Hernandez, an individual; and Does 1 Through 50, Inclusive, Defendants.

5. Joseph Rechtman Summons and Complaint for Refund of Excessive Taxes or Building Permit Fees; Money Had and Received, Common Counts; Damages. Case No. 16K05778; Los Angeles Superior Court of the State of California. Joseph Rechtman, Plaintiff, v. The City of Los Angeles Department of Building and Safety; Los Angeles Unified School District, Developer Fee Program Office; and Does 1Through 50, Inclusive, Defendants.

6. Reisner & King Summons and Complaint for: 1) Actual or Perceived Disability Harassment, Violation of Cal. Gov. Code §§1290 et seq.; 2) Actual Perceived Disability Discrimination, Violation of Cal. Gov. Code §§12940 et seq.; 3) Actual or Perceived Disability Retaliation, Violation of Cal. Gov. Code §§12940 et seq.; 4) Violation of the California Family Rights Act, Cal. Gov. Code §§12945.2 et seq.; 5) Failure to Engage in the Mandatory Good-Faith Interactive Process, Cal. Gov. Code §12940 et seq.; 6) Failure to Accommodate, Cal., Gov. Code §12940 et seq.; 7) Age Harassment, Violation of the FEHA; 8) Age Discrimination, Violation of the FEHA; 9) Age Retaliation, Violation of the FEHA; 10) Race or National Origin Harassment, Violation of the FEHA; 11) Race or National Origin Discrimination, Violation of the FEHA; 12) Race or National Origin Retaliation, Violation of the FEHA; 13) Sex or Gender Harassment, Violation of the FEHA; 14) Sex or Gender Discrimination, Violation of the FEHA; 15) Sex or Gender Retaliation Violation of the FEHA; 16) Marital Status Harassment, Violation of Cal. Gov. Code §§12940 et seq.; 17) Marital Status Discrimination, Violation of Cal. Gov. Code §§12940 et seq.; 18) Marital Status Retaliation, Violation of Cal. Gov. Code §§12940 et seq.; 19) Unsafe Workplace Violation of Cal. Labor Code §6300; 20) Whistleblower Violation, Cal. Labor Code §1102.5; 21) Intentional Infliction of Emotional Distress.

7. George Sykulski Summons and Complaint on Stop Payment Notice; on Stop Payment Notice Release Bond; and on Public Works Payment Bond. Case No. BC 620107; Los Angeles Superior Court of the State of California. Arcadia, Inc., Plaintiff, v. Los Angeles Unified School District, a public entity; Pinner Construction Co., Inc., a corporation; Safeco Insurance Company of America, a corporation; and Does 1 Through 20, Inclusive, Defendants.

758


The recommended disposition of the following item is “Refer to Superintendent for referral to the Office of the Risk Management and Insurance Services”:

8. Baer Treger LLP Summons and Complaint for Damages: 1) Negligence; 2) Negligent Supervision; 3) Negligent Failure to Warn, Train, or Educate; 4) Public Entity’s Liability Based on the Torts of Government Employees (Gov. Code §815.2). Case No. BC 618103; Los Angeles Superior Court of the State of California. Jane AJ Doe, a minor, by and through her Guardian ad Litem, John AJ Doe, Plaintiff, v. Los Angeles Unified School District; and Does 1 Through 50, Inclusive, Defendants.

9. Baer Treger LLP Summons and Complaint for Damages: 1) Negligence; 2) Negligent Supervision; 3) Negligent Failure to Warn, Train, or Educate; 4) Public Entity’s Liability based on the Torts of Government Employees (Gov. Code §815.2). Case No. BC 618131; Los Angeles Superior Court of the State of California. Jane EM Doe, a minor, by and through her Guardian ad Litem, Jane PC Doe, Plaintiff, v. Los Angeles Unified School District; and Does 1 Through 50, Inclusive, Defendants.

10. Carpenter, Zuckerman & Rowley

Summons and Plaintiff’s Complaint for: 1) Dangerous Condition of Public Property; 2) Negligence. Case No. BC 617173; Los Angeles County Superior Court of the State of California. Jesse Navarro, a minor by and through his Guardian Ad Litem, Jackie Alvarez, Plaintiff, v. Los Angeles Unified School District, a public entity; and Does 1 Through 50, Inclusive, Defendants.

11. Daneshvar Law Nazissa Parsakar

Summons and Complaint for: 1) Negligent Supervision; 2) Gov. Code §815.2; Ed. Code §44808; 3) Assault, Battery and Willful Misconduct; 4) Imputed Liability Under Civil Code §1714.1; 5) Imputed Liability Under Civil Cod §48904. Case No. BC 616639; Los Angeles County Superior Court of the State of California. Ajit Mohan, an individual; Kalpana Mohan, an individual, Plaintiffs, v. Los Angeles Unified School District, a public entity; Mir Raza, an individual; and Does 1 Through 100, Inclusive, Defendants.

759


12. Girardi - Keese Dadgostar Law LLP

Summons and Complaint for Damages: 1) Negligence; 2) Negligence Per Se; 3) Negligent Hiring, Supervision, or Retention of Employees; 4) Premises Liability; 5) Public Entity Liablity; Negligence. Case No. 16K03382; Los Angeles County Superior Court of the State of California. Asaph Moses Sobers, a minor, by Michelle McKinney, his Guardian Ad Litem, Plaintiff, v. Nicholas Fiamengo, an individual; Brookfield Properties Management (CA) Inc., a Delaware corporation; Brookfield DTLA 333 South Hope Reit LLC, a Delaware limited liability company; Los Angeles Unified School District, a public entity; City of Los Angeles, a governmental entity; and Does 1 Through 100, Inclusive, Defendants.

13. Herbert Godel & Associates Summons and Complaint. Case No. BC 604925; Los Angeles County Superior Court of the State of California. Flora Doss, Plaintiff, v. Los Angeles Unified School District; City of Los Angeles; Maxine Waters, Employment Preparation Center; and Does 1 Through 20, Inclusive, Defendants.

14. Rosa K. Hirji Summons and Complaint for Monetary Damages. Case No. BC 611135; Los Angeles County Superior Court of the State of California. Ildiko Cseto-Stevens and A.S., a minor by and through his Guardian Ad Litem, Ildiko Cseto-Stevens, Plaintiff, v. Los Angeles Unified School District, a public entity; Vista Del Mar Child and Family Services; and Does 1 Through 100, Inclusive, Defendants.

15. Law Offices of Matt Koohanim Summons and Complaint for Damages: Personal Injury; Negligence. Case No. BC 615424; Los Angeles County Superior Court of the State of California. Joshua Mata, a minor by Elvia Olmos, his mother, Plaintiff, v. Los Angeles Unified School District; Esteban Torres High School; and Does 1 Through 50, Inclusive, Defendants.

16. Michael R. Rhames & Associates

Summons and Complaint for Damages: 1) Governmental Liability; and 2) General Negligence. Case No. BC 618565; Los Angeles County Superior Court of the State of California. Lesly Vasquez, a minor, by and through her Guardian Ad Litem, Elizabeth Becerra; and Elizabeth Becerra, individually, Plaintiffs, v. Los Angeles Unified School District, a public entity; Dodson Middle School; and Doe Bus Driver; Doe Pulp; and Does 1 Through 100, Inclusive Defendants.

760


The recommended disposition of the following item is “Refer to Superintendent for referral to the Office of the Risk Management and Insurance Services”:

No.

Received From

Type of Damage

Claimant

Date of Damage

17. Arshakyan Law Firm

Lupe Mejia Damages Gayane Grigoryan 03/04/16

18. Eran Berkovich Damages Eran Berkovich 04/29/16

19. Nichole Cannon Damages Cassius Cannon 04/04/16 20. Kelli Chilingarian Damages Caitlyn Chilingarian

Gary Chilingarian 02/05/16

21. Rosalyn Charles

Keitrick Charles Damages Kaleb D. Charles 10/08/15

22. Christopher W. Clair Damages Christopher W. Clair 05/04/16

23. Dadgostar Law Hirad D. Dadgostar

Damages Moises Miguel Olazaba 11/03/15

24. The Dominguez Firm Armando Davalos

Damages Emmanuel Bautista 01/20/16

25. The Dominguez Firm Olivier Taillieu

Damages Joceline Escobar Olga Hernandez

05/03/16

26. Cheryl Dorsey Damages Cheryl Dorsey June, 2014

27. Encino Law Firm Arash Hakakzadeh

Damages Elmer O. Moran 04/21/16

28. Betty Evans Damages Betty Evans 04/05/16

29. Felahy Employment Lawyers E. Benjamin Hinojos

Damages Daniel Underwoood March 2015 Ongoing

30. Gloria Gamboa Damages Gustavo Gamboa Gloria Gamboa

03/17/16

31. Goldfarb Law Adam Goldfarb

Damages Jovana Richy Anthony S.

11/12/15

32. Alberto Hananel Damages Alberto Hananel 10/26/15- 11/09/15

33. Humberto Herrera Damages Sarai Herrera 11/02/15

34. Herzog, Yuhas, Ehrlich & Ardell Maria Chaires

Damages Maria Chaires 12/07/15

35. Herzog, Yuhas, Ehrlich & Ardell Alma H. Gonzalez

Damages Christian Fraire 12/07/15

36. Herzog, Yuhas, Ehrlich & Ardell Susana Martinez

Damages Melissa Fraire 12/07/15

37. Herzog, Yuhas, Ehrlich & Ardell Susana Martinez

Damages Michelle Fraire 12/07/15

761


38. Javaherian & Ruszecki Mark Ruszecki

Damages Leadora Shuster 11/05/15

39. Keosian, Berberian Harout G. Keosian

Damages Shant Azaian 10/23/15


Damages Suzy Azaian 10/23/15


Damages Mona Faissal 10/23/15


Damages Garen Haddadian 10/23/15


Damages Lora Haddadian 10/23/15


Damages Derik Hovsepian 10/23/15


Damages Liana Hovsepian 10/23/15


Damages Karo Michael Karapetyan 10/23/15


Damages Dominic Melikyan 10/23/15


Damages Sebastian Melikyan 10/23/15


Damages Sergio Melikyan 10/23/15


Damages Talia Melkonian 10/23/15


Damages Hovsep Nargizian 10/23/15


Damages Leila Parikian 10/23/15


Damages Nareg Parikian 10/23/15


Damages Sevag Parikian 10/23/15


Damages Elias Pirsay 10/23/15


Damages Haley Pirsay 10/23/15


Damages Jake Svadjian 10/23/15

762


58. Law Offices of Armen Artinyan Levon Apikyan

Damages Ovsanna Yepremyan Arusyak Antonyan

05/03/16

59. Law Office of Julie N. Ganapolsky Damages Manuel Erin Casas 11/17/15

60. Law Office of Julie N. Ganapolsky Damages Pamela Lynn Acosta 11/17/15 61. Law Offices of Hamdam & Asso.

Farhad Hadam Jose De Santiago

Damages Jose De Santiago 05/04/16

62. Law Office of Kenneth L. Snyder Kenneth L. Snyder

Damages Mario Ferrari Approx. 01/13/16

63. Law Offices of Jacob O. Partiyeli Reyna Sepulveda

Damages Virililo Lorenzo-Martinez 10/15/15

64. Law Offices of Steven Wolfson Steven Wolfson

Damages Mark Mertes (2 Rec’d) 10/29/15

65. Law Offices of Andrew Zeytuntsyan Andrew Zeytuntsyan

Damages Osama Joseph Sabbagh 03/07/16

66. Julio Leon Damages Julio Leon-Sanchez (2 Rec’d)

05/05/16

67. Raul Loza Damages Yina Loza 02/17/16

68. Manly, Stewart & Finaldi Alex E. Cunny

Damages Kimberly Rodriguez Jane CRK Doe

Approx. Summer 2002

69. Reisner & King Jared M. Irmas

Damages Keith Kramer January, 2014 ongoing

70. Arman Sahakyan & Associates Arman Sahakyan

Damages Boris Kerobyan 11/17/15

71. LaShell Swann Damages LaShell Swann 05/11/16 ongoing

72. Sabrina Terry Damages Robert Terry (3 Rec’d) 03/10/16

73. Sonia Tuj Solis-Barrios Damages Kevin Barrios Sonia Tuj Solis-Barrios

10/28/15

74. WLA Legal Services, Inc. Steven Zelig

Damages Nathan Hirsch (9 Rec’d) Not clearly stated

75. YMPK Law Group Hayk Yeghoyan

Damages Sarkis Gevorkyan

12/09/15

76. Eric De Las Alas Vehicle Damages Eric De Las Alas 05/13/16 77. Automobile Club of Southern CA

Alexis Porras Vehicle Damages Orlando Perez 05/04/16

78. Allstate Insurance Company Carlos Mellado

Vehicle Damages Margarit Asaryan 04/12/16

79. Carlos A. Amaya Vehicle Damages Carlos A. Amaya 02/10/16

763


80. Daniel Bentancourt Vehicle Damages Daniel Bentancourt 04/18/16 81. Claims Resources Services

Linda Robinson Vehicle Damages AAA

Luis Figueroa 02/12/16

82. Conny Elisarraraz Vehicle Damages Conny Elisarraraz 04/19/16

83. Farmers Insurance Aaron James

Vehicle Damages Claire Joseph 04/15/16

84. Conrad Gebert Vehicle Damages Conrad Gebert 05/11/16 85. Geico General Insurance Co.

Hollie Stern Vehicle Damage Phillip James Christon 04/08/16

86. Mayra Gray Vehicle Damages Mayra Gray 05/03/16 87. Infinity Insurance Company

Mary Cleveland Vehicle Damages Infinity Insurance (2 Rec’d)

Santos G. Bacilio 02/09/16

88. Claire Joseph Vehicle Damages Claire Joseph 04/15/16

89. Michelle Kim Vehicle Damages Michelle Kim 03/31/16

90. Liberty Mutual Insurance Rafael E. Davila

Vehicle Damages Boris J. Lebid Jurtschyk 11/16/15

91. Liberty Mutual Aarun Kashmanian

Vehicle Damages United Parcel Services 03/31/16

92. Antonio Maldonado Vehicle Damages Antonio Maldonado 03/16/16

93. Martha Marroquin Vehicle Damages Martha Marroquin 05/02/16

94. Cary Medoway Vehicle Damages Cary Medoway 10/08/15

95. Mercury Insurance Loraine Kaminski

Vehicle Damages Mercury Insurance Tahmoures Afshar

03/14/16

96. Mercury Insurance Branden Russell

Vehicle Damages Mercury Insurance Co. Joann Le

01/20/16

97. Mercury Insurance Marcy Herrera

Vehicle Damages Mark Geller Mercury Insurance Balzhirova Tsytsygma

04/04/16

98. Jennifer Morales-George Vehicle Damages Jennifer Morales-George 11/03/15 99. Robert Moreno Insurance

Colleen Grothues Vehicle Damages Robert Moreno Insurance

America’s Insurance Co. 05/13/15

100. Laura Riches Vehicle Damages Laura Riches 04/29/16 101. Fernando A. Rocha Vehicle Damages Fernando A. Rocha 05/14/16 102. Saskatchewan Gov. Insurance

Angela Papathanasopoulos Vehicle Damages Dr. Osana Yatsina 02/29/16

103. Judy Sanoian Vehicle Damages Judy Sanoian 04/29/16

104. Courtney E. Sawyer Vehicle Damages Courtney E. Sawyer 03/18/16 105. Taneshia Stallworth Vehicle Damages Taneshia Stallworth 02/26/16 106. Telma Tumanyan Vehicle Damages Telma Tumanyan 03/31/16

764


107. Patricia Ann Turk Vehicle Damages Patricia Ann Turk 04/26/16 108. Huberth Vilchez Vehicle Damages Huberth Vilchez 02/02/16 109. Nakia Whitaker Vehicle Damages Nakia Whitaker 05/05/16 110. Wilber and Associates

Kristi Loyer Vehicle Damages Tyler Adams 02/12/16

111. Elizabeth Akpan Destine Bisong

Property Loss Elizabeth Akpan (Bisong) Destine Bisong

04/12/16

112. Loella Alcomendas Property Loss Faustino “Tinn” Alcomendas

03/30/16

113. Jose Andrade Property Loss Noah Andrade 03/16/16 114. Veronica Fierro Property Loss Veronica Fierro 04/18/16 115. Aaron MacLachlan Property Loss Aaron MacLachlan 04/14/16

116. Katrina McKinney De ‘Mari Watson

Property Loss De’Mari Watson Katrina McKinney

04/30/16

117. Christina Gandy-Rogers Property Loss Christina Gandy-Rogers 04/19/16 118. Denise Sidansky Property Loss Denise Sidansky 04/16/16

04/17/16 119. Araxie A. Simonian Property Loss Araxie A. Simonian 04/19/16-

04/29/16

The recommended disposition of the following item is “Refer to Superintendent for referral to the Facilities Construction Claims Insurance Services”:

No.

Received From

Type of Damage

Claimant

Date of Damage

120. Tomer J. Fedida

Breach of Contract (re: Bethune Middle School)

FEI Enterprises Not clearly stated

Respectfully Submitted JEFFERSON CRAIN Executive Officer of the Board

765

TAB 51





Adoption of Los Angeles Unified School District Local Control and Accountability Plan (LCAP) - PublicHearing: June 14, 2016[June 21, 2016]Office of the Chief Financial Officer

Action Proposed:Staff recommends that the Board of Education adopt the Los Angeles Unified School District’s Local Controland Accountability Plan (LCAP).

Background:Pursuant to Education Code section 52060 and corresponding State Board of Education (“SBE”) finalregulations approved in December 2014, a school district must adopt an LCAP and the corresponding annualupdate by July 1st. LAUSD has developed an LCAP and completed an Annual Update utilizing the officialSBE LCAP template.

LCAP Engagement and Adoption Requirements:Parent Advisory Committee and English Learner Parent Advisory Committee Review: Over the course ofseveral months, the Los Angeles Unified School District’s (LAUSD) Parent & Community Services Branch(PCSB) engaged with two groups of stakeholders representing parents and families of LAUSD students. TheParent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC) wereconvened to review and provide comment on the District’s LCAP. The LCAP is the planning basis for theDistrict’s annual budget and the District is required under new regulations to develop and adopt a LCAP andbudget which are aligned to one another. These documents are provided to the County Superintendent ofEducation who reviews and approves the plans and budgets of each school district within the county.

LAUSD engaged and consulted with a wider community and all stakeholders from October of 2015 throughMay 2016 to solicit input, identify community and stakeholder priorities for the coming budget, and to continueto increase awareness of the new statewide school funding formula. The District then engaged directly withelected representatives from across the District’s regions and schools, via the PAC and DELAC. The officialcomments appended to the LCAP are the prioritized questions and comments provided by the PAC andDELAC during their review of the LCAP and proposed investments. Further, the District responded to the PACand DELAC in writing regarding the committees’ comments. The full text of all comments from the PAC andDELAC are available as an appendix to the LCAP document.

Public Hearing Requirement for Adoption: In adopting the LCAP, the District’s governing board is required tohold two public hearings:

- June 14, 2016, the Board of Education held a public hearing on the proposed LCAP revisions and heard publicinput and commentary from the public. Comments along with PAC and DELAC comments were considered inthe development of the final LCAP.


766


- June 21, 2016: Public Hearing for the Board of Education to adopt both the LCAP and the District’s Budget.

Board Adoption with LEA Budget Approval: Upon a school districts’ adoption of the LCAP, it is submitted tothe county office of education for review and approval.

Expected Outcomes:Adoption of the LAUSD LCAP will comply with state law and regulations that school districts adopt andsubmit LCAPs by July 1st. Adoption of the LCAP will allow the District to demonstrate accountability to meetthe goals, services, and expenditures to support pupil outcomes and state priorities identified by the District.

Board Options and Consequences:Non-adoption of the LCAP will result in noncompliance with state law and regulations that a school districtannually review and adopt an LCAP. Failure to act may result in LACOE withholding the approval of theDistrict’s budget.

Policy Implications:The LCAP is an achievement plan that focuses on the eight key state priorities under the Local Control FundingFormula (LCFF). The LCAP must include annual goals for a number of subgroups related to each priority asthey relate to the District’s academic program. The LCAP allows for the District to demonstrate accountabilityto meet the goals, services, and expenditures to support pupil outcomes and state priorities.

Budget Impact:For 2016-17 District LCFF revenue is $5.07 billion and is based on LCFF and SBE regulations requiring thatDistricts complete and submit an LCAP to LACOE by July 1, 2016. Non-approval could delay implementationof these resources.

Issues and Analysis:No issues identified.

Attachments:2016-2019 Local Control Accountability PlanLAUSD LCAP Executive SummaryTargeted Investment ListDraft LCAP-aligned Performance Meter

Informatives:


767



______________________________ _____________________________MICHELLE KING Megan ReillySuperintendent Chief Financial Officer

REVIEWED BY:



REVIEWED BY:




768

TAB 52





Adoption of the Superintendent’s 2016-17 Final Budget and Fiscal Stabilization Plan for 2017-18 and2018-19 - Public Hearing: June 14, 2016[June 21, 2016]Budget Services and Financial Planning Division

Action Proposed:Staff seeks authorization for the following actions:

(1) Adoption of the Superintendent’s 2016-17 Final Budget to be filed, as approved, with the CountySuperintendent of Schools on State Form SACS-2016 in the manner prescribed by law.

(2) Delegation of authority to the Budget Services and Financial Planning Division and the Accounting andDisbursements Division to take all actions necessary to implement the provisions and the BudgetAssumptions and Policies set forth in this Board Report (Attachment A).

(3) Adoption of Fiscal Stabilization Plan for 2017-18 and 2018-19 to meet the Statutory AB 1200requirement as set forth in the State Criterion and Standards (Attachment B). The Fiscal Stabilizationplan contains two options. Option 1 assumes the Department of Finance revenue estimates whileOption 2 is the alternative plan required by the Los Angeles County of Education (LACOE) if theserevenues do not materialize.

(4) Approval of the enclosed Resolution Regarding Expenditures from the Educational Protection Account(“EPA”) for Fiscal Year 2016-17 as required under Proposition 30. Funds from the EPA will not beused for administrator salaries or benefits or for any other administrative costs. (Attachment C)

(5) Approval of the technical revision in the District’s Budget and Finance Policy by eliminating sectionB.5 Supplemental Pension Set-aside/Reserve Fund section. (Attachment D)

Background:Annually, the Board of Education must hold a public hearing and adopt a final budget consistent with theprovisions of section 42127 of the Education Code. Upon adoption, the final budget is to be submitted toLACOE on or before July 1.

With the passage of Proposition 30, the District will receive part of its State entitlement through revenues fromthe Education Protection Account (EPA). In order to receive these entitlements, the Board of Education mustat an open meeting make spending determinations regarding EPA funds.

Proposition 30 is allocated to school districts through EPA. These are not additional funds outside of LocalControl Funding Formula, but rather another source of the general purpose funds (similarly to local propertytaxes) that offsets what would otherwise be state funding.EPA funds may not be used for any salaries or benefits of administrators or any other administrative costs. TheDistrict is also required to annually publish on its web site an accounting of how much EPA funds were



received and how the funds were spent.

Sections 42127 and 52062 of the Education Code now requires two separate Governing Board public meetingsfor the Local Control and Accountability Plan (LCAP) and the Final Budget, held at least one day apart for theDistrict’s LCAP and budget hearing and budget adoption.In addition, the LCAP public hearing and adoption must occur at the same meetings as the budget publichearing and adoption.

As required by Senate Bill (SB) 858 Attachment E set forth the minimum reserve level required in each year,amounts of assigned and unassigned ending balance that exceed the minimum, and reasons for the reservebeing greater than the minimum.

Expected Outcomes:The outcome of this Board action is an adopted budget for fiscal year 2016-17 and the fiscal plan for 2018-19that will enable the District to comply with Education Code Section 42127.

A further expected outcome of this Board Action is an adoption of Resolutions Regarding EPA expendituresfor 2016-17.

Section B.5 “Supplemental Pension Set-aside/ Reserve Fund” refers technical correction that will be reflectedin the District Budget and Finance Policy. The language refers to another section in the policy that was strickenout of the approved version.

Board Options and Consequences:The District will meet the annual budget adoption requirements of Education Code Section 42127 should theBoard vote to approve. Should the Board vote not to approve, the District will not meet the requirements ofEducation Code Section 42127.

Non-approval of EPA resolution as set forth in Proposition 30 may place the EPA entitlement at risk.

Policy Implications:

Budget Impact:Adoption of a Final Budget for fiscal year 2016-17.

Issues and Analysis:

Attachments:Attachment A - Budget Assumptions and PoliciesAttachment B - Fiscal Stabilization PlanAttachment C - Education Protection Account ResolutionAttachment D - Revision on the Budget and Finance PolicyAttachment E - Minimum Reserve Level Disclosure

Informatives:






REVIEWED BY:



REVIEWED BY:




INFO

RM

ATIV

E772

773

MINUTES

774

TAB 53




File #: 110-15/16, Version: 1

Approval of Minutes (110-15/16)

April 12, 2016, Regular Closed Session, 9:30 a.m.

May 10, 2016, Special Closed Session, 9:30 a.m.

May 10, 2016, Special Closed Session, 11:30 a.m.

May 31, 2016, Special Closed Session, 10 a.m.


775

Bd. of Ed. Regular Board (CS) Meeting - 1 - Minutes, 9:30 a.m., 04-12-16


REGULAR BOARD MEETING MINUTES

Including Closed Session Items 333 South Beaudry Avenue, Board Room

9:30 a.m., Tuesday, April 12, 2016 The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School District met in regular session on Tuesday, April 12, 2016, at the Administrative Offices, Board Room, 333 South Beaudry Avenue, Los Angeles, California. Board President Steven Zimmer called the meeting to order at 9:35 a.m. The following Board Members were present: Dr. George J. McKenna Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Ms. Mónica García arrived at 9:40 a.m., Ms. Mónica Ratliff arrived at 9:43 a.m., and Dr. Vladovic arrived at 9:55 a.m. Superintendent Michelle King was present.

CLOSED SESSION ITEMS (Purpose and Authority) Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be discussed in closed session:

A. Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public Employment Associate General Counsel II (4) Chief Academic Officer Chief Communications Officer Chief Executive Officer, Educational Services Chief Human Resources Officer Chief Information Officer Chief Risk Officer Chief of Staff Director of Budget Services and Financial Planning Director of Environmental Health & Safety Director of Finance Policy Director of Transportation Executive Coordinator, Office of the Superintendent Executive Director, Arts Education Program Executive Director, Early Childhood Education Executive Director, Federal and State Education Programs Executive Director, Multilingual and Multicultural Education Executive Director, Student Integration Services

776


Executive Officer of the Board General Counsel Local District Superintendent (3) Senior Executive Director, Division of Instruction Senior Executive Director, Extended Day Programs Senior Executive Director, Parent, Community and Student Services Senior Executive Director, Strategy and Innovation Special Assistant, Office of the Superintendent Employee Evaluation Superintendent

B. Conference with Labor Negotiator (Government Code Section 54957.6)

Negotiators: Ms. Gifty Beets and Mr. Robert Samples Employee Organizations: Associated Administrators of Los Angeles California School Employees Association Los Angeles County Building and Construction Trades Council Los Angeles School Police Association Los Angeles School Police Sergeants and Lieutenants Association Service Employees International Union, SEIU Local 99 Teamsters United Teachers Los Angeles District Represented Employees and Contract Management Personnel

C. Student Discipline Matters (California Education Code Sections 48918 (c), (f))

D. Approval of Notes

SPEAKERS

The following speakers addressed the Board regarding Personnel: Ms. Hiling Malone Mr. Juan Gonzalez Ms. Yasmin Enriquez Ms. Lupe Melgoza Ms. Linda Fletes shared time with Ms. Lauren Maddox Ms. Jackeline Robles Ms. Irma Leyva

777


PUBLIC COMMENT The following speakers addressed the Board on the items indicated:

Ms. Lily Liu Chan Broadway Mandarin Immersion Mr. Frank Biechis Broadway Mandarin Immersion Mr. Couhney Bond Physical Education Ms. Cathy Figel Personnel Ms. Melissa Bahmanpour School Water Ms. Janet Landon shared time with Proposition 39 Ms. Gwen Vichas Ms. Simira Chopera shared time with Proposition 39 Mr. Will Clifford Ms. Olivia Mariano shared time with Proposition 39 Mr. Payton Meadors Mr. Israel Sims Proposition 39 Ms. Robyn Hill, shared time with Proposition 39 Ms. Coleton Kelley shared time with Ms. Kyleigh Kelley Ms. Veronica Melvin Proposition 39 Ms. Deborah Bryant Proposition 39 Ms. Essah Beatrice Personnel Ms. Maria Mateo Proposition 39 Ms. Emilia Alvarado Charter Schools

The Board recessed the public portion of the closed session meeting at 10:46 a.m. Closed session discussion began at 10:51 a.m. and ended at 2:10 p.m. The Board reconvened the public portion of the closed session meeting at 8:12 p.m. The following Board Members were present: Ms. García, Ms. Ratliff, Dr. Rodriguez, Mr. Schemerelson, Dr. Vladovic, and Mr. Zimmer. Dr. McKenna was absent. Mr. Crain announced the following reportable actions: • The Board of Education approved the expulsions of students in case numbers 036-16/17,

037-16/17, 038-16/17, 039-16/17, 040-16/17, 042-16/17, 043-16/17, 044-16/17, 045-16/17, 046-16/17, and 047-16/17 with the recommended dispositions. The Board of Education also approved the expulsion of student in case number 041-16/17 with a change to the expulsion term. The Board of Education further approved the conditional enrollment of students in case number 028A-15/16 with the recommended disposition. The Board of Education denied the conditional enrollment of students in case numbers 030A-15/16, 031A-15/16, and 032A-15/16. The Board of Education approved the conditional enrollment of the student in case number 029A-15/16 changing the recommended disposition.

The vote was 7 ayes.

778


• The Board of Education authorized the initiation of the dismissal action of 2 elementary school teachers, 2 middle school teachers, and 2 high school teachers.


• The Board of Education authorized the initiation of the dismissal action of 1 classified buildings and grounds worker.


• The Board of Education directed the Superintendent to not bring forward senior management contracts for renewal without an evaluation having been conducted beginning July 1, 2016.


• The Board of Education approved the employment agreement with Mr. Keith Abrahams as Executive Director, Student Integration Services, with the term ending June 30, 2017. Terms and conditions will be available upon the finalization of the contract.

The vote was 6 ayes; 1 abstention, Ms. Ratliff.

• The Board of Education approved the employment agreement with Mr. Tony Atienza as Director of Finance Policy with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Derrick Chau as Senior Executive Director, Division of Instruction, with the term ending June 30, 2017. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Kathleen Collins as Associate General Counsel II with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Alvaro A. Cortes as Senior Executive Director, Extended Day Programs, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


779


• The Board of Education approved the employment agreement with Mr. Jefferson Crain as Executive Officer of the Board with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Christopher Downing as Local District Superintendent with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Vivian Ekchian as Local District Superintendent with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Nicole Elam as Executive Coordinator, Office of the Superintendent, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Frances Gipson as Chief

Academic Officer with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Shannon Haber as Chief

Communications Officer with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. David Holmquist as General Counsel with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Shahryar Khazei as Chief Information Officer with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


780


• The Board of Education approved the employment agreement with Mr. Robert E. Laughton as Director of Environmental Health & Safety with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Hilda Maldonado as Executive Director, Multilingual and Multicultural Education, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Roberto Martinez as Local District Superintendent with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Gregory McNair as Associate General Counsel II with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Thelma Melendez de

Santa Ana as Chief Executive Officer, Educational Services with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Mark A. Miller as

Associate General Counsel II with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Alexander Molina as

Associate General Counsel II, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


781


• The Board of Education approved the employment agreement with Mr. Robert Newman as Special Assistant, Office of the Superintendent, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


At the 9:30 a.m., May 10, 2016, Special Board Meeting, Mr. Crain made the following announcement: • At the 9:30 a.m., April 12, 2016, Regular Board Meeting, the Board of Education approved the

employment agreement with Mr. Robert Newman as Special Assistant, Office of the Superintendent, with the term ending June 30, 2018. The vote was inaccurately stated. The final vote was 7 ayes. This announcement will also be included in the minutes of the 9:30 a.m., May 10, 2016, Regular Board Meeting.

• The Board of Education approved the employment agreement with Ms. Alma Pena-Sanchez as

Chief of Staff with the term ending June 30, 2017. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Rory L. Pullens as Executive Director, Arts Education Program, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Michael Romero as Senior Executive Director, Strategy and Innovation, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Karen Ryback as Executive Director, Federal and State Education Programs, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Janice Sawyer as Chief

Risk Officer with the term ending June 30, 2017. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Cheryl Simpson as

Director of Budget Services and Financial Planning, with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


782


• The Board of Education approved the employment agreement with Mr. Dean Tagawa as Executive Director, Early Childhood Education with the term ending June 30, 2017. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Donald Wilkes as

Director of Transportation with the term ending June 30, 2018. Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved notes from previous meetings.


Mr. Crain made the following announcement:

An action that took place at the March 8, 2016, 10:00 a.m. Regular Board Meeting, was inadvertently not announced at that meeting. This announcement will be included in the minutes of the March 8, 2016, 10:00 a.m. meeting and in the minutes for today’s meeting. The announcement is:

• The Board of Education approved the expulsions of students in case numbers 031-15/16, 032-15/16, 033-15/16, 034-15/16, and 035-15/16 with the recommended dispositions.


On motion by Dr. Vladovic, seconded by Ms. Ratliff, and by general consent the meeting was adjourned at 8:23 p.m. Dr. McKenna was absent.

APPROVED BY THE BOARD:

__________________________________ ____________________________________ STEVEN ZIMMER JEFFERSON CRAIN PRESIDENT EXECUTIVE OFFICER OF THE BOARD

783

Bd. of Ed. Special Board Meeting (CS) - 1 - Minutes, 9:30 a.m., 05-12-16


SPECIAL MEETING MINUTES Including Closed Session Items

333 South Beaudry, Board Room Los Angeles, CA 90017 9:30 a.m., May 10, 2016

The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School District met in special session on Tuesday, May 10, 2016, at 333 South Beaudry, Los Angeles, California.

Board President Steve Zimmer called the meeting to order at 9:30 a.m.

The following Board Members were present: Dr. George J. McKenna, Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Ms. Mónica Ratliff arrived at 9:36 a.m., Dr. Richard Vladovic arrived at 9:46 a.m., and Ms. Mónica García arrived at 9:58 a.m.

Superintendent Michelle King was present.

OPEN SESSION ITEM

MOTION REQUESTED BY THE SUPERINTENDENT:

Appointment of Member to the School Construction Bond Oversight Committee (Sup Res 016-15/16)

Dr. Rodriguez moved the following two resolutions.

Resolved, That the Governing Board of Education of the Los Angeles Unified School District ratifies the nomination of Mr. Mike Keeley, representing the California Charter Schools Association, as Member to the School Construction Bond Oversight Committee for a two year term, and approves the waiver of the requirement that the appointee be a parent or guardian of a LAUSD charter school student. The Board of Education has determined that Mr. Keeley is not an employee, official, vendor, contractor, or consultant of the District.


Resolved, That the Governing Board of the Los Angeles Unified School District ratifies the reappointment of Mr. Barry Waite, representing the California Tax Reform Association, as Member to the School Construction Bond Oversight Committee for a two year term commencing immediately. The Board of Education has determined that Mr. Waite is not an employee, official, vendor, contractor, or consultant of the District.

Mr. Schmerelson seconded the motion.


The following speakers addressed the Board:

Mr. Michael Keeley Ms. Sarah Angel Ms. Karla Handal Mr. Brett Worniak


After discussion regarding the reappointment of the waiver for the reappointment for Mr. Keely, President Zimmer made two recommendations and separated the two motions.

Ms. Ratliff asked to amend the motion regarding Mr. Keeley to accept the appointment as an interim for six months, and resolve the outstanding questions in a future meeting and either make it a permanent appointment or ask CCSA to submit a new nomination. Later in the year, a subcommittee with all incumbent members be formed to review the existing Memorandum of Understanding (MOU) regarding parental involvement and provide the Board recommendations as to whether to keep the criteria as is or revise the clauses in the MOU.

Dr. McKenna seconded the motion.

After discussion and on roll call, Dr. Rodriguez moved that the following motion be adopted as amended.

Resolved, That the Governing Board of Education of the Los Angeles Unified School District ratifies the nomination of Mr. Mike Keeley, representing the California Charter Schools Association, as Member to the School Construction Bond Oversight Committee for a two-year term six month term with a commitment to examine the existing memorandum of understanding for possible changes to the requirements the appointee be a parent and approves the waiver of the requirement that the appointee be a parent or guardian of a LAUSD charter school student. The Board of Education has determined that Mr. Keeley is not an employee, official, vendor, contractor, or consultant of the District.

Mr. Schmerelson seconded the motion. On roll call and by general consent, the vote was 5 ayes; 2 noes, Ms. García and Mr. Schmerelson. Later in the meeting, Mr. Schmerelson asked to change his vote to yes. The final vote was 6 ayes; 1 no, Ms. García.


Ms. Ratliff moved the following motion be adopted:

Resolved, That the Governing Board of the Los Angeles Unified School District ratifies the reappointment of Mr. Barry Waite, representing the California Tax Reform Association, as Member to the School Construction Bond Oversight Committee for a two-year term


commencing immediately. The Board of Education has determined that Mr. Waite is not an employee, official, vendor, contractor, or consultant of the District.

Dr. McKenna seconded the motion.

On roll call and by general consent, the motion was adopted. The vote was 6 ayes; 1 no, Mr. Schmerelson. Later in the meeting, Mr. Schmerelson asked to change his vote to yes. The final vote was 7 ayes. The motion passed.

CLOSED SESSION ITEMS (Purpose and Authority)

Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be discussed in closed session:

A. Conference��

Existing Litigation (Government Code Section 54956.9(d)(1))

Chanda Smith v. Los Angeles Unified School District United States District Court Case No. CV 93-7044-RSWL

B. Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public Employment

Chief of Staff Chief Procurement Officer Construction Manager (6) Deputy Director of Facilities Maintenance and Operations Deputy Director of Facilities Planning and Development Deputy Director of Facilities Project Execution (2) Director of Contracts Administration (Facilities) Director of Facilities, Maintenance and Operations Director of Facilities Asset Development (2) Director of Facilities Planning and Development Director of Facilities Project Execution Director of Facilities Program Support Services General Counsel Local District Superintendent (2)

Employee Evaluation Inspector General Superintendent of Schools


C. Conference with Labor Negotiator (Government Code Section 54957.6)

Negotiator: Ms. Gifty Beets and Mr. Robert Samples Employee Organizations:

Associated Administrators of Los Angeles California School Employees Association Los Angeles County Building and Construction Trades Council Los Angeles School Police Association Los Angeles School Police Management Association Service Employees International Union, SEIU Local 99 Teamsters United Teachers Los Angeles District Represented Employees and Contract Management Personnel

D. Student Discipline Matters (Education Code Sections 48918(c), (f))

E. Approval of Notes

SPEAKERS

The following speakers addressed the Board on the items indicated:

Ms. Kathy Figel Personnel Mr. Zac-Note Rodriguez Personnel Ms. Griffith Harty Personnel Mr. Juan Perez Personnel Ms. Andrea Weathersby Personnel

Mr. Crain made the following announcements:

• At the 9:30 a.m., April 12, 2016, Regular Board Meeting, including closed session items,the Board of Education approved the employment agreement with Mr. Robert Newmanas Special Assistant, Office of the Superintendent, with the term ending June 30, 2018.The vote was inaccurately stated. The final vote was 7 ayes. This announcement will beincluded in the minutes of the 9:30 a.m., April 12, 2016, Regular Board Meeting and intoday’s meeting minutes.

• Additionally, under Section 87100 of the California Code of Regulations, Dr Rodriguezwill be recusing himself from discussing or taking action on the closed session items inwhich there is a potential conflict of interest.

The Board recessed the public portion of the closed session meeting at 10:57 a.m. Closed session discussion began at 11:02 a.m. The Board recessed closed session discussion at 1:23 p.m. The Board resumed discussion at 3:19 p.m., and ended at 1:15 p.m.

The Board reconvened the public portion of the closed session meeting at 8:20 p.m. The following Board Members were present: Ms. García, Dr. McKenna, Ms. Ratliff, Dr. Rodriguez, Mr. Schmerelson, and Mr. Zimmer. Dr. Valdovic was absent.


Mr. Crain announced the following reportable actions:

• The Board of Education approved the expulsions of students in case numbers 048-15/16,049-15/16, 050-15/16, 051-15/16, 052-15/16, 053-15/16, 054-15/16, 055-15/16, 056-15/16,057-15/16, 058-15/16, 059-15/16, and 060-15/16 with the recommended dispositions. TheBoard of Education also denied enrollment of the student in case number 034A-15/16 whohad been expelled from a charter school.


• The Board of Education additionally approved the conditional enrollment of the student incase number 035A-15/16 who had been expelled from a charter school. The Board ofEducation also denied enrollment of a student in case number 033A-15/16 who had beenexpelled from a charter school.

The vote was 6 ayes; 1 absent, Dr. Rodriguez.

• The Board of Education authorized the initiation of the dismissal action of 4 elementary schoolteachers and 1 middle school teacher.


• The Board of Education approved the non re-election of 26 Probationary 1 employees.


• The Board of Education approved the employment agreement with Mr. Mohammad Bagheri asConstruction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Dhruba Bhattacharyayas Construction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Steve Boehm asDeputy Director of Facilities Project Execution, with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.



• The Board of Education approved the employment agreement with Mr. Soufiane Boudiaf asConstruction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Aaron Cory Bridgewateras Deputy Director of Facilities Planning and Development, with the term ending June 30, 2018.Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Mark Cho as DeputyDirector of Facilities, Maintenance and Operations, with the term ending June 30, 2018.Terms and conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Roger Finstad asDirector of Facilities Maintenance and Operations, with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Greg García asDirector of Facilities Projects Execution, with the term ending June 30, 2018. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Albert J. Grazioli asFacilities Asset Development Director, with the term ending June 30, 2018. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Cheryl Hildreth asLocal District Superintendent, with the term ending June 30, 2017. Terms and conditionswill be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Jose Huerta as LocalDistrict Superintendent, with the term ending June 30, 2017. Terms and conditions will beavailable upon the finalization of the contract.



• The Board of Education approved the employment agreement with Mr. Raju Kaval as Directorof Facilities Program Support Services, with the term ending June 30, 2018. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Edward Khachatourianas Construction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Timothy Milstead asConstruction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Yeghishe Minassian asConstruction Manager, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. George Silva as ChiefProcurement Officer, with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. David Tatevossian asDeputy Director of Facilities Project Execution, with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Anahid K. Tokes asDirector of Facilities Planning and Development, with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Hugh C. Tucker asDirector of Contracts Administration (Facilities), with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.



• The Board of Education approved the employment agreement with Mr. Alix Walsh O’Brien asFacilities Asset Development Director, with the term ending June 30, 2018. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved notes from previous meetings.


On motion by Dr. Rodriguez, seconded by Mr. Schmerelson, and by general consent the meeting was adjourned at 8:27 p.m. Dr. Vladovic was absent.


__________________________________ ____________________________________ STEVEN ZIMMER JEFFERSON CRAIN

PRESIDENT EXECUTIVE OFFICER OF THE BOARD

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Bd. of Ed. Special Board Meeting (CS) - 1 - Minutes, 11:30 a.m., 05-1016


SPECIAL MEETING MINUTES

Including Closed Session Items 333 South Beaudry Avenue

Los Angeles, California 90017 11:30 a.m., Tuesday, May 10, 2016

The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School District met in special session on Tuesday, May 10, 2016, at the 333 South Beaudry Avenue, Los Angeles, California. Board President Steven Zimmer called the meeting to order at 3:11 p.m. The following Board Members were present: Ms. Mónica García, Dr. George J. McKenna, Ms. Mónica Ratliff, Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Dr. Vlaodvic was absent. Superintendent Michelle King was present.

CLOSED SESSION ITEMS (Purpose and Authority) Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be discussed in closed session:

Conference with Legal Counsel

Potential Litigation (Government Code Section 54956.9(d)(2)) 1 Case regarding the Parent Empowerment Act Petition at 20th Street Elementary School

The Board recessed the public portion of the closed session meeting at 3:12 p.m. Closed session discussion began at 5:54 p.m. and ended at 6:23 p.m. The Board reconvened the public portion of the closed session meeting at 6:30 p.m. The following Board Members were present: Ms. García, Dr. McKenna, Ms. Ratliff, and Mr. Zimmer. Dr. Rodriguez, Mr. Schmerelson, and Dr. Valdovic were absent.

CLOSED SESSION ITEMS Mr. Crain announced there were no reportable actions. On motion by Ms. Ratliff, seconded by Dr. McKenna, and by general consent the meeting was adjourned at 6:32 p.m. Dr. Rodriguez, Mr. Schmerelson, and Dr. Valdovic were absent.

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Bd. of Ed. Special Board Meeting (CS) - 2 - Minutes, 11:30 a.m., 05-1016

APPROVED BY THE BOARD: __________________________________ ____________________________________ STEVEN ZIMMER JEFFERSON CRAIN PRESIDENT EXECUTIVE OFFICER OF THE BOARD nf

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SPECIAL MEETING MINUTES Including Closed Session Items

333 South Beaudry Avenue 9:00 a.m., Tuesday, May 31, 2016

The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School District met in special session on Tuesday, May 31, 2016, at the 333 South Beaudry Avenue, Los Angeles, California.

Board Dr. George McKenna called the meeting to order at 9:13 a.m.

The following Board Members were present: Ms. Mónica García, Dr. George J. McKenna, Ms. Mónica Ratliff, Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Dr. Vlaodvic was absent. Dr. George McKenna and President Steve Zimmer arrived at 9:17 a.m.

Superintendent Michelle King was present.

CLOSED SESSION ITEMS (Purpose and Authority)

Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be discussed in closed session:

Conference with Legal Counsel

Potential Litigation (Government Code Section 54956.9(d)(2))

1 Case regarding the case of Community Coalition of South Los Angeles, et al., v. LosAngeles Unified School District.

The Board recessed the public portion of the closed session meeting at 9:14 a.m. Closed session discussion began at 9:17 a.m. and ended at 11:30 a.m.

The Board reconvened the public portion of the closed session meeting at 11:34 a.m. The following Board Members were present: Ms. García, Dr. McKenna, Ms. Ratliff, and Mr. Zimmer. Dr. Rodriguez, Mr. Schmerelson, and Dr. Valdovic were absent.

Mr. Crain announced the following reportable action:

The Board of Education acted to authorize General Counsel and the Superintendent to file action appealing the California Department of Education decision of May 27, 2016, seeking approval for judicial relief in the case of Community Coalition of South Los Angeles, et al., v. Los Angeles Unified School District; Los Angeles Superior Court Case No. BS 156259



On motion by Ms. Ratliff, seconded by Dr. Rodriguez, and by general consent the meeting was adjourned at 11:35 a.m. Ms. García and Dr. McKenna were absent.


__________________________________ ____________________________________ STEVEN ZIMMER JEFFERSON CRAIN

PRESIDENT EXECUTIVE OFFICER OF THE BOARD

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