LAUSD/UTLA Contract Reopener - June 16, 2016

7/26/2019 LAUSD/UTLA Contract Reopener - June 16, 2016

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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 1

powered by Legistar™

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NEW BUSINESS

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TAB 15

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TAB 2






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

2015-2016 United Teachers Los Angeles (UTLA) Reopener Agreement

June 14, 2016

Office 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 the public 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 of Understanding.

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

Informatives:



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RESPECTFULLY SUBMITTED, APPROVED & PRESENTED BY:

______________________________ _____________________________

MICHELLE KING GIFTY BEETS and ROBERT SAMPLESSuperintendent Co-Directors of Labor RelationsOffice of Labor Relations

REVIEWED BY:

______________________________ DAVID HOLMQUIST

General Counsel ___ Approved as to form.

REVIEWED BY:

______________________________ CHERYL SIMPSONDirector, Budget Services and Financial Planning

___ Approved as to budget impact statement.



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Confidential

Information

Redacted



TAB 3



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 4



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 5



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 6





TAB 7



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING





ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING





ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING









Report of cash disbursements

Request to reissue expired warrant

Reimbursement of the Controller’s Revolving Cash Fund

Donations of money

Donations of equipment

June 14, 2016

Accounting 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: $ 21,453,957.97

Net 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 22851523-22851783

22802126-22802367 22855107-2285530422805299-22805716 22858712-2285895122808589-22808835 22863731-2286399722812761-22813074 22869837-2287008622815875-22816131 22871887-2287197822818605-22818808 22873689-2287394022822551-22822904 22876502-2287666822825110-22825358



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Net total of “B” Warrants issued: $ 143,863,599.03 Net 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.

Warrant Number 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 School

Purpose: To provide funding for teacher assistants and instructional aides’ salaries; partialfunding 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



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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: $39,306.00

For 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 School

Purpose: To provide funding for teacher assistants’ salaries; and partial funding for anInstructional 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-



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17 school year.

Date: 04/27/2016Donor: Friends of CanfieldDonation: $83,000.00

For 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 as part 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.



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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:

______________________________ DAVID HOLMQUISTGeneral Counsel

___ Approved as to form.

REVIEWED BY:





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TAB 11







Approval of the Certification of Signatures for Fiscal Year 2016-17

June 14, 2016


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 member of 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.



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Attachments:

Certification of Signatures (Official Form).

Informatives:

Yes



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REVIEWED BY:

______________________________

DAVID HOLMQUISTGeneral Counsel


REVIEWED BY:





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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 CodeSections:

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



Vice President of the Board of Education TITLE : Controller



Clerk/Secretary of the Board of Education TITLE



Member of the Board of Education 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

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TAB 12







Authorization to Make Interfund Transfers and Temporary Borrowings for 2016-17 Fiscal Year

June 14, 2016


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 cash balance 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



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______________________________ _____________________________

MICHELLE KING MEGAN K. REILLYSuperintendent Chief Financial Officer Office of the Chief Financial Officer

REVIEWED BY:

______________________________ DAVID HOLMQUIST


REVIEWED BY:





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A T T A C H M E N T B

F r o m

T o

A m o u n t

T r a n s f e r r e d *

D a t e B o r r o w e d

D a t e S e t t l e d *

G e n e r a l F u n d

C a f e t e r i a F u n d

7 , 8 0 0 , 0 0 0

$

C a s h f l o w r e q u i r e m e n t s

9 / 1 0 / 2 0 1 5

1 1 / 3 / 2 0 1 5



3 , 8 0 0 , 0 0 0


9 / 1 1 / 2 0 1 5

1 1 / 3 / 2 0 1 5



1 4 , 6 0 0 , 0 0 0


9 / 1 8 / 2 0 1 5

1 2 / 4 / 2 0 1 5



6 , 7 0 0 , 0 0 0


9 / 2 5 / 2 0 1 5

1 2 / 4 / 2 0 1 5



1 3 , 0 0 0 , 0 0 0


1 0 / 2 0 / 2 0 1 5

1 / 8 / 2 0 1 6



4 , 5 0 0 , 0 0 0


1 0 / 2 3 / 2 0 1 5

1 / 8 / 2 0 1 6



9 , 5 0 0 , 0 0 0


1 1 / 6 / 2 0 1 5

1 / 8 / 2 0 1 6



3 , 6 0 0 , 0 0 0


1 1 / 1 3 / 2 0 1 5

1 / 8 / 2 0 1 6



1 2 , 9 0 0 , 0 0 0


1 1 / 2 0 / 2 0 1 5

2 / 3 / 2 0 1 6



2 8 , 0 0 0 , 0 0 0


1 2 / 1 7 / 2 0 1 5

3 / 7 / 2 0 1 6



1 2 , 5 0 0 , 0 0 0


1 / 2 5 / 2 0 1 6

4 / 4 / 2 0 1 6



7 , 0 0 0 , 0 0 0


2 / 1 1 / 2 0 1 6

4 / 4 / 2 0 1 6



3 , 0 0 0 , 0 0 0


2 / 1 7 / 2 0 1 6

4 / 4 / 2 0 1 6



1 3 , 5 0 0 , 0 0 0


2 / 1 9 / 2 0 1 6

4 / 4 / 2 0 1 6



2 , 0 0 0 , 0 0 0


2 / 2 6 / 2 0 1 6

4 / 4 / 2 0 1 6



8 , 3 0 0 , 0 0 0


3 / 2 2 / 2 0 1 6

4 / 4 / 2 0 1 6



6 , 0 0 0 , 0 0 0


3 / 2 8 / 2 0 1 6

4 / 4 / 2 0 1 6



3 , 0 0 0 , 0 0 0


4 / 1 1 / 2 0 1 6

5 / 2 / 2 0 1 6



5 , 5 0 0 , 0 0 0


4 / 1 4 / 2 0 1 6

5 / 2 / 2 0 1 6



1 0 , 7 0 0 , 0 0 0


4 / 2 6 / 2 0 1 6

5 / 2 / 2 0 1 6


C h i l d F u n d

1 0 , 0 0 0 , 0 0 0

$


6 / 3 / 2 0 1 5

8 / 2 0 / 2 0 1 5


C h i l d F u n d

1 3 , 6 0 0 , 0 0 0


6 / 2 3 / 2 0 1 5

1 0 / 9 / 2 0 1 5


C h i l d F u n d

1 , 2 0 0 , 0 0 0


9 / 1 1 / 2 0 1 5

1 0 / 9 / 2 0 1 5


C h i l d F u n d

3 , 0 0 0 , 0 0 0


1 / 1 9 / 2 0 1 6

2 / 1 0 / 2 0 1 6


C h i l d F u n d

2 , 5 0 0 , 0 0 0


3 / 1 6 / 2 0 1 6


C h i l d F u n d

4 , 5 0 0 , 0 0 0


3 / 3 1 / 2 0 2 6


C h i l d F u n d

2 , 0 0 0 , 0 0 0


4 / 7 / 2 0 2 6


A d u l t E d u c a t i o n F u n d

1 , 0 0 0 , 0 0 0

$

C a s h f l o w r e

q u i r e m e n t s

9 / 8 / 2 0 1 5

9 / 1 6 / 2 0 1 5


A d u l t E d u c a t i o n F u n d

2 , 0 0 0 , 0 0 0

C a s h f l o w r e

q u i r e m e n t s

9 / 1 1 / 2 0 1 5

9 / 1 6 / 2 0 1 5

L o s A n g e l e s U n i f i e d S c h o o l D i s t r i c t

T e m p o r a r y B o r r o w i n g s

P u r p

o s e

F Y 2 0 1 5 - 1 6

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165



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Approval of Routine Personnel Actions

June 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: 845

Unclassified: 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 Total

Hire 316 76 292 684

Leaves/Paid 133 75 0 208

Leaves/Unpaid 13 44 0 57

Reassignments/Demotions 8 1 0 9

Reassignments/Transfer 331 249 32 612

Reassignments/Promotions 330 52 0 382

Retirements 39 8 0 47



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Separation/Non-Resignations

176 86 416 678

Separation/Resignation 71 21 53 145

Other Actions* 471 233 75 779

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

REIMBURSEMENT AGREEMENT (ZERO-VALUE CONTRACT)

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

Agency Agreement Number/s

LMU School of Education/Center for Equity for English Learners (LMU/CEEL)

HR16/17-017

United Way of Greater Los Angeles HR16/17-018Center for Powerful Public Schools (CPPS) HR16/17-019

Regents of the University of California, UCLASmarter Balanced

HR16/17-020

Partnership for Los Angeles Schools HR16/17-021 - HR16/17-026

Center for Collaborative Education HR16/17-027

The University Corporation (TUC) HR16/17-028

California 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 are provided 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 with procedural 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 action being 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.



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______________________________ _____________________________

MICHELLE KING KARLA M. GOULDSuperintendent Personnel Director Personnel Commission

REVIEWED BY: APPROVED & PRESENTED BY:

______________________________ ______________________________ DAVID HOLMQUIST JUSTO H. AVILA

General Counsel Chief Human Resources Officer Human Resources Division ___ Approved as to form.

REVIEWED BY:





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Hire Data of All Classified and Teacher Assistant Employees

From April 15, 2016 to May 17, 2016

By New Hire, Reassignment, and Rehire

Classification ProvReg/Perm Restr.

ReturnRetiree Subs Temp

GrandTotal

REASSIGNMENT

Assistant Plant Manager I 2 2 1 5 Assistant 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 1

Early 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 1

Food 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 SupportRepresentative* 2 2 4IT Electronics CommunicationsTechnician* 1 1Library Aide 2 2Maintenance Worker 4 4Microcomputer Support Assistant* 1 1

256








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 1

Plasterer 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 theChief Operating Officer* 1 1School Administrative Assistant 2 3 1 1 2 9School Facilities Attendant (Female)(Restricted) 1 1School Facilities Attendant (Restricted) 5 5

Secretary & (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 AbatementWorker* 1 1Senior Office Technician 2 5 4 11

Senior 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

257








GrandTotal

REASSIGNMENT

Supervising Special Education Assistant 1 1 2Teacher Assistant - Degree Track 9 9Transportation Router 5 5Welder 1 1Window/Wall Washer 1 1

Reassignment Total 70 341 18 160 83 672

REHIRE

Athletics Assistant 4 4Building and Grounds Worker 3 12 15Campus Aide & Restricted 2 2Food Service Worker 7 7

Hardwood 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 9

Rehire 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 assumeresponsibilities 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 Aidesand Instructional Aides, are typically filled by restricted status employees.

c: David HolmquistThelma MelendezFrances Gipson Nicole Elam-EllisJefferson Crain

KMG 06/14/16

258



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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 with procedural 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 action

being 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

Personnel Commission


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

Human Resources Division ___ Approved as to form.

REVIEWED BY:





262



Confidential

Information

Redacted

263



TAB 15







Provisional Internship Permits

June 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 the

former 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 their employment 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 the

Provisional 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 intern program 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 both

full 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:

______________________________ DAVID HOLMQUIST


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. 463-15/16

Board of Education

June 14, 2016

323







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 anEducation 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 BoardReport 346-15/16. It is important to note that this teacher is a former special education assistant whomeets 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 SpecialEducation teachers. In addition to increasing the District’s alternative pathways to Special Educationteacher credentialing through the Special Education Career Ladder and District Intern Programs, wehave partnered with our local universities in the creation of teacher residency programs, as well asother teacher education programs designed to train Special Education teachers for our schools. We arealso engaged in recruitment at universities throughout the state of California and the nation, and areexploring limited recruitment of experienced Special Education teachers in Canada. In addition, wehave reached out to retired LAUSD Special Education teachers, and are working closely with 27 ofthese retired teachers in the effort to help them return to the District as fully-credentialed substituteteachers to serve in Special Education classrooms.

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

Attachments

JHA:yv

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

326



TAB 16







Classified Reduction-In-Force: Authorization of Reduction-In-Force and for Final Notices

June 14, 2016

Personnel 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 positions

and 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 thathey will be laid off.

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





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







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 days

32 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







TAB 17



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 18



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 19







ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 21



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING













ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 25



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING





ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING









ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 29






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 by

a 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 time67 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-profit

organization 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 Summary

Material RevisionInformatives:

Not applicable



415





417





419







422





0126177

Schoolwide Academic Performance Index

(API)

Base API

Growth API

Growth Target

Growth

Met Schoolwide Growth Target

Met All Student Groups Target

Base API State Rank

Base API Similar Schools Rank

2013 Growth API State Rank

2013 Growth API Similar Schools Rank

Subgroup API

Growth

Target Growth Met Target

Growth

Target GrowthMet

Target

Growth

Target GrowthMet

Target

African American or Black

American Indian or Alaska Native

Asian

Filipino

Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

English Learners

Socioeconomically Disadvantaged

Students with Disabilities

2011

Base API

2012

Growth API

1112

Growth

2012

Base API

2013

Growth API

1213

GrowthCitizens of the World 2 B 809

LAUSD Similar Schools from CDE

Resident Schools Median 786 820 34 822 823 1

Basic,

Below Basic

& Far Below

Basic

Proficient &

Advanced

Basic,

Below

Basic & Far

Below

Basic

Proficient &

Advanced

Citizens of the World 2 38% 62% 35% 65%


Resident Schools

Median 41% 60% 32% 69%

# Criteria # Met % Met # Criteria # Met % Met # Criteria # Met % Met

Citizens of the World 2 4 2 50%


Resident Schools Median 17 15 86% 18 13 70%

5

2014 AYP

English Language Arts Mathematics

AYP Comparison

2012 AYP 2013 AYP

201213 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 groups

scored 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

809

B

B

Citizens of the World 2Loc. Code: 2260

CDS Code:

CRITERIA SUMMARY

A 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 to

receiving 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 wide

and 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 last

three years both schoolwide and for all groups of pupils served by the charter school (SB 1290). The academic performance of the charter school must be

at 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 the

academic performance of the schools in the school district in which the charter school is located, taking into account the composition of pupil population

served at

the

charter

school

(Ed.

Code

47607).

201011 201112 201213

B

Office of Data and Accountability

424











429





431





433





435



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2

0 1 2 1 3 C A L I F O R N I A S T A N D A R D S T E S T ( C S T ) E N G L I S H L A N G U A G E A R T S A N D M A T H R E S U L T S

2 0 1 3 C S T E L A

2 0 1 3 C S T M A T H

436









Charter Management

Organization (CMO)

Schools Data

440









2 0 1 4

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R E C L A S S I F I C A T I O N O F E N G L I S H L E A R N E R S

T h i s

p a g e d i s p l a y s t h e n u m b e r o f E n g l i s h l e a r n e r s ( E L s ) o n C e n s u s D a y , t h

e n u m b e r o f s t u d e n t s

r e c l a

s s i f i e d s i n c e t h e p r i o r C e n s u s D a y ,

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s s i f i c a t i o n r a t e ,

d i s p l a y e d i n p e r c e

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i s c a l c u l a t e d b y d i v i d i n g t h e n u m b e r r e c l a s s i f i e d b y t h e

n u m

b e r o f p r i o r y e a r E L s . T h e s e d a t a h a v e h i s t o r i c a l l y b e e n c o l l e c t e d a s

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H o w

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t h e s t a t e m o v e d t h e c o l l e c t i o n o f o f f i c i a l E L a n d R e c l a s s i f i c a t i o n c o u n t s

f r o m

S p r i n g C e n s u s t o F a l l C e n s u s . T h e 2 0 1 2 1 3 E L t o t a l d i s p l a y e d o n t h i s p a g e i s t h e S p r i n g C e n s u s

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r e c l a

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i d i n g t h e 2 0 1 3 1 4 F a l l C e n s u s r e c l a s s i f i e d c o u n t b y t h e 2 0 1 2 1 3

F a l l C e n s u s ( O c t o b e r 2 0 1 2 ) E L c o u n t w h i c h i s n o t d i s p l a y e d o n t h i s p a g e .

444



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i o n M a n a g e m e n t I n f o r m a t i o n S y s t e m ( C A S E M I S ) R e p o r t . H i g h i n c i d e n c e e l i g i b i l i t i e s a r e i n d i c a t e d b y a n a s t e r i s k ( * ) .

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445



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9 1

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1 3 %

3 1 %

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2 6 %

7 5 %

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7 %

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4 5 %

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L

o s A n g e l e s U n i f i e d S c h o o l D i s t r i c t M e d i a n


2 0

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446



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447



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S u s p e n s i o n E v e n t s : T h e n u m b e r o f s u s p e n s i o n s i s s u e d b y t h e s c h o o l

S u s p e n s i o n D a y s : T h e t o t a l n u m b e r o f d a y s i s s u e d f o r a l l s u s p e n s i o n e v e n t s

S u s p e n s i o n E v e n t R a t e : T h e r a t e i s c a l c u l a t e d b y d i v i d i n g t h e t o t a l n u

m b e r o f s u s p e n s i o n e v e n t s f o r t h e s c h o o l o r s u b g r o u p b y t h e t o t a l e n r o l l m e n t o f t h e s c h o o l o r s u b g r o u p ( e v e n t s / e n r o l l m e n t )

S i n g l e S t u d e n t S u s p e n s i o n % : T h e p e r c e n t o f s t u d e n t s i n t h e s c h o o l o

r s u b g r o u p t h a t h a v e b e e n s u s p e n d e d o n e o r m o r e t i m e s ( s t u d e n t s s u

s p e n d e d / e n r o l l m e n t )

a

E V E N T S

D A Y S

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T U D E N T S W I T H D I S A B I L I T Y

L o s A n g e l e s U n i f i e d S c h o o l D i s t r i c t M e d i a n

T W O Y E A R C

O M P A R I S O N ( A L L S T U D E N T S )

2 0 1 4 1 5 D I S P R O P O R T I O N A L I T Y

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U T O F S C H O O L S U S P E N S I O N E V E N T S


T h i s p a g e d i s p l a y s t h e o u t o f s c h o o l s u s p e n s i o n e v e n

t s , s t u d e n t s s u s p e n d e d ,

d a y s a n d r a t e s f o r 2 0 1 3 2 0 1 4

a n d 2 0 1 4 2 0 1 5 s c h o o l y e a r b a s e d o n s c h o o l s ' s e l f r e

p o r t e d m o n t h l y s u s p e n s i o n s .

448



Doc# 442453 Page | 1

MATERIAL REVISION TO CHARTER OFCITIZENS 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 Californianon-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 SilverLake”).

This Material Revision shall revise the Charter of Citizens of the World 2 approved bythe Los Angeles Unified School District Board of Education on February 7, 2012, includingall subsequent Material Revision(s) and/or Amendment(s). The effective date of this MaterialRevision 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 andupdate the enrollment plan to/in the Charter to allow CWC Silver Lake to serve students untilthey reach high school within the school’s current enrollment capacity;

D. WHEREAS, the Board further requests to amend staffing, facilities, budgetand 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 considerationgiven for this Material Revision and, notwithstanding any provision to the contrary set forth inthe Charter, the parties hereto expressly agree as follows:

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

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: 912

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

K-7

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

912

449







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 SchoolDistrict

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

452

























TAB 31



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING













June 1, 2016Page 2

School Improvement Grant Program Information

The SIGs are federal grants that State Educational Agencies use to make competitivesubgrants to LE As that demonstrate the greatest need for the funds and the strongestcommitment to use the funds to provide adequate resources in order to substantiallyraise the performance and progress of students in their lowest-performing schools.Funds are awarded to LE As in sufficient amounts in order to implement, fully andeffectively, one of seven federally approved intervention models.

These intervention models are:

1. Turnaround Model—involves replacing the principal and at least 50 percent of theschool’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 schooloperator, a charter management organization, or an education managementorganization that has been selected through a rigorous review process.

3. School closure Model—the LE A closes the school and enrolls the students whoattended that school in other schools in the LE A that are higher achieving. Theseother schools should be within reasonable proximity to the closed school.

4. Transformation Model—the LE A replaces the principal and takes other steps toincrease teacher and school leader effectiveness; institutes comprehensiveinstructional reforms; increases learning time; and provides operational flexibilityand sustained support.

5. Early Learning Model—this model is a combination of early learning strategiesand some elements from the transformation model. LE As must offer full-daykindergarten, establish or expand a high-quality preschool program, and provideeducators, including preschool teachers, with joint planning time.

6. Evidence-based, Whole-school Reform Model—the LE A selects an approvedmodel from the Approved Evidence-Based, Whole-School Reform Models listlocated on the ED Web site athttp://www2.ed.gov/programs/sif/sigevidencebased/index.html. Approved modelsmust: have evidence of effectiveness that include at least one study that meetsWhat Works Clearinghouse evidence standards; be designed as a Whole-schoolReform Model, and; be implemented by the LE A in partnership with a Whole-school Reform Model developer as defined in the SIG final requirements.

534











539



TAB 33







Submission of 2016-17 Consolidated Application for Categorical Aid Programs

June 14, 2016

Division 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 for programs 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 Amount

Title 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





Board of Education ReportNo. 468-15/16For June 14, 2016 Board Meeting

INTEROFFICE CORRESPONDENCELos Angeles Unified School District

Division of Instruction and Human Resources Division

INFORMATIVETO: Members, Board of Education DATE: June 14, 2016Michelle King, Superintendent

FROM: Dr. Frances M. Gipson, Chief Academic OfficerJusto Avila, Chief Human Resources Officer

SUBJECT: SUBMISSION OF 2016-17 CONSOLIDATED APPLICATION FOR FUNDINGCATEGORICAL 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 districtsthroughout California. This annual application documents participation in these programsand provides assurance that the district will comply with the legal requirements of each program. Program entitlements are determined by formulas contained in the laws thatcreated the programs.

ContentThe FY 2016-17 Consolidated Application contains the following programs which areestimated 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 HolmquistThelma Melendez Nicole Elam-EllisJefferson CrainMegan ReillyErika TorresRowena LagrosaHilda MaldonadoKaren Ryback

544



TAB 34







2015-2016 Alternative Schools of Choice Annual Evaluation

June 14, 2016


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 under

California 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 Order requirements.

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 these

programs continue to be evaluated and that underperforming Magnet schools and centers be providedintervention and ongoing support.



545




Attachments:Attachment A - Evaluation Report

Attachment 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









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) main

option for students seeking an 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 fo r t he 20 15 -2 01 6 s ch oo l ye ar 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

81459336

37581

456 41

11047

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

American

Indian

Asian African

American

Latino Pacific

Islander

Filipino White

2015-16 Magnet ProgramEnrollment by Ethnicity

Student Count

550





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 Choices

Brochure 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, and

number 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 2,676 539

Science/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 ly e a r . The application process is open for six weeks and is announced through the ChoicesBrochure, newspaper/magazine ads, bus card/bus shelter ads and recurring broadcasts on KLCS, theDistrict’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 academic 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 Technology Division ( ITD)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

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 students

in 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

ElementaryMagnet

GradeLevel

Class Size forMagnetSchools

Class Size forNon Magnet Schools

PHBAO K-34-5

24.030.5

24.030.5

Desegregated K-34-5

24.034.0

24.036.0

Middle SchoolMagnet

GradeLevel



PHBAO AcademicClasses

6-8 34.034.0

34.042.5

Desegregated AcademicClasses

6-8 36.536.5

39.542.5

High SchoolMagnet

GradeLevel



PHBAO AcademicClasses

Non Academic

9-1011-12

9-1011-12

34.034.0

34.034.0

34.034.0

42.542.5

Desegregated AcademicClasses

Non Academic

9-1011-12

9-1011-12

36.536.5

36.536.5

39.542.5

42.542.5

554











Attachment A

12

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

Met or Exceeded Standards

All Grade Levels English

Language ArtsMathematics

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 areUnderperforming.

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

559



Attachment A

13

APPENDICES

Appendix 1 – History of Desegregation in LAUSD – Chronology of the IntegrationProgram – 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

14

APPENDIX 1


Student Integration Services

MAGNETS

ALTERNATIVE 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 severalothers under co-sponsorship of the American Civil Liberties Union (ACLU).The suit, brought to Los Angeles County Superior Court, was filled againstthe 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 ofspecific racial/ethnic percentages. The school district is required by thelatest ruling to take reasonable and feasible steps to alleviate the harms ofsegregation regardless of the cause – and demonstrate meaningfulprogress in that task. State Supreme Court shifts jurisdiction of the caseback to LA Superior Court.

July 19, 1976 Board of Education declines to seek further legal review by CaliforniaSupreme 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 fullyexamine alternate plans and return to court in 90 days with a plan whichpromises to meaningfully desegregate the district beginning with thesemester 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 proposedintegration 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 ongrounds of “bias and prejudice.”

January 5, 1978 Superior Court Judge Lester E. Elson appointed to hear Bustopdisqualification 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 thedesegregation of the districts schools. He withholds final approval pendingresolution of disputed matters on which the court will seekrecommendations from a panel of experts. The Board of Education, byDecember 31, 1978, must change its plan to reflect improvements that are

developed by the board and/or any of the expert’s recommendations thatare 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 onbusing travel time. Bustop indicates Egly ruling will be appealed to StateCourt of Appeals.

August 31, 1978 State Court of Appeal (2nd Appellate District) sustains Bustop’s motion tostay 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 Educationasks State Supreme Court to take jurisdiction of the case to allow the“highest state review” of issues raised regarding the plan,.. The schoolboard also asks that the stay now not be vacated because of majoradministrative problems (such as not having sufficient time to notifyparents about school opening on September 12. (The board originallyopposed 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 SupremeCourt.

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 submitIndividual 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 surroundingcounties. 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. Retainbilingual education programs. Hire additional minority staff. Changeexisting 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 requirementsBecause 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 expansionis 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 Judge

Paul Egly, along with district answers and evaluations of variousalternative 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 hearmotion on May 30.

May 30, 1980 Judge Paul Egly grants motion for postponement, and sets June 25 for next hearing to set trial date. Egly also orders board not to make anychanges 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 tomake 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 previouslysubmitted changes racially isolated minority (RIMS), magnet andcurrently integrated schools.

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

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 consultantfirm to develop alternate integration plan simulations. Refunding ofCourt-appointed Monitoring Committee also ordered.

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Attachment A

18

APPENDIX 2

Los Angeles Unified School DistrictStudent Integration Services

MAGNETS

ALTERNATIVE PROGRAMS OF CHOICE (EC-58500-58512)

CHRONOLOGY OF MAGNET PROGRAMS

January 1977 LAUSD issues first Choices brochure. The brochure invites all LAUSDparents to complete a survey card. The card asks parents to rank the typeof 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 EnrichedStudies

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 Charter 8323 Pacoima MS Performing Arts

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Attachment A

20

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/Science8680 Garfield HS Computer Science8727 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/H8615 Eagle Rock HS G/HA6014 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/HA2069 Allesandro EL Coop Learning8584 Crenshaw HS G/HA8256 Muir MS Math/Science8785 No. Hollywood HS HG

6080 Plasencia EL Math/Science6876 San Miguel EL Math/Science8435 Van Nuys MS Math/Science7822 Windsor Hills EL M/S Aerospace

567





Attachment A

22

September 1999 8061 Bethune MS Math/Science2480 Braddock EL G/HA8101 Columbus MS Math/Science8128 Fleming MS Math/Science8138 Frost MS M/S/Computer 8175 Henry MS M/S/Computer 8180 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/Science

3288 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/Technology6159 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/Math8022 Burbank MS Police Academy8146 Canoga Park HS World Language/Business/Trade7950 Cowan EL Gifted/Highly Gifted/High Ability International

Humanities5219 Melrose EL Science/Technology/Math8023 Mount Gleason MS Gifted/Highly Gifted/High Ability

8023 Mulholland MS Police Academy8025 Nimitz MS Science/Technology/Math#### Northridge MS Technology Media6137 Point Fermín EL Marine Science8147 Reseda HS Law/Public Services

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Attachment A

24

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 Academy2630 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 Design

8259 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 STEAM

8618 Wilson HS Firefighter Academy

571



Attachment A

25

APPENDIX 3

MAGNET COORDINATOR DUTIES

The magnet coordinator position is a vital part of the theme-based Court-Ordered voluntaryintegration program. It is important that each magnet site be allotted a dedicated magnetcoordinator 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; andmeasured by data to ensure the academic achievement of magnet students. Magnetcoordinators follow accountability and compliance guidelines as established by the LAUSDBoard of Education, California Department of Education and Court Order – all to ensure that theintegrity of the program remains intact. Previously, each magnet site was allotted a magnetClerk; however beginning with the 2009-2010 school year, that position no longer exists. Themagnet coordinator must continue many of these critical responsibilities essential to thesuccess 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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Attachment A

27

APPENDIX 4


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 followingguidelines must be followed for compliance with Court-Ordered, District, Office of StudentIntegration 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.) Magnetschools should consult District teacher hiring policies and guidelines as applicable.

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

• Teachers assigned to secondary magnet centers must teach a minimum of threeperiods each day in the magnet program. If a magnet teacher is only assigned threeclasses, 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 algebraclasses; then host geometry teacher must teach three geometry host classes and twogeometry magnet classes. Magnet English 7 teacher teaches four magnet classes and oneHost 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 formagnets or categorical program, whichever is less (ex. QEIA funds reduce class size in allclassrooms, 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 assessmagnet 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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Attachment A

28

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

• Classes designated as magnet must be enrolled with 100% magnet students. If spaceremains 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 theMagnet 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 magnetclassrooms.

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

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Attachment A

29

APPENDIX 5


Magnet Schools and Centers

Alternative Programs of Choice (EC-58500-58512)

GUIDELINES FOR STUDENTS PARTICIPATING IN THE MAGNET PROGRAM

The magnet program follows Ed. Code 58500 – Alternative Schools of Choice. The following guidelinesmust 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 anapplication to the school, which should then be forwarded to the Office of Student IntegrationServices before the student begins classes).

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

Previous classroom performance shall not be a criterion for limiting any student from theopportunity of attending an alternative school of choice (Ed Code 58504). Grades and/ orattendance 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 ofMagnet classes (but preferable five).

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

Student must have an opportunity to participate in co- and extra-curricular activitiesoffered 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. TheUTLA 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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Attachment A

30


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

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 apositive integrated setting and to make every effort to assure the student’s success. To meet theacademic 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 areachieving below expectation.

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Attachment A

32

OverviewIn this section, provide an overview of the alternative school or program of choice. Magnets areconsidered as one kind of alternative school of choice (see Appendix). Include backgroundinformation (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 andchallenges that will be discussed later in the report.

Identification of VariablesIn this section, describe the variables (special features) of the school or program that may haveaffected student outcomes. Identification of these variables is a requirement of EC Section58510. The focus of this requirement is on the features of the alternative school or programlearning environment that differentiate it from other schools and programs. Some examples ofvariables (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 welleach 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 AchievementIn this section, provide a description, summary, and analysis of the data related to studentacademic achievement. In addition to test results, this may include information about coursecompletion, 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 choicemust be tested for basic skills. Students of these schools and programs are required toparticipate 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 theStandardized Testing and Reporting Program and California High School Exit Exam, if

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Attachment A

33

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, adiscussion of how well each objective/goal was or was not met, and any recommendations forthe next school year.

Teacher/Student/Parent/Guardian InputIn this section, provide a copy of the material(s) used to gather input. Include the results foreach 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 thethree groups, surveys or questionnaires are commonly used to solicit observations andopinions.

Objectivity and accuracy are important, so whoever is collecting the data should consider howbest 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

580



581



Attachment B


Magnet Schools/Centers Submitting Reports

2015 - 2016

1 of 5

PROGRAM NAME COST CENTER LD

107TH ST ES SCIENCE/TECHNOLOGY/MATH 1585702 S

32ND ST/USC ES PERFORMING ARTS 1713701 C

74TH ST ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1664402 W

ACADEMY FOR ENRICHED SCIENCES ES 1225001 NW

ADAMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1800902 C

ALLESANDRO ES COOPERATIVE LEARNING 1206802 C

AMBLER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1208902 S

AMESTOY ES TRILINGUAL 1209602 S

ARROYO SECO MUSEUM SCIENCE 1432201 C

AUDUBON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1802802 W

BALBOA ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1226901 NW

BALDWIN HILLS ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1227402 W

BANCROFT MS GIFTED/HIGHLY GIFTED/HIGH ABILITY

SCIENCE/TECHNOLOGY/ENGINEERING/ARTS AND MATH 1803803 W

BANCROFT MS PERFORMING ARTS 1803802 W

BANNING HS COLLEGE INCENTIVE PROGRAM 1852902 S

BANNING CIS HS BUSINESS/TECHNOLOGY 176202 S

BELL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY

SCIENCE/TECHNOLOGY/ENGINEERING/MATH 1853614 E

BELVEDERE MS LATIN MUSIC 1804703 E

BELVEDERE MS MEDIA/COMMUNICATIONS 1804702 E

BETHUNE MS SCIENCE/TECHNOLOGY/MATH 1806002 S

BRADDOCK ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1247902 W

BRADLEY ES POLITICS/GOVERNMENT 1712301 W

BRAVO HS MEDICAL 1875401 E

BRENTWOOD ES SCIENCE 1250701 W

BROADOUS ES SCIENCE/TECHNOLOGY/MATH 1382902 NE

BRYSON ES SCIENCE/TECHNOLOGY/MATH 1258902 E

BUCHANAN ES SCIENCE/TECHNOLOGY/MATH 1260302 C

BURBANK MS SCIENCE/TECHNOLOGY/MATH 1806602 C

BURBANK MS POLICE ACADEMY 1806603 C

BURROUGHS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1807502 W

BYRD MS SCIENCE/TECHNOLOGY/MATH 1808002 NE

CANOGA PARK HS WORLD LANGUAGES/INTERNATIONAL BUSINESS/TRADE 1857106 NW

CANOGA PARK HS ENVIRONMENTAL/VETERINARY SCIENCE 1857102 NW

CANTERBURY ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1278102 NE

CARTHAY ES CENTER FOR ENVIRONMENTAL STUDIES 1771501 W

CHAVEZ LA ARTS/THEATRE/ENTERTAINMENT 1771501 NE

CLIFFORD ES MATH/TECHNOLOGY 1311001 C

COLUMBUS MS MEDICAL/MATH/SCIENCE 1810202 NW

COMMONWEALTH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY 1319202 C

COWAN ES GIFTED/HIGHLY GIFTED/HIGH ABILITY INTERNATIONAL HUMANITIES 1326002 W

582





Attachment B



2015 - 2016

3 of 5


IRVING MS ADVANCED MATH/MUSIC/ENGINEERING 1818901 CJF KENNEDY HS ARCHITECTURE/DIGITAL ARTS 1872502 NW

KESTER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1472602 NE

KING MS ENVIRONMENTAL STUDIES 1820803 C

KING MS FILM/MEDIA 1820801 C

KING MS GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY 1820802 C

KING-DREW MEDICINE/SCIENCE 1872701 S

LAUSD/USC CINEMATIC ARTS/TECHNOLOGY 1713702 C

LAWRENCE MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1821702 NW

LE CONTE CES MS COMMUNICATIONS/ARTS 1822602 W

LE CONTE MS INTERNATIONAL HUMANITIES 1822602 W

LEE ES MEDICAL/HEALTH SCIENCE 1230701 CLINCOLN HS SCIENCE/TECHNOLOGY/MATH 1872902 E

LOMITA ES SCIENCE/TECHNOLOGY/MATH 1493201 S

LORNE ES SCIENCE/TECHNOLOGY/MATH 1497302 NW

LOS ANGELES CENTER FOR ENRICHED STUDIES (LACES) 1874101 W

LOS ANGELES HS SCIENCE/TECHNOLOGY/MATH 1873602 W

LOS FELIZ ES SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE 1230701 C

LOYOLA VILLAGE ES FINE/PERFORMING ARTS 1501402 W

MANUAL ARTS HS COLLEGE PREPARATORY 1874302 C

MARINA DEL REY MS PERFORMING ARTS 1823502 W

MARK TWAIN MS WORLD LANGUAGES 1842502 W

MARKHAM MS HEALTH CARREERS 1823702 SMARSHALL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1875002 C

MARVIN ES LANGUAGE 1517802 W

MAYALL ES ACADEMY OF ARTS AND TECHNOLOGY 1519801 NW

MELROSE ES SCIENCE/TECHNOLOGY/MATH 1521901 W

MID-CITY’S PRESCOTT ES ENRICHED SCIENCES 1350001 W

MILES ES SCIENCE/TECHNOLOGY/MATH 1531502 E

MONLUX ES SCIENCE/TECHNOLOGY/MATH 1534202 NE

MONROE HS LAW/GOVERNMENT 1876803 NW

MONROE HS POLICE ACADEMY 1876802 NW

MONTARA ES SCIENCE/TECHNOLOGY/MATH 1687802 E

MOUNT GLEASON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1824002 NEMUIR MS SCIENCE/TECHNOLOGY/MATH 1825502 W

MULHOLLAND MS POLICE ACADEMY 1825902 NW

MULTNOMAH ES ENVIRONMENTAL SCIENCE 1542503 E

MULTNOMAH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1542502 E

NARBONNE HS SCIENCE/TECHNOLOGY/MATH 1877902 S

NIGHTINGALE MS BUSINESS/ENTREPRENEURSHIP/TECHNOLOGY 1826402 E

NIMITZ MS SCIENCE/TECHNOLOGY/MATH 1826802 E

NORTH HOLLYWOOD HS HIGHLY GIFTED 1878602 NE

NORTH HOLLYWOOD HS LA ZOO BIOLOGICAL SCIENCE 1878603 NE

584



Attachment B



2015 - 2016

4 of 5


NUEVA VISTA ES VISUAL/PERFORMING ARTS 1237802 EORTHOPAEDIC HOSPITAL HS MEDICAL 1885301 C

PACOIMA MS COMPUTER SCIENCE/MATH 1832103 NE

PACOIMA MS TELEVISION/FINE ARTS 1832102 NE

PALMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1834002 W

PASEO DEL REY ES NATURAL SCIENCE 1605201 W

PEARL HS JOURNALISM/COMMUNICATIONS 1855801 NW

PEARY MS SCIENCE/TECHNOLOGY/MATH 1835202 S

PLASENCIA ES SCIENCE/TECHNOLOGY/MATH 1324702 C

POINT FERMIN ES MARINE SCIENCE 1613701 S

POLYTECHNIC HS SCIENCE/TECHNOLOGY/MATH 1863602 NE

PORTER MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1835402 NWPORTOLA MS HIGHLY GIFTED 1810702 NW

PURCHE ES SCIENCE/TECHNOLOGY 1615802 S

RESEDA HS ENVIRONMENTAL/PHYSICAL SCIENCE 1881403 NW

RESEDA HS LAW/PUBLIC SERVICE 1881408 NW

RESEDA HS POLICE ACADEMY 1881402 NW

ROCKDALE ES VISUAL/PERFORMING ARTS 1632901 C

ROOSEVELT HS ENVIRONMENTAL/SOCIAL POLICY 1775001 E

ROOSEVELT HS SCIENCE/TECHNOLOGY/MATH 1775101 E

RUSSELL ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1643802 S

SAN ANTONIO ES SCIENCE/TECHNOLOGY/MATH 1464102 E

SAN FERNANDO HS SCIENCE/TECHNOLOGY/MATH 1884302 NESAN JOSE ES HIGHLY GIFTED 1647902 NW

SAN MIGUEL ES SCIENCE/TECHNOLOGY/MATH 1687502 E

SAN PEDRO HS MARINE SCIENCE/TECHNOLOGY/MATH 1885003 S

SAN PEDRO HS POLICE ACADEMY 1885002 S

SEPULVEDA MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1836302 NW

SHERMAN OAKS CENTER FOR ENRICHED STUDIES (SOCES) 1884201 NW

SOUTH EAST HS TECHNOLOGY/MEDIA 1888108 E

SOUTH GATE MS SCIENCE/TECHNOLOGY/MATH 1837702 E

SOUTH SHORES ES PERFORMING ARTS 1687001 S

STEVENSON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY 1838702 E

SUN VALLEY BIOMEDICAL SCIENCES/ENGINEERING/LEADERSHIP 1839603 NESUN VALLEY MS ENGINEERING/ARTS/TECHNOLOGY FOR GLOBAL PROGRESS 1839601 NE

SUN VALLEY MS ENVIRONMENTAL STUDIES THROUGH ARTS AND SCIENCES 1839602 NE

SUNLAND ES GIFTED/HIGHLY GIFTED/HIGH ABILITY 1697302 NE

SYLMAR HS SCIENCE/TECHNOLOGY/MATH 1887802 NE

TAPER ES TECHNOLOGY 1703502 S

TORRES HS PERFORMING ARTS 1860601 E

UNIVERSITY HS DIGITAL MEDIA 1888607 W

VALLEY ALTERNATIVE 1739001 NW

VAN NUYS MATH/SCIENCE SH MAG 1889303 NE

585







588



589



590



TAB 35







Acceptance of Active Transportation Program Grant Application

June 14, 2016


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 the program 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 student proximity, low-income households and nearby collision rates. These plans are both well underway for implementation, 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 ride bikes 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



591




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 of Transportation. 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



592





______________________________ _____________________________ MICHELLE KING DR. FRANCES GIPSONSuperintendent Chief Academic Officer



______________________________ ______________________________ DAVID HOLMQUIST KATIE MCGRATHGeneral Counsel Director, Elementary

Division of Instruction ___ Approved as to form.

REVIEWED BY:





593



Attachment A

Active Transportation Program Grant

Tentative Participating School List

School % Free Reduced Lunch EnrollmentLAUSD Board

DistrictLD

1 Adams MS 93.08 1,020 2 E

2 Audubon MS 86.07 782 1 W3 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

19Nava 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



597



598



TAB 36







Meeting SB 359 California Mathematics Placement Act Requirements

June 14, 2016


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 the policy 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 further requires 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 of

SB359.

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 InstructionDivision of Instruction


______________________________ ______________________________ DAVID HOLMQUIST Dr. Frances Gipson

General Counsel Chief Academic Officer Division of Instruction ___ Approved as to form.

REVIEWED BY:







LOSANGELESUNIFIEDSCHOOLDISTRICT

MEMORANDUM

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

TITLE: Middle and High School Mathematics Placement andPathways

ROUTINGAll OfficesLD Superintendents

LD Administrators ofInstruction

LD Instructional DirectorsLD Secondary Mathematics

CoordinatorsLD Counselor CoordinatorsPrincipalsMathematics Department

ChairsAPSCS/Counselors

NUMBER: MEM-6458.1

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

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

DATE: May 19, 2016

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

MAJOR CHANGES:

The revision includes measures to address SB359.

BACKGROUND: In 2010, the California Board of Education adopted the California Common Core StateStandards: Mathematics (CA CCSSM). The California Common Core State Standardsreflect the importance of focus, coherence, and rigor as guiding principles formathematics instruction and learning. The district’s implementation demonstrates acommitment to these principles. These standards were fully implemented and assessedin 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 asassessed 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 secondarymathematics courses. Under the CA CCSSM, additional rigor is introduced in earliergrade levels by including skills and concepts formerly included at higher-grade levels.Careful evaluation of students’ prior achievement in mathematics assessments andcourses must be used in determining middle school and high school mathematics course placement.

On October 5, 2015, the Governor signed SB 359, the California MathematicsPlacement Act of 2015, which requires school districts to develop and adopt, in aregularly 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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MEMORANDUM


into consideration.2. Includes at least one placement checkpoint within the first month of the school yearto 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 legalguardian 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, theCalifornia 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 inthe appropriate courses, with emphasis on the appropriate foundational conceptsat the appropriate time, throughout their K-8 sequence and beyond (CaliforniaMathematics Framework, Appendix A).

Misplacement is common, with negative consequences for students when theyare unable to keep pace with the incremental difficulty of mathematics content;students’ weaknesses in key foundational areas that support algebra-readinessfrequently 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 Math6, CC Math 7 and CC Math 8 or the Honors equivalent. The CA CCSSM isrigorous 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 spendingtime to learn each topic with diligence and dedication within the College

and Career Pathway. Skimming over existing materials in order to rushahead 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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MEMORANDUM


“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 StateStandards Initiative, Appendix A 2010).

Students will have opportunities to accelerate in middle and high school.In the recommended accelerated pathway, three years of math arecombined 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 takeAccelerated CC Math 7, which contains all CC Math 7 standards and one-half of CC Math 8 standards. In Grade 8, these students will takeAccelerated 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) assertsthat the decisions to accelerate students into the Common Core StateStandards for higher mathematics before ninth grade should not be rushed.Prematurely placing students into an accelerated course sequence optiontoo early must be avoided. Likewise, it is not recommended to compact thestandards before grade seven to ensure that students are developmentallyready for accelerated content. The Common Core State Standards for

Mathematics state, “Placing students into tracks too early should beavoided at all costs. It is not recommended to compact the standardsbefore grade seven.” (Common Core State Standards Appendix A, pg. 81).

A decision to accelerate students into higher mathematics before ninthgrade 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 weakenone’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, andability to apply mathematics before moving a student into an acceleratedcourse sequence option. Multiple measures of academic achievementshould be used to make the determination that a student is ready for theHighly Accelerated Pathway.

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

604




MEMORANDUM


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 theHighly Accelerated Pathway will take Highly Accelerated Common Core

Math 6/7, which compresses all of the standards from CC Math 6 and CCMath 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 CCAlgebra 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 andcoherent 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 (forincoming 7th grade students). The acceleration after 5th grade will only impact avery small number of 5th grade students (estimated to be less than one-half ofone 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 rigorousnature of the acceleration pathways, students must qualify for the option toaccelerate 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

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

2. Accelerated Pathway for Middle School

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MEMORANDUM


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

a. Accelerated Pathway Course Offerings

6 th grade – CC Math 67 th 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 conceptsmay be considered for the accelerated pathway. The criteria for placing students into the Accelerated CC Math 7 course are asfollows:

A score of “Proficient” on the 6 th Grade Mathematics Placement Assessment, AND

A grade of “A” or “B” in their Math 6 course, AND A score of “Standard Met” or higher on the Smarter Balanced

Summative Assessment.

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

Parents must be notified and agree by signing the AccelerationAgreement (Attachment B1 and B2). Forms will be maintained bythe 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 inAccelerated CC Algebra 1:

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

Summative Assessment.

Parent must be notified and agree by signing the Acceleration

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MEMORANDUM


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

Students who completed Accelerated Math 7 in grade 7 and who didnot meet the above criteria will be placed in CC Math 8. Students willhave additional opportunities to accelerate in high school.

3. Highly Accelerated Pathway

The Highly Accelerated Pathway option outlined in this memo compactsfive years of CA CCSSM into three years for the highest achievingstudents, estimated to be less than one-half of one percent of all fifth gradestudents in the District. To ensure that a proper and adequate program isdesigned 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 completethe following steps annually, which are also listed in Attachment C.

Step 1 – Middle and span school teachers and administrators mustattend an informational meeting at the Local District to gain anunderstanding of the expectations of all pathways offered tostudents. Attendance is required even if a similar meeting wasattended 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 inmathematics.

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MEMORANDUM


Local Districts and the Division of Instruction will work together tosupport schools offering the Highly Accelerated Pathway, and ensure

schools offering the Highly Accelerated Pathway comply with theabove requirements. If you do not have enough students to form afull class, we recommend contacting your Local District Coordinatoror the Division of Instruction to discuss options for meeting theneeds 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 throughthe 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 HighlyAccelerated Pathway.

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

Students must receive “Standard Met” or higher on the SmarterBalanced Summative Assessment.

Students must earn a “4” in mathematics on all report cards forgrades 4 and 5.

If a student has not met the above criteria, parents can elect tohave 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 test parents must:

Attend a parent education meeting online or at school site provided by the school, AND

Read 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




MEMORANDUM


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

Local Districts are also responsible for scheduling the assessmentdates and locations. Placement test should be scheduled before theend 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 CCMath 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,AND

A score of “Standard Met” or higher on the Smarter BalancedSummative 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 Math6/7 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 CCMath 8/Algebra 1 in grade 7 and successfully meet the criteria belowshall be placed in CC Geometry:

A grade of “A” or “B” in Alternative Accelerated CC Math8/Algebra 1, and a score of “Proficient” on the Algebra 1

Summative Assessment , OR A 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 SummativeAssessment.

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MEMORANDUM


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 ingrade 7 but did not meet the above criteria will be placed in CC Math8 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 CCSSaligned Curriculum Maps (Instructional Guides) are available for download athttp://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, CCAlgebra 2, and an optional fourth year of mathematics (See Attachment D).

The standards progress across the courses in a specific succession, asoutlined by the California Mathematics Framework Appendix A, thereforeschools must present the courses in this order. The sequences of courseshave been designed to ensure student success. CC Algebra 1 and CCGeometry concepts will best prepare the students for CC Algebra 2. TheMathematics Framework describes the work done in previous grades thatwill best prepare students for CC Algebra 2, such as conic sections andtrigonometry. It includes the study of functions in CC Algebra 1, provingtheorems using the coordinate planes, circles, and triangles in Geometryand 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 CareerPathway, see Attachment D.

One of the course options within the College and Career Pathway

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MEMORANDUM


includes the Introduction to Data Science (IDS) course in lieu ofAlgebra 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 studentenrolled for classroom use. Only schools/teachers that have receivedtraining will have the course available through MiSiS and, therefore, beable to add it to their master schedules (Attachment D). For moreinformation, contact the Secondary Director, Division of Instruction formore 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 mathematicscourse with a rigor of Algebra 1 or beyond. In addition to the studentswho are in an accelerated pathway in middle school, high schools mustsystematically take multiple objective academic measures of students’ performance into consideration to identify and place additionalincoming grade 9 students into an accelerated course sequence.

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

Option 1: Includes a double block of mathematics in 9th grade. Studentswould 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 thiscourse. If successful in this course, students can move on to AP CalculusAB.

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 schoolyear. 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, studentsmust earn a “D” or better. This is aligned with current graduationrequirements (for more details on specific requirements for graduation, please reference BUL-6566).

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

CC Algebra 1 CC Geometry CC Algebra 2 Higher Math Courses

Please contact the secondary director, Division of Instruction if you wouldlike 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 sequencecharts in Attachment D to assist with student math placement.

2015-16 Course Options for 2016-17

CC Algebra 1 CC GeometryCC Geometry CC Algebra 2

Honors Advanced MathIntroduction to Data Science*

CC Algebra 2 PrecalculusStatistics and Probability Introduction 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 andProbability

AP StatisticsPrecalculus

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MEMORANDUM


AP Statistics PrecalculusAP Calculus AB AP Calculus BC

Discrete Math

AP StatisticsStatistics and Probability

AP Calculus BC Discrete MathAP StatisticsStatistics and Probability

Intro to DataScience

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 placementdata annually to ensure that students who are qualified to progress inmathematics courses based on their performance on objective academicmeasures selected for inclusion are not held back in a disproportionatemanner on the basis of their race, ethnicity, gender, or socioeconomic background. The district shall report the aggregate results of thisexamination 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 beenrolled in CC Algebra 1. Students who may need additional support, asdetermined by the school and parents, can be scheduled for an additionalsupport class (CC Algebra 1 Tutorial).

Accelerated CC Algebra 1

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

A passing grade in Accelerated CC Algebra 1 A score of “Proficient” or “Basic” in the Algebra 1 Summative

Assessment , AND A 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 theschool.

All other students who completed Accelerated CC Algebra 1 in grade 8 andwho 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, inspecial cases) in grade 8 and successfully complete the criteria below may

be placed in the next course in an appropriate sequence (see the chart ofcourse 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 intoconsideration when placing a student at this level. Counselors and parentsshould consider multiple measures of academic achievement when makingthe determination that a student is ready for the next course in thesequence.

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

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

IV. Assessments

All students in grades 6 through 8 and grade 11 will be taking the SmarterBalanced Summative Assessments. All students in 11th grade will be assessed inAlgebra 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 SummativeAssessment, all 7th grade students take the grade 7 Smarter Balanced SummativeAssessment, and all 8th grade students take the grade 8 Smarter BalancedSummative 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 athttp://www.caaspp.org, the California Department of Education athttp://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 specificallydesigned to align to the California Common Core State Standards and should beused in the order written. If you would like to create a new pathway orexperimental course, please work with the Division of Instruction’s SecondaryMathematics team. Please note there are specific deadlines by which items must becompleted 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 IndividualizedEducation Program (IEP). The recommended strategies, adaptations, andaccommodations for the California Common Core State Standards forMathematics (CA CCSSM) can be found in the California Mathematics Framework for Grades Kindergarten Through Grade 12 in the chapter “UniversalAccess” and in “Appendix C: Possible Adaptations for Students with LearningDifficulties 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 inCommon Core math skills and concepts can be scheduled into either a generaleducation math support elective course (e.g., Math Tutoring Lab) or the LearningCenter course (Developing Math Skills Across Content Areas). The LearningCenter 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 additionalsupport 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 pathwaysfor their students. Although it is not required to notify parents again, you may wishto remind parents of the changes made last year.

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MEMORANDUM


As part of the acceleration program in middle school, there are additionalnotification requirements (referenced in the appropriate sections of thismemorandum). A list of the letters, the intended audience and the timeline is below

for reference.

Letter Recipient DateMiddle School MathPathway Letter(Attachment E)

All middle school parents August 2016

Middle SchoolAcceleration PathwayLetter (Attachment B1)

Parents of 5th grade ormiddle school students(e.g. those attendingmath informationalmeetings)

Prior toadministering the placement test

Acceleration Agreementin Mathematics(Attachment B2)

Parents of 5th gradestudents taking the placement test

Prior toadministering the placement test

Parents of any studentenrolled in or eligible foran accelerated pathwayin grades 6-9

August 2016

Middle School Algebra 1Assessment Letter(Attachment F)

Parents of studentsenrolled in either: Accelerated Algebra

1 Alternate Accelerated

CC Math 8/Algebra 1

April 2016 (prior toadministering theAlgebra 1

SummativeAssessment)

RELATEDRESOURCES:

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

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

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

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

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

LAUSD Guidelines for Standards-Based Instruction

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MEMORANDUM


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 ofSecondary Instruction, Philip Ogbuehi or Erin Cuenca, Secondary MathematicsCoordinators 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& 310233/34

High 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 Courses

Grade 6 Highly Accelerated CC Math 6/7 AB* 310113/14Grade 7 Highly Accelerated CC Math 8/Alg 1 AB* 310119/20Mathematics Electives (“G” Courses)

*In order to offer this course, schools must meet certain requirements. See theappropriate 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 312607/08

Grade 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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MEMORANDUM


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 theCollege and Career Math Pathway courses (CC Math 6, CC Math 7 or CC Math 8). This is inalignment with the progression of skills and knowledge that is rigorous and designed to provide astrong foundation for success in the new, more advanced Algebra I courses that will typically betaken by most students in the ninth grade.

The Los Angeles Unified School District recognizes that some students are able to progress in theirmathematical 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 advancemath students who show strong mathematics conceptual understanding, knowledge of proceduralskills, 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: AcceleratedCC 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 AcceleratedMathematics Pathway is based on a student’s Grade 6 Math Placement Assessment scores used incombination with his/her previous marks in mathematics and Smarter Balanced SummativeAssessment 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 withthe Accelerated Pathway, standards are not cut or skipped, they are “compacted”. Placement intothe 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 inmathematics and their score on the Smarter Balanced Summative Assessment. Parents may alsorequest their student be given the placement test.

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Students will be placed into the Highly Accelerated Pathway only upon meeting the placementcriteria and with parent approval. The Highly Accelerated Mathematics Pathway is a highlyspecialized 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 fromgrade 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 6Accelerated

Math 7Accelerated

CC Algebra 1CC

GeometryCC Algebra

2Precalculus

APCalculus

HighlyAccelerated

Pathway

HighlyAccelerated

Math 6/7

HighlyAccelerated

Math

8/Algebra 1

CCGeometry

CC Algebra2

PrecalculusAP

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 SchoolAcceleration Option 1

CC Math 8CC Algebra 1 and

CC Geometry(concurrent)

CC Algebra 2 Precalculus AP Calculus

High SchoolAcceleration Option 2

CC Math 8 CC Algebra 1 CC GeometryHonors Advanced

MathAP Calculus

Highlight indicates Acceleration Points.

Continued Success and Enrollment in an Accelerated Pathway

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

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

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

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MEMORANDUM


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 inhigh school mathematics.

I understand the California Department of Education requires students to successfully completefour semesters (two years) of mathematics in high school, regardless of the level of coursecompleted in middle school.

I understand LAUSD policy requires students to be enrolled in mathematics courses in gradesnine 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 bealigned 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-teachermeeting set up on an agreed upon date to discuss why there is a lack of progress and develop amutual action plan for intervention

If at the end of the quarter, the student has NOT earned a B or better in the acceleratedmathematics 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 CCMath 7 student will be placed in CC Math 7, and an Accelerated Common Core Algebra 1student 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 mathematicsclass.

Student’s Name: Grade:

Parent/Guardian’s Name:

Parent/Guardian’s Signature:

Email Address: Phone Number:

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MEMORANDUM

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 escolar2016-2017.

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 escuelasecundaria 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 independenciadel nivel del curso que haya completado en la escuela secundaria.

Entiendo que la política del LAUSD requiere que los estudiantes se inscriban en cursos deMatemática del 9º al 11º grado, con independencia del nivel de curso que completó en la escuelamedia.

Entiendo que la evaluación final Smarter Balanced dada al final del año se integrará con el gradoen 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 desarrollar un plan de acción común de intervención

Si al final del trimestre, el estudiante NO ha recibido la nota B o mejor en el curso de matemáticaacelerada, se lo podría asignar a la clase regular de ese nivel de grado. Un estudiante en la clase deMatemática Altamente Acelerada CC 6/7 será asignado en Matemática CC 6. Del mismo modo, unestudiante en Matemática Acelerada CC 7 será asignado en Matemática CC 7, y un estudiante enÁlgebra 1 Acelerada de Common Core será asignado en Matemática CC 8. Un estudiante enMatemática 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 quese 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 delnivel 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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E L E S U N I F I E D S C H O

O L D I S T R I C T

M E M O R A N

D U M

M E M - 6 4 5 8 . 0

P a g e 3 3 o f 4 9

M a r c h 2 9 , 2 0 1 6

H I G H L Y A

C C E L E R A T E D P R O G R A

M

P A R T I C I P A T I O N R E Q U I R E M E N T S

S C H O O L S I T E R E S P

O N S I B I L I T I E S

P A R E N T R E S P O N S I B I L I T I T E S

S T U D E N T E L I G I B I L I T Y

I n o r d e r t o o f f e r t h e H i g h l y A c c e l e r a t e d P a t h w a y , s c h o o l s m u s t :

H a v e t h e p r i n c i p a l ( o r a d m i n

i s t r a t o r f o r m a t h e m a t i c s ) a n d

a n y t e a c h e r a s s i g n e d t o a h i g

h l y a c c e l e r a t e d c o u r s e a t t e n d a

m a n d a t o r y i n f o r m a t i o n a l m e e t i n g h e l d b y t h e L o c a l D i s t r i c t

( e v e n i f a s i m i l a r m e e t i n g w a

s a t t e n d e d p r e v i o u s l y )

W o r k w i t h y o u r L o c a l D i s t r i c t t o p a r t i c i p a t e i n m a n d a t o r y

p a r e n t e d u c a t i o n m e e t i n g s t o

s h a r e p r o g r a m c o m p o n e n t s

w i t h e l i g i b l e / i n t e r e s t e d p a r e n

t s

P r o v i d e p a r e n t s o f e l i g i b l e s t u d e n t s w i t h t h e p a r e n t l e t t e r a n d

A c c e l e r a t i o n A g r e e m e n t ( A t t a c h m e n t s B 1 a n d B 2 )

P r o v i d e a p p r o p r i a t e l y c r e d e n

t i a l e d t e a c h e r s

I n o r d e r t o h a v e a s t u d e n t t a k e t h e p l a c e m

e n t e x a m f o r

t h e

H i g h l y A c c e l e r a t e d P a t h w a y , p a r e n t s

m u s t :

A t t e n d a m a n d a t o r y p a r e n t e d u c a t i o n

m e e t i n g ( e i t h e r f a c e - t o - f a c e o r o

n l i n e )

R e a d t h e p a r e n t l e t t e r p r o v i d e d b y t h e s c h o o l

( A t t a c h m e n t B 1 )

S i g n t h e A c c e l e r a t i o n A g r e e m e n t

( A t t a c h m e n t B 2 )

I n o r d e r t o b e e l i g i b l e

t o t a k e t h e p l a c e m e n t e x a m

f o r t h e H i g h l y A c c e l e r a t e d P a t h w a y , s t u d e n t s

m u s t :

E a r n m a r k s o

f 4 i n m a t h o n a l l r e p o r t

c a r d s f o r g r a d e s 4 a n d 5

S c o r e “ S t a n d

a r d M e t ” o r h i g h e r o n t h e

S m a r t e r B a l a

n c e d S u m m a t i v e A s s e s s m e n t

I n o r d e r t o b e e n r o l l e d i n t h e H i g h l y

A c c e l e r a t e d P a t h w a y , s t u d e n t s m u s t r e c e i v e a

s c o r e o f “ P r o f i c i e n t ”

o n t h e p l a c e m e n t e x a m .

A D D I T I O N A L I N F O R M A T I O N

I f a s t u d e n t d o e s n o t m e e t t h e a b o v e r e q u i r e m e n t s , p a r e n t s c a n e l e c t t o h a v e t h e s t u d e n t t a k e t h e p l a c e m e n

t e x a m .

I f a s c h o o l m e e t s t h e a b o v e r e q u i r e m e n t s , t h e y w i l l b e e l i g i b l e t o o f f e r t h i s p r o g r a m .

I f a s c h o o l q u a l i f i e s t o o f f e r t h e p r o g r a m b u t d o e s n o t h a v e e n o u g h

s t u d e n t s t o f o r m a f u l l c l a s s , c o n t a c t y

o u r L o c a l D i s t r i c t C o o r d i n a t o r o r t h e D i v i s i o n o f I n s t r u c t i o n t o

d i s c u s s o p t i o n s f o r m e e t i n g t

h e n e e d s o f t h i s g r o u p o f s t u d e n t s .

A t t a c h m

e n t C

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O L D I S T R I C T

M E M O R A N

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M a r c h 2 9 , 2 0 1 6

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MEMORANDUM


Attachment EYOUR SCHOOL LETTERHEAD

August XX, 2016Dear Parents and Guardians,

In the 2014-15 school year, the Los Angeles Unified School District (LAUSD) fully transitionedto the new California State Standards (Common Core) for mathematics. We want to remind youof 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 CoreAlgebra 1, Common Core Geometry, and Common Core Algebra 2. Students who successfullycomplete CC Algebra 2 can be enrolled in higher mathematics courses such as Precalculus, APStatistics, 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 8CC 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-Schoolnight and from the Parent and Community Center to provide you a complete picture of what yourchild needs to do in order to be college and career ready in their mathematics knowledge andskills. Direct, continued and frequent contact and engagement with your child’s teachers andschool are the most effective ways to understand what your child is expected to learn and howwell he or she is succeeding in that learning.

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

Sincerely,

636




MEMORANDUM


(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 totala las nuevas normas del Estado de California (Common Core) en Matemática. Queremos recordarle lastrayectorias de cursos disponibles para su hijo. Terminar con éxito cualquiera de las siguientestrayectorias 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 estudiantesen 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 yÁlgebra 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 deGrado

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

Curso deMatemática

MatemáticaCC 6

MatemáticaCC 7

MatemáticaCC 8

CC Algebra 1 Geometría CC Álgebra 2 CC4º curso deMatemática

Trayectoria acelerada de Matemática

Los estudiantes que demuestren destrezas avanzadas en Matemática pueden calificar para ser asignadosen una trayectoria acelerada de Matemática en 7º Grado, o trayectoria altamente acelerada de Matemáticaen 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 elexamen 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 laEscuela y en el Centro de Padres y Comunidad para proporcionarle una imagen completa de lo que su hijotendrá que hacer para estar preparado para la universidad y listo para una carrera con respecto a suconocimiento y habilidades de Matemática. El contacto directo, continuo y frecuente y participaciónactiva con los maestros y la escuela de su hijo son las formas más efectivas para entender qué se esperaque 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 conel consejero de su hijo o visite achieve.lausd.net/ccss y achieve.lausd.net/math.

Atentamente,

640




MEMORANDUM


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 inMay for students enrolled in either Accelerated Algebra 1 or Alternate Accelerated CC Math8/Algebra 1. Your child’s score on this test, along with their grades, will be used to determinetheir math course placement in the 2016-17 school year. In addition, students may earn 10 unitsof 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 1will earn 10 units of high school mathematics credit for Algebra 1 if the meet the followingcriteria:

Scored “Proficient” or “Basic” on the Algebra 1 Summative Assessment and earned agrade of “A” or “B” in Accelerated CC Algebra 1, OR

Scored “Proficient” on the Algebra 1 Summative Assessment and earned a “C” inAccelerated CC Algebra 1.

2016-17 Course Placement

Students must demonstrate success at the end of each school year in order to continue in theaccelerated pathways. Students who meet the following criteria will be enrolled in the nextcourse in the accelerated pathway (CC Geometry):

Scored “Proficient” or “Basic” on the Algebra 1 Summative Assessment and earned agrade of “A” or “B” in Accelerated CC Algebra 1, OR

Scored “Proficient” on the Algebra 1 Summative Assessment and earned a “C” inAccelerated CC Algebra 1.

In addition to the above, students must also score “Standard Met” or higher on theSmarter 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




MEMORANDUM


All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet theabove 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-weekreporting period. If your student is not passing or in danger of failing, we would encourage youto 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 CoreState Standards, as they have moved into a new set of standards and courses in the middle oftheir K-12 schooling. LAUSD will continue to find the best ways to support our students, parentsand staff. For more information, please talk to your child’s counselor or visit

achieve.lausd.net/ccss and achieve.lausd.net/math.Sincerely,

642




MEMORANDUM


(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 losestudiantes 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 suasignación 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 surendimiento en la evaluación y sus calificaciones.

Créditos de Matemática en la preparatoria

Los 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 sicumplen con los siguientes criterios:

Si obtuvo "Competente" o "Básico" en la evaluación final de Álgebra 1 y obtuvo lacalificación de "A" o "B" en el Álgebra Acelerada CC 1, ó

Si obtuvo "Competente" en la evaluación final de Álgebra 1 y obtuvo la calificación de"C" en Álgebra Acelerada CC 1.

Asignación de cursos en 2016-17Los 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 inscritosen el próximo curso de la trayectoria acelerada (Geometría CC):

Si obtuvo "Competente" o "Básico" en la evaluación final de Álgebra 1 y obtuvo lacalificación de "A" o "B" en Álgebra Acelerada CC 1, ó

Si 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 "Alcanzóla 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 yobtuvo "Inferior al Básico" se pueden inscribir en Geometría CC con las siguientes condiciones:

El estudiante está programado en un curso complementario / segundo curso deMatemática (Álgebra CC 1 Tutorial).

Se notifica a los padres y lo aceptan.

649




MEMORANDUM


Todos los demás estudiantes que completaron Álgebra Acelerada CC 1 en el 8º grado y que nocumplieron 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 yque 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 NormasComunes del Estado ya que se ha cambiado la instrucción a un nuevo conjunto de normas ycursos en el medio de su educación K-12. LAUSD continuará buscando las mejores maneras deapoyar a nuestros estudiantes, padres y personal. Para obtener más información, por favor hablecon 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 as

of 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. Statutory

provisions 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 of science, technology, engineering, and mathematics (STEM).

90

STATE OF CALIFORNIA

AUTHENTICATEDELECTRONIC 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 for college admissions, including admissions at the California State Universityand University of California.

(c) The most egregious examples of mathematics misplacement occur with successful pupils and, disproportionately, with successful pupils of color. 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 coursework rather 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 socioeconomic background, deserve an equal chance to advance in mathematics.(g) With the shift towards implementation of the Common Core State

Standards 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 and parents 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 CaliforniaMathematics 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 pupil performance 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 authorized

pursuant 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 of the school year to ensure accurate placement and permit reevaluation of

individual pupil progress.(3) Requires examination of aggregate pupil placement data annually toensure that pupils who are qualified to progress in mathematics courses

based on their performance on objective academic measures selected for inclusion in the policy pursuant to paragraph (1) are not held back in adisproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic 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 of mathematics placement policies between elementary and high schooldistricts.

(c) Governing boards or bodies of local educational agencies serving pupils who are transitioning between elementary and middle school or elementary and junior high school may develop and implement amathematics placement policy for these pupils, as applicable, that satisfies

paragraphs (1) to (5), inclusive, of subdivision (b).(d) Each governing board or body of a local educational agency shall

ensure 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

90

Ch. 508 — 3 — 653



654



655



656



TAB 37







Implementation of a New Social Emotional Curriculum for Early Education Programs

June 14, 2016

Division of Instruction - Early Childhood Education Division

Action Proposed:Request approval to accept materials, professional development, and funding for Teacher Expert Positions for the 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 the program 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 of today 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 preschool programs 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-going professional 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 grow

vertically 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 at

an 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 Cost

Attachment B - MOU

Informatives: Social Emotional Curriculum for Early Education

Submitted:



658





______________________________ _____________________________

MICHELLE KING Dean TagawaSuperintendent Executive Director Early Childhood Education Division


______________________________ ______________________________ DAVID HOLMQUIST Dr. Frances Gipson

General Counsel Chief Academic Officer Division of Instruction ___ Approved as to form.

REVIEWED BY:





659



660



661



662



663



664



665



TAB 38



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 39



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



TAB 40







Request to Support the Youth Policy Institute (YPI) Promise Neighborhood Grant Application

June 14, 2016


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 of the 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 any

partnership 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 new program targeting the southern half of the LA Promise Zone separate from the existing YPI operated Promise Neighborhoods 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 of Understanding (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

Division of Instruction ___ Approved as to form.

REVIEWED BY:





723



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HOLLYWOOD

Hollywood Forever

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Griffith Park

Hollywood

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YPI HQ

OLYMPIC

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W E S T E R N

V I N E

V A R A

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L O S F E L I

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C R E N S H A

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FRANKLIN

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Ardmore

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46

47

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52

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41

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724



725



726



727



728



729



TAB 41







2016-2021 Memorandum of Agreement with LA’s BEST

June 14, 2016

Beyond 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 school programs 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 for services 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 year LAB raised 47% of its revenue from sources outside the ASES grant. This is a figure well above the 33% of outside 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:







733



Board of Education ReportNo. 444-15/16For 06-14-16 Board Meeting


Beyond the BellINFORMATIVE

TO: Members, Board of Education DATE: June 14, 2016Michelle King, Superintendent

FROM: Alvaro Cortés, Executive Director Beyond 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 providingafter school services in partnership with the Beyond the Bell Branch (BTB) at LAUSDschools. 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 MottFoundation) 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 contractsfor similar services. To wit, LAUSD and LAB enter into a five- (5) year Memorandum ofAgreement (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 fromAfter School Education and Safety Program, and 21st Century Community Learning Centersfunding 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 programa 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 Gipson Nicole Elam-Ellis

Jefferson Crain

734



TAB 42



ACTION

POSTPONED TOTHE

JUNE 21, 2016

REGULAR BOARD

MEETING



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 of harassment 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 of harassment;

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 transgender students and affirmed that all students should be recognized and participate in activities by their gender of 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 andFamilies 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 other traditional 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 offer recommendations 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 collaborate

by 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 othersrelating 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 between

District 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 at

traditional 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 a plan, 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 on November 1st each year.



741




Transmittal Form




Resolution Title:Improving the Policies and Practices ImpactingCo-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.


Contact Person:

Kathy Norris

Telephone:

213-241-2152

Email:

[email protected]



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 educational programs 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, California public 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 after 2018, 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




Resolution Title:Forward California: Children’s Education andHealthcare 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 of2016.


Contact Person:

Kathy Norris

Telephone:

213-241-2152

Email:

[email protected]



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 four times 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 to begin exploration of a partnership with the City of Los Angeles on a Los Angeles Promise program to provide 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 a progress report and recommendation on plan feasibility and planning progress.



744




Transmittal Form




Resolution Title:Exploring Partnerships with City of LosAngeles on College Savings Accounts forLAUSD Students(Res 058-15/16)

Presented By: Mr. Zimmer

Date Noticed: June 14, 2016 Date Presented for Action: June 14, 2016

Budget Impact

This resolution supports efforts between the City of Los Angeles and the LAUSD to explore thecreation of a joint Los Angeles Promise program, with a progress report due within 180 days.


Contact Person:Kathy Norris Telephone:213-241-2152 Email:[email protected]



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 Senator Ricardo 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 waiver requirement 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 21 st 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




Resolution Title:The California Education for a Global EconomyInitiative – SB 1174(Res 059-15/16)

Presented By: Mr. Zimmer

Date Noticed: June 14, 2016 Date Presented for Action: 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 theappropriate committees of the State Legislature and the Los Angeles delegation.


Contact Person:

Kathy Norris

Telephone:

213-241-2152

Email:

[email protected]



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 better serve 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 of governance 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 causing both 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 for All” 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 their socioeconomic status;

An acknowledgment that student safety is our highest priority and that parents expect their children 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 not

always 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 our unacceptable 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 Public Education 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 for All Students;

Resolved further, That the Board requests that the Policy Reports on Quality Public Education for All Students be presented to the Board within 180 days; and, be it finally

Resolved, That the Board will review and thoughtfully consider the research and recommendations produced 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 of Education 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 also

declares 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/her credential 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. Japanese8. Mandarin

9. Portuguese

10. Russian

11. Spanish

12. Vietnamese

13. Cambodian, Chiu Chow, Thai, Farsi, Hebrew, and Persian may also beneeded on a limited basis.

751



LAUSD/UNIVERSITY INTERN PROGR AMS ATTACHMENT B

MultipleSubject

SingleSubject

Special

EducationCNS Psychology

CSU Dominguez Hills X X X XCSU Fullerton X*CSU Long Beach X X X XCSU Los Angeles X X

CSU Northridge X X X

CSU Polytechnic Univ@ Pomona

X X X

UCLA - Extension X X X

Alliant Itn'l Univ. X X X

Azusa Pacific UniversityX X X

California LutheranUniversity

X X X X

Loyola MarymountUniversity

X X X X

Mt. Saint Mary's CollegeX X X

National University X X X X XPoint Loma NazareneUniversity

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



753



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 ANGELESGoverning 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 recommendedDisposition, “Refer to Superintendent for referral to Office of the General Counsel to tak e 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 uponinvoices as approved by the Office of the General Counsel”:

FROM LEGAL ACTION

1. Carpenter, Zuck erman & Rowley Summons and Complaint for Damages. Case No. BC 617984;Los Angeles Superior Court of the State of California. NguyetTran, an individual, Plaintiff, v. Los Angeles Unified SchoolDistrict, a public entity; Damon Figueroa, an individual; andDoes 1 Trhough 50, Inclusive, Defendants.

2. JML Law Summons and Complaint for: 1) Disability Discriminationand 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 ofFEHA; 4) Failure to Prevent Discrimination and Harassment inViolation of FEHA; and 5) Retaliation in Violation of FEHA.Case No. BC 618862; Los Angeles Superior Court of the Stateof California. Kathleen Zadrozny, an individual, Plaintiff, v.Los Angeles Unified School District, government entity; andDoes 1 Through 50, Inclusive, Defendants.

3. Alexander Krak ow +Glick Summons and Complaint for Damages: 1) DisabilityDiscrimination (Gov. Code §12940(a), et. seq.); 2) DisabilityHarassment (Gov. Code §12940(a), et seq.); 3) RaceDiscrimination (Gov. Code §12940(a), et. seq.); 4) Failure toAccommodate (Gov. Code §12940(m)); 5) Failure to Engagein the Interactive Process (Gov. Code §12940(n)); 6) FEHARetaliation (Gov. Code §12940(h), et. seq.); 7) Violation ofFEHA Based on a Combination of Factors: Disability, Race,and FEHA Retaliation (Gov. Code §12900, et seq.)); 8) Failureto Prevent and Remedy Discrimination and Harassment (Gov.

Code §12940, et. seq.) Case No. BC 617094; Los AngelesSuperior Court of the State of California. Tanya Berry, anindividual, 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. Ak iva Niamehr Summons and Complaint for Damages for: 1) Negligence;2) Negligence Per Se; 3) Statutory Liability; 4) Violation ofCal. Code §815.2(a) and §820(a). Case No. BC 619771; LosAngeles Superior Court of the State of California. SarvelioMagana, an individual, Plaintiff, v. Los Angeles Unified SchoolDistrict, a public entity; Adela Hernandez, an individual; andDoes 1 Through 50, Inclusive, Defendants.

5. Joseph Rechtman Summons and Complaint for Refund of Excessive Taxes orBuilding Permit Fees; Money Had and Received, CommonCounts; Damages. Case No. 16K05778; Los Angeles SuperiorCourt 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 ProgramOffice; and Does 1Through 50, Inclusive, Defendants.

6. Reisner & King Summons and Complaint for: 1) Actual or PerceivedDisability Harassment, Violation of Cal. Gov. Code §§1290 etseq.; 2) Actual Perceived Disability Discrimination, Violation

of Cal. Gov. Code §§12940 et seq.; 3) Actual or PerceivedDisability Retaliation, Violation of Cal. Gov. Code §§12940 etseq.; 4) Violation of the California Family Rights Act, Cal.Gov. Code §§12945.2 et seq.; 5) Failure to Engage in theMandatory 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) AgeRetaliation, Violation of the FEHA; 10) Race or NationalOrigin Harassment, Violation of the FEHA; 11) Race or National Origin Discrimination, Violation of the FEHA;

12) Race or National Origin Retaliation, Violation of theFEHA; 13) Sex or Gender Harassment, Violation of theFEHA; 14) Sex or Gender Discrimination, Violation of theFEHA; 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, Violationof Cal. Gov. Code §§12940 et seq.; 18) Marital StatusRetaliation, Violation of Cal. Gov. Code §§12940 et seq.;19) Unsafe Wor k place Violation of Cal. Labor Code §6300;20) Whistleblower Violation, Cal. Labor Code §1102.5;21) Intentional Infliction of Emotional Distress.

7. George Syk ulsk i Summons and Complaint on Stop Payment Notice; on StopPayment Notice Release Bond; and on Public Wor k s PaymentBond. Case No. BC 620107; Los Angeles Superior Court of theState of California. Arcadia, Inc., Plaintiff, v. Los AngelesUnified School District, a public entity; Pinner ConstructionCo., Inc., a corporation; Safeco Insurance Company of America,a corporation; and Does 1 Through 20, Inclusive, Defendants.

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The recommended disposition of the following item is “Refer to Superintendent for referral to theOffice 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 ofGovernment 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, JohnAJ Doe, Plaintiff, v. Los Angeles Unified School District; and Does1 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 ofGovernment 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, Zuck erman &Rowley

Summons and Plaintiff’s Complaint for: 1) Dangerous Conditionof Public Property; 2) Negligence. Case No. BC 617173; LosAngeles County Superior Court of the State of California.Jesse Navarro, a minor by and through his Guardian Ad Litem,Jack ie Alvarez, Plaintiff, v. Los Angeles Unified School District,a public entity; and Does 1 Through 50, Inclusive, Defendants.

11. Daneshvar Law

Nazissa Parsak ar

Summons and Complaint for: 1) Negligent Supervision;

2) Gov. Code §815.2; Ed. Code §44808; 3) Assault, Battery andWillful 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 theState 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.

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12. Girardi - KeeseDadgostar Law LLP

Summons and Complaint for Damages: 1) Negligence;2) Negligence Per Se; 3) Negligent Hiring, Supervision, orRetention of Employees; 4) Premises Liability; 5) PublicEntity Liablity; Negligence. Case No. 16K03382; LosAngeles County Superior Court of the State of California.Asaph Moses Sobers, a minor, by Michelle McKinney, hisGuardian Ad Litem, Plaintiff, v. Nicholas Fiamengo, anindividual; Brook field Properties Management (CA) Inc., a

Delaware corporation; Brook field DTLA 333 South HopeReit LLC, a Delaware limited liability company; Los AngelesUnified 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 AngelesCounty Superior Court of the State of California. Flora Doss,Plaintiff, v. Los Angeles Unified School District; City of LosAngeles; 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 Stateof California. Ildik o Cseto-Stevens and A.S., a minor by andthrough his Guardian Ad Litem, Ildik o Cseto-Stevens,Plaintiff, v. Los Angeles Unified School District, a publicentity; Vista Del Mar Child and Family Services; and Does 1Through 100, Inclusive, Defendants.

15. Law Offices of Matt Koohanim Summons and Complaint for Damages: Personal Injury; Negligence. Case No. BC 615424; Los Angeles County SuperiorCourt of the State of California. Joshua Mata, a minor by Elvia

Olmos, his mother, Plaintiff, v. Los Angeles Unified School DistricEsteban Torres High School; and Does 1 Through 50, Inclusive,Defendants.

16. Michael R. Rhames &Associates

Summons and Complaint for Damages: 1) Governmental Liabilityand 2) General Negligence. Case No. BC 618565; Los AngelesCounty Superior Court of the State of California. Lesly Vasquez, aminor, by and through her Guardian Ad Litem, Elizabeth Becerra;and Elizabeth Becerra, individually, Plaintiffs, v. Los AngelesUnified School District, a public entity; Dodson Middle School; andDoe 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 theOffice of the Risk Management and Insurance Services”:

No. Received From Type of Damage ClaimantDate oDama

17. Arshak yan Law FirmLupe Mejia

Damages Gayane Grigoryan 03/04/1

18. Eran Ber k ovich Damages Eran Ber k ovich 04/29/119. Nichole Cannon Damages Cassius Cannon 04/04/1

20. Kelli Chilingarian Damages Caitlyn ChilingarianGary Chilingarian

02/05/1

21. Rosalyn CharlesKeitrick Charles

Damages Kaleb D. Charles 10/08/1

22. Christopher W. Clair Damages Christopher W. Clair 05/04/

23. Dadgostar LawHirad D. Dadgostar

Damages Moises Miguel Olazaba 11/03/

24. The Dominguez FirmArmando Davalos

Damages Emmanuel Bautista 01/20/

25. The Dominguez FirmOlivier Taillieu

Damages Joceline EscobarOlga Hernandez

05/03/

26. Cheryl Dorsey Damages Cheryl Dorsey June, 20

27. Encino Law FirmArash Hak ak zadeh

Damages Elmer O. Moran 04/21/

28. Betty Evans Damages Betty Evans 04/05/

29. Felahy Employment Lawyers

E. Benjamin Hinojos

Damages Daniel Underwoood March 20

Ongoin

30. Gloria Gamboa Damages Gustavo GamboaGloria Gamboa

03/17/

31. Goldfarb LawAdam Goldfarb

Damages Jovana RichyAnthony S.

11/12/

32. Alberto Hananel Damages Alberto Hananel 10/26/11/09/

33. Humberto Herrera Damages Sarai Herrera 11/02/

34. Herzog, Yuhas, Ehrlich & ArdellMaria Chaires Damages Maria Chaires 12/07/

35. Herzog, Yuhas, Ehrlich & ArdellAlma H. Gonzalez

Damages Christian Fraire 12/07/

36. Herzog, Yuhas, Ehrlich & ArdellSusana Martinez

Damages Melissa Fraire 12/07/

37. Herzog, Yuhas, Ehrlich & ArdellSusana Martinez

Damages Michelle Fraire 12/07/

761




38. Javaherian & Ruszeck iMar k Ruszeck i

Damages Leadora Shuster 11/05/

39. Keosian, BerberianHarout G. Keosian

Damages Shant Azaian 10/23/


Damages Suzy Azaian 10/23/

41. Keosian, BerberianHarout G. Keosian Damages Mona Faissal 10/23/


Damages Garen Haddadian 10/23/


Damages Lora Haddadian 10/23/


Damages Derik Hovsepian 10/23/

45. Keosian, Berberian

Harout G. Keosian

Damages Liana Hovsepian 10/23/


Damages Karo Michael Karapetyan 10/23/


Damages Dominic Melik yan 10/23/


Damages Sebastian Melik yan 10/23/

49. Keosian, Berberian

Harout G. Keosian

Damages Sergio Melik yan 10/23/


Damages Talia Melk onian 10/23/


Damages Hovsep Nargizian 10/23/


Damages Leila Parik ian 10/23/


Damages Nareg Parik ian 10/23/


Damages Sevag Parik ian 10/23/


Damages Elias Pirsay 10/23/


Damages Haley Pirsay 10/23/


Damages Jak e Svadjian 10/23/

762




58. Law Offices of Armen ArtinyanLevon Apik yan

Damages Ovsanna YepremyanArusyak Antonyan

05/03/

59. Law Office of Julie N. Ganapolsk y Damages Manuel Erin Casas 11/17/

60. Law Office of Julie N. Ganapolsk y Damages Pamela Lynn Acosta 11/17/

61. Law Offices of Hamdam & Asso.Farhad Hadam

Jose De Santiago

Damages Jose De Santiago 05/04/

62. Law Office of Kenneth L. SnyderKenneth L. Snyder

Damages Mario Ferrari Approx01/13/

63. Law Offices of Jacob O. PartiyeliReyna Sepulveda

Damages Virililo Lorenzo-Martinez 10/15/

64. Law Offices of Steven WolfsonSteven Wolfson

Damages Mar k Mertes (2 Rec’d) 10/29/

65. Law Offices of Andrew ZeytuntsyanAndrew Zeytuntsyan

Damages Osama Joseph Sabbagh 03/07/

66. Julio Leon Damages Julio Leon-Sanchez(2 Rec’d)

05/05/

67. Raul Loza Damages Yina Loza 02/17/

68. Manly, Stewart & FinaldiAlex E. Cunny

Damages Kimberly RodriguezJane CRK Doe

ApproxSumme

200

69. Reisner & KingJared M. Irmas

Damages Keith Kramer January201

ongoin

70. Arman Sahak yan & AssociatesArman Sahak yan Damages Boris Kerobyan 11/17/

71. LaShell Swann Damages LaShell Swann 05/11/ongoi

72. Sabrina Terry Damages Robert Terry (3 Rec’d) 03/10/

73. Sonia Tuj Solis-Barrios Damages Kevin BarriosSonia Tuj Solis-Barrios

10/28/

74. WLA Legal Services, Inc.Steven Zelig

Damages Nathan Hirsch (9 Rec’d) Not clestated

75. YMPK Law GroupHayk Yeghoyan Damages Sar k is Gevor k yan 12/09/

76. Eric De Las Alas Vehicle Damages Eric De Las Alas 05/13/

77. Automobile Club of Southern CAAlexis Porras

Vehicle Damages Orlando Perez 05/04/

78. Allstate Insurance CompanyCarlos Mellado

Vehicle Damages Margarit Asaryan 04/12/

79. Carlos A. Amaya Vehicle Damages Carlos A. Amaya 02/10/

763




80. Daniel Bentancourt Vehicle Damages Daniel Bentancourt 04/18/

81. Claims Resources ServicesLinda Robinson

Vehicle Damages AAALuis Figueroa

02/12/

82. Conny Elisarraraz Vehicle Damages Conny Elisarraraz 04/19/

83. Farmers InsuranceAaron James

Vehicle Damages Claire Joseph 04/15/

84. Conrad Gebert Vehicle Damages Conrad Gebert 05/11/85. Geico General Insurance Co.

Hollie SternVehicle Damage Phillip James Christon 04/08/

86. Mayra Gray Vehicle Damages Mayra Gray 05/03/

87. Infinity Insurance CompanyMary Cleveland

Vehicle Damages Infinity Insurance (2 Rec’d)Santos G. Bacilio

02/09/

88. Claire Joseph Vehicle Damages Claire Joseph 04/15/

89. Michelle Kim Vehicle Damages Michelle Kim 03/31/

90. Liberty Mutual Insurance

Rafael E. Davila

Vehicle Damages Boris J. Lebid Jurtschyk 11/16/

91. Liberty MutualAarun Kashmanian

Vehicle Damages United Parcel Services 03/31/

92. Antonio Maldonado Vehicle Damages Antonio Maldonado 03/16/

93. Martha Marroquin Vehicle Damages Martha Marroquin 05/02/

94. Cary Medoway Vehicle Damages Cary Medoway 10/08/

95. Mercury InsuranceLoraine Kaminsk i

Vehicle Damages Mercury InsuranceTahmoures Afshar

03/14/

96. Mercury InsuranceBranden Russell Vehicle Damages Mercury Insurance Co.Joann Le 01/20/

97. Mercury InsuranceMarcy Herrera

Vehicle Damages Mar k GellerMercury InsuranceBalzhirova Tsytsygma

04/04/

98. Jennifer Morales-George Vehicle Damages Jennifer Morales-George 11/03/

99. Robert Moreno InsuranceColleen Grothues

Vehicle Damages Robert Moreno InsuranceAmerica’s Insurance Co.

05/13/

100. Laura Riches Vehicle Damages Laura Riches 04/29/

101. Fernando A. Rocha Vehicle Damages Fernando A. Rocha 05/14/

102. Sask atchewan Gov. InsuranceAngela Papathanasopoulos

Vehicle Damages Dr. Osana Yatsina 02/29/

103. Judy Sanoian Vehicle Damages Judy Sanoian 04/29/

104. Courtney E. Sawyer Vehicle Damages Courtney E. Sawyer 03/18/

105. Taneshia Stallworth Vehicle Damages Taneshia Stallworth 02/26/

106. Telma Tumanyan Vehicle Damages Telma Tumanyan 03/31/

764




107. Patricia Ann Tur k Vehicle Damages Patricia Ann Tur k 04/26/

108. Huberth Vilchez Vehicle Damages Huberth Vilchez 02/02/

109. Nak ia Whitak er Vehicle Damages Nak ia Whitak er 05/05/

110. Wilber and AssociatesKristi Loyer

Vehicle Damages Tyler Adams 02/12/

111. Elizabeth Ak panDestine Bisong

Property Loss Elizabeth Ak pan (Bisong)Destine Bisong

04/12/

112. Loella Alcomendas Property Loss Faustino “Tinn”Alcomendas

03/30/

113. Jose Andrade Property Loss Noah Andrade 03/16/

114. Veronica Fierro Property Loss Veronica Fierro 04/18/

115. Aaron MacLachlan Property Loss Aaron MacLachlan 04/14/

116. Katrina McKinneyDe ‘Mari Watson

Property Loss De’Mari WatsonKatrina McKinney

04/30/

117. Christina Gandy-Rogers Property Loss Christina Gandy-Rogers 04/19/

118. Denise Sidansk

y Property Loss Denise Sidansk

y 04/16/04/17/

119. Araxie A. Simonian Property Loss Araxie A. Simonian 04/19/104/29/

The recommended disposition of the following item is “Refer to Superintendent for referral to the FacilitiesConstruction Claims Insurance Services”:

No. Received From Type of Damage ClaimantDate of

Damage

120. Tomer J. Fedida Breach of Contract(re: Bethune Middle School)

FEI Enterprises Not clearlystated

Respectfully Submitted

JEFFERSON CRAINExecutive Officer of the Board

765



TAB 51







Adoption of Los Angeles Unified School District Local Control and Accountability Plan (LCAP) - Public

Hearing: 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 the

District’s annual budget and the District is required under new regulations to develop and adopt a LCAP and budget 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 and

DELAC 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.


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:

______________________________ DAVID HOLMQUIST


REVIEWED BY:





768



TAB 52







Adoption of the Superintendent’s 2016-17 Final Budget and Fiscal Stabilization Plan for 2017-18 and

2018-19 - 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 Stabilization plan 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 the provisions 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 reserve being 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 expenditures

for 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 of Education Code Section 42127.

Non-approval of EPA resolution as set forth in Proposition 30 may place the EPA entitlement at risk.


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 Plan

Attachment C - Education Protection Account ResolutionAttachment D - Revision on the Budget and Finance PolicyAttachment E - Minimum Reserve Level Disclosure

Informatives:









REVIEWED BY:

______________________________

DAVID HOLMQUISTGeneral Counsel


REVIEWED BY:







772



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

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES

Governing Board of the Los Angeles Unified School District

REGULAR BOARD MEETING MINUTES

Including Closed Session Items

333 South Beaudry Avenue, Board Room9:30 a.m., Tuesday, April 12, 2016

The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified SchoolDistrict 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 discussedin closed session:

A. Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public EmploymentAssociate General Counsel II (4)Chief Academic OfficerChief Communications OfficerChief Executive Officer, Educational ServicesChief Human Resources OfficerChief Information OfficerChief Risk Officer Chief of StaffDirector of Budget Services and Financial Planning

Director of Environmental Health & SafetyDirector of Finance PolicyDirector of TransportationExecutive Coordinator, Office of the SuperintendentExecutive Director, Arts Education ProgramExecutive Director, Early Childhood EducationExecutive Director, Federal and State Education ProgramsExecutive Director, Multilingual and Multicultural EducationExecutive Director, Student Integration Services

776




Executive Officer of the BoardGeneral CounselLocal District Superintendent (3)Senior Executive Director, Division of InstructionSenior Executive Director, Extended Day ProgramsSenior Executive Director, Parent, Community and Student ServicesSenior 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 SamplesEmployee Organizations:

Associated Administrators of Los Angeles

California School Employees AssociationLos Angeles County Building and Construction Trades CouncilLos Angeles School Police AssociationLos Angeles School Police Sergeants and Lieutenants AssociationService Employees International Union, SEIU Local 99TeamstersUnited Teachers Los AngelesDistrict 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 MelgozaMs. Linda Fletes shared time with

Ms. Lauren MaddoxMs. 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 ImmersionMr. Couhney Bond Physical Education

Ms. Cathy Figel PersonnelMs. Melissa Bahmanpour School Water

Ms. Janet Landon shared time with Proposition 39Ms. Gwen Vichas

Ms. Simira Chopera shared time with Proposition 39

Mr. Will Clifford

Ms. Olivia Mariano shared time with Proposition 39Mr. Payton Meadors

Mr. Israel Sims Proposition 39

Ms. Robyn Hill, shared time with Proposition 39

Ms. Coleton Kelley shared time with

Ms. Kyleigh KelleyMs. Veronica Melvin Proposition 39

Ms. Deborah Bryant Proposition 39

Ms. Essah Beatrice PersonnelMs. 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 followingBoard 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 deniedthe 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 schoolteachers, 2 middle school teachers, and 2 high school teachers.


• The Board of Education authorized the initiation of the dismissal action of 1 classified buildingsand grounds wor k er.


• The Board of Education directed the Superintendent to not bring forward senior managementcontracts for renewal without an evaluation having been conducted beginning July 1, 2016.


• The Board of Education approved the employment agreement with Mr. Keith Abrahams asExecutive Director, Student Integration Services, with the term ending June 30, 2017. Termsand 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 asDirector of Finance Policy 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. Derrick Chau as SeniorExecutive Director, Division of Instruction, with the term ending June 30, 2017. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Kathleen Collins asAssociate General Counsel II 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. Alvaro A. Cortes asSenior 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 asExecutive 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 Ek chian asLocal 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 asExecutive 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 ChiefAcademic Officer with the term ending June 30, 2018. Terms and conditions will be availableupon the finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Shannon Haber as ChiefCommunications 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 Holmquist asGeneral Counsel with the term ending June 30, 2018. Terms and conditions will be availableupon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Shahryar Khazei asChief Information Officer with the term ending June 30, 2018. Terms and conditions will beavailable upon the finalization of the contract.


780




• The Board of Education approved the employment agreement with Mr. Robert E. Laughton asDirector of Environmental Health & Safety 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. 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 asLocal 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 asAssociate General Counsel II 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 Ms. Thelma Melendez deSanta 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. Mar k A. Miller asAssociate General Counsel II 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. Alexander Molina asAssociate 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 asSpecial Assistant, Office of the Superintendent, with the term ending June 30, 2018. Terms andconditions 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. Thefinal 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 asChief of Staff with the term ending June 30, 2017. Terms and conditions will be available uponthe finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Rory L. Pullens asExecutive Director, Arts Education Program, 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. Michael Romero asSenior Executive Director, Strategy and Innovation, 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. Karen Ryback asExecutive 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 ChiefRisk Officer with the term ending June 30, 2017. Terms and conditions will be available uponthe finalization of the contract.


• The Board of Education approved the employment agreement with Ms. Cheryl Simpson asDirector of Budget Services and Financial Planning, with the term ending June 30, 2018. Termsand conditions will be available upon the finalization of the contract.


782




• The Board of Education approved the employment agreement with Mr. Dean Tagawa asExecutive Director, Early Childhood Education with the term ending June 30, 2017. Terms andconditions will be available upon the finalization of the contract.


• The Board of Education approved the employment agreement with Mr. Donald Wilk es as

Director of Transportation with the term ending June 30, 2018. Terms and conditions will beavailable 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, wasinadvertently 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 adjournedat 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


333 South Beaudry, Board RoomLos 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.


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 SchoolDistrict ratifies the nomination of Mr. Mik e Keeley, representing the California CharterSchools Association, as Member to the School Construction Bond Oversight Committeefor 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 hasdetermined that Mr. Keeley is not an employee, official, vendor, contractor, or consultantof the District.


Resolved, That the Governing Board of the Los Angeles Unified School District ratifies thereappointment of Mr. Barry Waite, representing the California Tax Reform Association, asMember to the School Construction Bond Oversight Committee for a two year termcommencing immediately. The Board of Education has determined that Mr. Waite is notan employee, official, vendor, contractor, or consultant of the District.

Mr. Schmerelson seconded the motion.




The following speakers addressed the Board:

Mr. Michael KeeleyMs. Sarah AngelMs. Karla HandalMr. 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 ask ed to amend the motion regarding Mr. Keeley to accept the appointment as aninterim for six months, and resolve the outstanding questions in a future meeting and eithermak e 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 ofUnderstanding (MOU) regarding parental involvement and provide the Board recommendationsas to whether to k eep 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 asamended.

Resolved, That the Governing Board of Education of the Los Angeles Unified SchoolDistrict ratifies the nomination of Mr. Mik e Keeley, representing the California CharterSchools Association, as Member to the School Construction Bond Oversight Committeefor a two-year term six month term with a commitment to examine the existingmemorandum of understanding for possible changes to the requirements the appointee bea parent and approves the waiver of the requirement that the appointee be a parent orguardian of a LAUSD charter school student. The Board of Education has determinedthat Mr. Keeley is not an employee, official, vendor, contractor, or consultant of theDistrict.

Mr. Schmerelson seconded the motion. On roll call and by general consent, the vote was 5 ayes; 2noes, Ms. García and Mr. Schmerelson. Later in the meeting, Mr. Schmerelson ask ed to change hisvote 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 thereappointment of Mr. Barry Waite, representing the California Tax Reform Association, asMember to the School Construction Bond Oversight Committee for a two-year term




commencing immediately. The Board of Education has determined that Mr. Waite is notan 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.


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 DistrictUnited States District Court Case No. CV 93-7044-RSWL

B. Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public Employment

Chief of StaffChief Procurement OfficerConstruction Manager (6)Deputy Director of Facilities Maintenance and OperationsDeputy Director of Facilities Planning and DevelopmentDeputy Director of Facilities Project Execution (2)Director of Contracts Administration (Facilities)Director of Facilities, Maintenance and OperationsDirector of Facilities Asset Development (2)Director of Facilities Planning and DevelopmentDirector of Facilities Project ExecutionDirector of Facilities Program Support ServicesGeneral CounselLocal District Superintendent (2)

Employee EvaluationInspector GeneralSuperintendent of Schools




C. Conference with Labor Negotiator (Government Code Section 54957.6)

Negotiator: Ms. Gifty Beets and Mr. Robert SamplesEmployee Organizations:

Associated Administrators of Los AngelesCalifornia School Employees Association

Los Angeles County Building and Construction Trades CouncilLos Angeles School Police AssociationLos Angeles School Police Management AssociationService Employees International Union, SEIU Local 99TeamstersUnited Teachers Los AngelesDistrict 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 PersonnelMr. 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 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 be

included 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 in

which there is a potential conflict of interest.

The Board recessed the public portion of the closed session meeting at 10:57 a.m. Closed sessiondiscussion 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 BoardMembers 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 who

had been expelled from a charter school.The vote was 7 ayes.

• 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 of Education 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 be

available 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 as

Deputy 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 Bridgewater

as 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. Mar k 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 Director of 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 Khachatourian

as 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 Chief Procurement 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. Tok es 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. Tuck er 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., 05-101





333 South Beaudry AvenueLos Angeles, California 90017

11:30 a.m., Tuesday, May 10, 2016


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 wasabsent.



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 followingBoard 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.

785



Bd. of Ed. Special Board Meeting (CS) - 2 - Minutes, 11:30 a.m., 05-101


__________________________________ ____________________________________

STEVEN ZIMMER JEFFERSON CRAINPRESIDENT EXECUTIVE OFFICER OF THE BOARD

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786







333 South Beaudry Avenue9:00 a.m., Tuesday, May 31, 2016


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. MónicaRatliff, 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.



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 sessiondiscussion 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

d b G í liff d i d i

LAUSD/UTLA Contract Reopener - June 16, 2016

Documents