02 11 14 LAUSD Regular Board Material

TAB 1
Text FiIe
Los AngeIes Unified SchooI District
333 South Beaudry Ave,
Los Angeles, CA 90017
FiIe Number: Rep-221-13/14
Agenda Date: 2/11/2014 Status: Approval Tracking
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Facilities Contract Actions
..Title
Facilities Services Division Contract Actions

Action Proposed:

StaII proposes that the Board oI Education (Board) ratiIy the Facilities Services Division (FSD)
contract actions taken by Facilities Contracts under delegated authority as listed in Attachment
"A" including: award oI advertised construction contracts; job order contracts; approval oI
change orders; completion oI contracts; award oI inIormal contracts; award oI architectural and
engineering contracts; award oI proIessional/technical service contracts/amendments; extra
services/amendments; and approve the proposed contract actions as listed in Attachment "B"
including: approval oI proIessional/technical service contracts.

Background:

Facilities Contracts staII prepares monthly reports Ior contract actions necessary Ior the
execution oI projects approved by the Board and contained in the FSD Strategic Execution Plan
(SEP),and Ior the maintenance and operation oI District Iacilities in accordance with District
policies and Board-delegated authority. As described in the November 12, 2013 BOE
048-13/14 InIormative, detailed inIormation is provided on the Facilities Services website.

Expected Outcomes:

Approval oI these items will allow services provided by these contracts to proceed in support oI
FSD projects, District policies and goals, and the Board-approved FSD-SEP.

Board Options and Consequences:

The Board can approve all actions presented or postpone selected actions pending receipt oI
additional inIormation. Non-ratiIication oI actions awarded under delegated authority in
Attachment "A" will result in the immediate discontinuance oI services. While non-ratiIication
may be legally deIendable, it will likely result in costly litigation over discontinued payments or
iI the District attempts to reclaim payments made to a vendor. District costs will likely increase
as Iewer contractors compete Ior Iuture procurements.

Policy Implications:
Page 1 Los Angeles Unified School District Printed on 1/30/2014
1
File Number: Rep-221-13/14

This action does not change District policy and conIorms to California Eaucation Coae section
17604 that permits the Board oI Education to delegate authority Ior Facilities Contracts (Board
Report #200-12/12), which the Board exercised on April 16, 2013.

Budget Impact:

The contract actions presented are within the budget authority previously approved by the
Board.

Issues & Analysis:

There are no policy implications on these agreements.

Attachments:

Attachment "A" - RatiIication oI Facilities Contract Actions Awarded Under Delegated
Authority.
Attachment"B" - Approval oI Facilities Contract Actions Not Under Delegated Authority.

Informative

Desegregation
Impact Statement

2
ATTACHMENT A
RATIFICATION OF CONTRACTS AWARDED UNDER DELEGATED AUTHORITY
Bd. of Ed Rpt No. 221 13/14 Page 1 of 4 Board of Education
February 11, 2014

A. AWARD OF ADVERTISED CONSTRUCTION CONTRACTS $3,113,790

CONTRACTOR BID NO./
CONTRACT NO.

SCHOOL / PROJECT AMOUNT

Eagle Contracting, Inc. (SBE) 1410045 / 4400002458 Monroe HS
Industrial Arts Building Rehabilitation -asbestos
removal.
Board Member: Mnica Ratliff
$198,000

First Fire Systems, Inc. (SBE) 1410061 / 4400002486 Marlton School
New fire alarm system.
Board Member: Board District 1: Vacant
$1,396,000

The District has engaged in two-tier procurement for its Year 2012 Local Area Network (LAN) Modernization Projects (ITD/E-Rate) partially funded
by Federal E-Rate grants. The nine (9) contracts below represent the 2nd tier procurement made pursuant to Public Contract Code Section 20118.2.

CONTRACTOR BID NO./
CONTRACT NO.


WNG Construction J V, Inc. (SBE) 1410056 / 1300027 Nobel MS
Board Member: Tamar Galatzan
$540,000

WNG Construction J V, Inc. (SBE) 1410057 / 1200203 Hooper ES
Board Member: Bennett Kayser
$91,615

WNG Construction J V, Inc. (SBE) 1410058 / 1200203 Osceola ES
Board Member: Mnica Ratliff
$75,000

A T M Technologies, Inc. dba SWAT
Electric (SBE)
1410059 / 1300026 Valley View ES
Board Member: Steve Zimmer
$69,850

RB Developing Group, Inc. (SBE) 1410062 / 1300026 Marquez Charter ES
$110,125

Prime Axis General Builder, Inc. (SBE) 1410064 / 1300027 Welby Way Charter ES
$248,700

GOP Electric, Inc. (SBE) 1410065 / 1200206 Capistrano ES
$75,000

G A Technical Services, Inc. (SBE) 1410069 / 1300026 Hancock Park ES
$172,500

Masters Contracting Corporation (SBE) 1410074 / 1300027 Lockhurst Drive Charter ES
$137,000

3
ATTACHMENT A
February 11, 2014

17406 CONTRACTS / AMENDMENTS

CONTRACTOR CONTRACT NO. SCHOOL/PROJECT AMOUNT

None

JOB ORDER CONTRACT AWARDS $1,000,000

CONTRACTOR BID NO. /
CONTRACT NO.


AAA Solar Electric, Inc. (SBE) 1430015 / 4400002585 Electrical and WLAN Modernization Contracting
Services
Board Member: District Wide
$1,000,000
JOB ORDER CONTRACT AMENDMENTS

CONTRACTOR RFP NO. /
CONTRACT NO.
(Amendment No.)

SCHOOL / PROJECT
CAPACITY
INCREASE

None

B. APPROVAL OF CHANGE ORDERS $738,303

QUANTITY AMOUNT

Construction contracts that have change orders which do not individually
exceed 10 percent for December 2013 (Average Transaction: $13,328)

20 $266,561
Repair and modernization contracts that have change orders which do not individually
exceed 15 percent for December 2013 (Average Transaction: $12,750)

37

$471,742
Repair and modernization contracts that have change orders which individually
exceed 15 percent (but do not exceed 25 percent) for December 2013 that require
75 percent approval by the Board.
0 $0

QUANTITY

C. COMPLETION OF CONTRACTS December 2013 10

D. AWARD OF INFORMAL CONTRACTS (Not Exceeding $83,400) $455,476
QUANTITY AMOUNT
A & B Letters for December 2013 (Avg. Trans. $12,652) 36 $455,476

4
ATTACHMENT A
February 11, 2014

E. AWARD OF ARCHITECTURAL AND ENGINEERING CONTRACTS $724,668

CONTRACTOR BID NO./
CONTRACT NO.

SCHOOL/PROJECT

NOT-TO-EXCEED
AMOUNT
Architects McDonald, Soutar & Paz,
Inc. (SBE)
1420024 / 4400002528

San Pedro HS
Design of parking lot restoration project.
Board Member: Richard Vladovic

$64,618

The four (4) agreements below are for design of chemistry labs with safety equipment pursuant to the Amended Facilities Services Division Strategic
Execution Plan approved by the Board on June 18, 2013 (BOE #317-12/13).

RandallBaylon Architects, Inc.
(SBE)
1420021 / 4400002531

Carson HS (3 labs)
$203,483

Architects McDonald, Soutar & Paz,
Inc. (SBE)
1420022 / 4400002526

San Pedro HS (4 labs)
$200,872

(SBE)
1420023 / 4400002551

Elizabeth LC (2 labs)
Board Member: Bennett Kayser
$120,529

(SBE)
1420025 / 4400002562

University HS (4 labs)
$135,166

ARCHITECTURAL AND ENGINEERING CONTRACT AMENDMENTS

CONTRACTOR BID NO./
CONTRACT NO.
(Amendment No.)

SCHOOL/PROJECT

CAPACITY
INCREASE

None

5
ATTACHMENT A
February 11, 2014

AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT AMENDMENTS $360,000

CONTRACTOR BID NO./
CONTRACT NO.
(Amendment No.)
SCHOOL/PROJECT

NOT-TO-EXCEED
CAPACITY
INCREASE

Telenet VolP, Inc. (SBE) 1090029.04/4400001422 Provide fire alarm central station monitoring services.

Current Contract Term: 2/02/10 through 12/31/14
Including four (4) one-year renewal options.

Initial Contract Value:
Amendment No. 1

Amendment No. 2

Amendment No. 3

*Amendment No.4

Aggregate Contract Value:
$245,000
Option Year 1+
$120,000
Option Year 2+
$225,000
Option Year 3+
$210,000
Option Year 4+
$210,000
$920,000
$210,000*
General Funded

Tanknology, Inc. (SBE) 1280005.02/4400000783 Underground and above-ground storage tank testing &
maintenance.

Current Contract Term: 12/14/11 through 11/30/14
Plus two (2) one-year renewal options.

Initial Contract Value:
Amendment No. 1
*Amendment No. 2

Aggregate Contract Value:
$75,000
Option Year 1
Option Year 2 +
$150,000
$225,000
$150,000*
General Funded

EXTRA SERVICES /AMENDMENTS $178,057

Contract Nos.: 0520028/4400000134, 0520088/4400002547, 0520124/4400001660, 0620094/4400000249, 0620096/4400000250,
0620153/4400000283, and 0820038/4400000431

6
ATTACHMENT B
APPROVAL OF CONTRACTS NOT UNDER DELEGATED AUTHORITY
A. APPROVAL OF PROFESSIONAL / TECHNICAL SERVICES CONTRACTS $1,385,000
Two capacity contracts to provide elevator maintenance and repair at various school sites.
The contracts terms are: 02/12/14 through 01/31/15 with four (4) one-year renewal options.
UCONTRACTOR UBID NO. / CONTRACT NO.
U(Amendment No.)
UNOT-TO-EXCEED
AMOUNT
GMS Elevator Services, Inc. (SBE) 1480022 / 4400002597 $641,000
General Funded
Excelsior Elevator Corp. (SBE) 1480024 / 4400002599 $744,000
General Funded
APPROVAL OF PROFESSIONAL SERVICES CONTRACT AMENDMENT $32,000,000
Request to approve an increase in the aggregate notto-exceed capacity and to exercise the final option year amendment for 37 Construction
Management (CM) contracts listed below, awarded under RFQ R-10020, by $32 Million This proposal will increase the total capacity to $172
million. The increase in contract capacity will allow the District to effectively exercise the final option year , thus allowing the contracts to continue
through March 31, 2015. Approval of this request will allow the District to procure the technical expertise to assist in the completion of the current
Bond Program projects.
Current Contract Term including all prior amendments: 04/01/10 through 03/31/14
New end date: 03/31/15
UCONTRACTOR UCONTRACT NO. UCONTRACTOR UCONTRACT NO.
APSI Construction Management
AECOM Technical Services
Arcadis US, Inc.
Beezley Management, Inc.
BTCO Joint Venture
Lend Lease (US) Construction, Inc
Citadel CPM, Inc.
CMTS, Inc.
Cumming Construction Mgmt
DACM Project Management
Del Terra
ECM Group Inc.
Gafcon, Inc.
Gateway Science & Engineering
Gkkworks
Global Business Solutions, Inc.
Harris & Associates
Heery International, Inc.
1090071
1090074
1090075
1090076
1090077
1090078
1090079
1090080
1090082
1090083
1090084
1090085
1090086
1090087
1090088
1090070
1090089
1090090
Integrated Eng. Management
Jacobs Project Mgmt Co
JCG Management Constultants
K12Cm Program Partners (JV)
Kal Krishnan Consulting Serv.
Lundgren Management Corp
McKissack & McKissack
Orgel Construction Management
Pacifica Services, Inc
Paragon-Simplex (JV)
Parsons Environ. & Infra
Seville Const Services
Simpson& Simpson Mgmt
Swinerton Management
SGI (The Seville Group)
Turner Construction Co of CA
URS Corp
Vanir / LiRo (JV)
Yang Management, Inc.(JV)
1090091
1090092
1090093
1090094
1090095
1090096
1090097
1090098
1090099
1090100
1090101
1090102
1090103
1090104
1090105
1090107
1090108
1090109
1000110
Submitted on 2/3/2014, Revision No. 1 February 11, 2014
7
TAB 2
Text FiIe
FiIe Number: Rep-22-!"#!
Sequence
Version: 1
FiIe Type: BOE Report In ControI: 'rocure(ent Services
APPROVAL OF PROCUREMENT ACTIONS

Action Proposed: StaII proposes that the Board oI Education (Board) ratify the contract actions
taken by the Procurement Services Division within delegated authority as listed in Attachment "A"
including the approval oI award oI ProIessional Service Contracts not exceeding $250,000: New
Contracts and Amendments; AIter the Fact Contracts; Low Value - Decentralized Purchase Orders;
Goods and General Services Contracts: Purchase Orders, Low Value - Decentralized Purchase Orders;
District Credit Card Transactions; Rental oI Facilities; Travel/ConIerence Attendance; General Stores
Distribution Center; and Book/Instructional Material Purchase Orders; and approve the ProIessional
Service Contracts (exceeding $250,000): New Contracts and Amendments; Goods and General Services
Contracts (exceeding $250,000): New Contracts and Amendments; and Piggyback Contracts listed in
Attachment "B."

Background: Procurement Services staII prepares monthly reports Ior contract actions necessary Ior
the execution oI the projects approved by the Board Ior the educational and operational requirements oI
the District in accordance with Board delegated authority to the Superintendent.

Expected Outcomes: Approval oI these items will allow the goods and services provided by these
contracts Iurnishing the equipment, supplies, or services to the Los Angeles UniIied School District that
support Board policies and goals.

Board Options and Consequences: The Board can approve all actions presented, or postpone
selected actions pending receipt oI additional inIormation. Non-ratiIication oI actions awarded under
delegated authority in Attachment "A" will result in immediate unavailability oI products or
discontinuance oI services, or both. While non-ratiIication may be legally deIendable, it would likely
result in costly litigation over discontinued payments or iI the District attempts to reclaim payments
made to a vendor. District costs will likely increase as Iewer vendors compete Ior Iuture procurements.
Postponement oI actions presented Ior approval in Attachment "B" will delay contract award or delivery
dates.

Policy Implications: This action does not change District policy and conIorms to California
Eaucation Coae section 17604 that permits the Board oI Education to delegate authority Ior
Procurement Services (Board Report #200-12/13), which the Board exercised on April 16, 2013.

Budget Impact: The contract actions presented are within the budget authority previously approved
by the Board.

RatiIication oI contracts awarded under delegation oI authority and within their Board approved budget
8
File Number: Rep-22-
listed in Attachment "A" includes:

Award oI ProIessional Service Contracts not exceeding $250,000:
New Contracts; Amendments;
Low Value - Decentralized Purchase Orders; and

Goods and General Services Contracts not exceeding $250,000: Procurement
Transactions - Purchase Orders; Low Value - Decentralized Purchase Orders; Rental oI
Facilities; Travel/ConIerence Attendance; District Credit Card Transactions; General Stores
Distribution Center; and Book/Instructional Material Purchase Orders.

Request Ior Approval oI Procurement Contracts not under delegated authority listed in Attachment "B"
includes:

ProIessional Services Contract (exceeding $250,000); and

Goods and General Services Contract (exceeding $250,000) and
No-Cost Amendment

Issues and Analysis: There are no policy implications on these agreements. The Business and
Government Services Team, OIIice oI the General Counsel, has reviewed and approved the agreements
as to Iorm.

Attachments: Attachment A-B
InIormatives

9
ATTACHMENT A

APPROVAL OF PROCUREMENT CONTRACTS: RATIFICATION OF DELEGATED AUTHORITY

Bd. of Ed Rpt. No. 22413/14 Page 1 of 9 Board of Education
February 11, 2014

A. PROFESSIONAL SERVICE CONTRACTS ALREADY AWARDED
NEW CONTRACTS NOT EXCEEDING $250,000 $526,500
CONTRACTOR IDENTIFI-
CATION NO.
DESCRIPTION SOURCE OF
FUNDS
AMOUNT
LA Trust for
Childrens Health
c/o Community
Partnerships &
Medi-Cal
4400002453 Single-source contract to support anti-tobacco
programming by providing health fairs, outreach
to parents and pregnant teens at twenty schools
(Burbank MS, Canoga Park HS, Downtown
Business Magnet, East Valley HS, Fremont HS,
Gardena HS, Garfield HS, Holmes MS, Jordan
HS, Maclay MS, Manual Arts HS, Maywood
Academy, Olive Vista MS, Polytechnic HS,
Roybal Learning Center, South Gate HS, Sun
Valley HS, Sutter MS, Sylmar HS, and West
Adams HS), as required by the Tobacco Use
Prevention Education (TUPE) grant.

Contract Term: 12/01/13 through 06/30/16

Contract Value: $180,000

Requester: Alvaro Cortes, Executive Director
Beyond the Bell

Tobacco Use
Prevention
Education
(TUPE)
Grant
(100%)
$180,000

Ki ThoughtBridge 4400002474 Single-source contract to provide an in-depth
organizational diagnostic assessment to design
and facilitate a 3-day negotiation workshop and
follow-up support for the Division of Talent
Management, Office of Labor Relations, and
members of the negotiation team for the
Associated Administrators of Los Angeles
(AALA). The contract will allow all parties who
sit at the collective bargaining table a common
vocabulary and a common process for conducting
collaborative, interest based negotiations, as well
as enhance the efficiency and effectiveness of
negotiations and improve the working relationship
between LAUSD and AALA.



Requester: Donna Muncey, Ph.D.
Chief of Intensive Support and Intervention

General
(100%)
$63,100
10
ATTACHMENT A


February 11, 2014

NEW CONTRACTS NOT EXCEEDING $250,000 (CONT.)

CATION NO.
FUNDS
AMOUNT
Extended Learning
Inc., dba
Educational
Resource
Consultants
4400002491 Informally competed contract to assist with
statistical tabulation, needs statement
requirements, and submittal of grant application
for 21
st
Century Community Learning Centers (21
st

CCLC) grant.



Requester: Alvaro Cortes, Executive Director
Beyond the Bell

21
st
CCLC
Grant
(100%)
$34,000
Advanced Learning
Centers, Inc., dba
The Leadership and
Learning Center
4400002563 Informally competed contract to provide eleven
full-days of professional development training in
the areas of Math, English Language Arts, Social
Science and Science to a total of 640 District
teachers and other staff in four Cohorts.
All sessions will explicitly target high impact
differentiated instructional strategies related to
Common Core State Standards.



Requester: Tommy Chang,
Instructional Area Superintendent
Intensive Support & Innovation Center

NCLB
Title 1
(100%)
$249,400

11
ATTACHMENT A


February 11, 2014

AMENDMENTS NOT EXCEEDING $250,000 $450,000
CATION &
AMEND-
MENT NO.

FUNDS
AMOUNT
Simpson &
Simpson, LLP
4400002515-1 Amendment to increase capacity of contract
to provide independent audits of the
Districts financial statements in compliance
with all federal and state guidelines,
grant/award programs, and bond
expenditures.


Initial Contract Value: $2,639,400
*Amendment No. 1: $210,000
Aggregate Contract Value: $2,849,400

Requester: Luis Buendia, Controller
Accounting and Disbursements Division

General
(100%)
$210,000*
Sy Tech Solutions,
Inc.
4400000592-2 Amendment to increase contract capacity to
provide scanning, archiving, document
control and other related services.


Initial Contract Value: $250,000
Amendment No. 1: $250,000
*Amendment No. 2: $240,000
Aggregate Contract Value: $740,000

Requester: Raju Kaval, Director
Program Support
Facilities Services Division
Facilities
Non-bond Funds
(100%)
$240,000*

12
ATTACHMENT A


February 11, 2014

B. AFTER THE FACT NEW CONTRACTS NOT EXCEEDING $250,000 ALREADY AWARDED $0
The contract actions represented below are unauthorized commitments initiated by the sponsoring school or division
without a formal contract in place. This action requires the Board to ratify the contract after the fact to allow the vendor to
be paid. The District did request and has received the benefit of the services. Informative memorandum included.

CATION NO.
FUNDS
AMOUNT
None

13
ATTACHMENT A


February 11, 2014

C. PROFESSIONAL SERVICES CONTRACT ALREADY AWARDED
$0
The contract action(s) represented below is (are) part of the Common Core Technology Project Plan and ITD-SEP
previously adopted by the Board on February 12, 2013, under Board Report No. 157-12/13.

CATION NO.
FUNDS
AMOUNT
None

GOODS AND GENERAL SERVICES CONRACTS ALREADY AWARDED
NEW CONTRACTS EXCEEDING $250,000) $0

The contract action(s) represented below is (are) part of the Common Core Technology Project Plan and ITD-SEP
previously adopted by the Board on February 12, 2013, under Board Report No. 157-12/13. The total amount is
only an estimate since the expenditures made against contracts are based upon purchases and/or approved invoices.

CATION NO.
FUNDS
NOT TO-
EXCEED
AMOUNT
None

14
ATTACHMENT A


February 11, 2014

PROCUREMENT AGREEMENTS NOT EXCEEDING $250,000 $9,690,038
The contract actions represented below are those actions put in place within each sponsoring schools or divisions
approved budget. These delegated procurement methods represent streamline ordering tools that assist schools and
offices in meeting immediate mission essential needs for goods or services.
QTY. OF POs/
TRANSACTIONS

Purchase Orders December 2013 (Avg. Trans.- $48,183)
41 $1,975,493
Low Value Decentralized Purchase Orders (Avg. Trans. - $1,798)
1,732 $3,113,515
DISTRICT CREDIT CARD TRANSACTIONS- (Avg. Trans. $403)
6,832 $2,752,141
Rental Facilities
12 $9,259
Travel/Conference Attendance
349 $126,015
GENERAL STORES DISTRIBUTION CENTER - (Avg. Trans. $4,629)
Informative memo included
203 $939,729
BOOK/INSTRUCTIONAL MATERIAL PURCHASE ORDERS (BPO) - (Avg.
Trans. $2,814)
275 $773,886

Detailed information is provided on the Procurement Services website.

D. PROFESSIONAL SERVICES NOT EXCEEDING $250,000 $702,949
The contract actions represented below are those actions put in place within each sponsoring schools or divisions
approved budget. These delegated procurement methods represent streamline ordering tools that assist schools and
offices in meeting immediate mission essential needs for professional services.
QTY. OF POs
Low Value Decentralized Purchase Orders December 2013 (Avg. Trans. $4,594)

153 $702,949

15
ATTACHMENT B

REQUEST FOR APPROVAL OF PROCUREMENT CONTRACTS NOT UNDER
DELEGATED AUTHORITY

February 11, 2014

A. APPROVAL OF PROFESSIONAL SERVICES CONTRACTS
AFTER THE FACT NEW CONTRACTS EXCEEDING $250,000 $873,052
CATION NO.

DESCRIPTION SOURCE
OF FUNDS
AMOUNT
Glendale
Adventist
Occupational
Medicine Center

4400002579
Provide occupational medical evaluations and
examination services required by regulations and
medical necessity for all covered employees who
are subject to Medical Surveillance program
mandated by federal and state law through the
California Occupational Safety and Health
Administration (Cal-OSHA).

Contract Term: 09/01/13 through 08/31/15,
includes a one-year renewal option


Requester: John Sterritt, Director
Office of Environmental Health and Safety

General
(100%)
$873,052
AMENDMENTS EXCEEDING $250,000 $0

CATION NO.

FUNDS

AMOUNT
None

16
ATTACHMENT B

DELEGATED AUTHORITY

February 11, 2014

B. APPROVAL OF GOODS AND GENERAL SERVICES CONTRACTS $1,435,700
Authority to award contracts for furnishing equipment, supplies and general services. The total amount is only an
estimate since the expenditures made against contracts are based upon purchases and/or approved invoices.
NEW CONTRACTS EXCEEDING $250,000
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
Los Angeles
Freightliner
45000042302
(IFB 2000000120)
Lease purchase of seven (7) Truck Tractors
powered by Liquid Natural Gas fuel to provide
delivery of bulk food and prepared meals to
school cafeterias, as well as school and office
supplies, equipment and furniture.

Contract Term: One-time lease purchase
Lease Term: 02/12/14 through 02/11/21

Contract Value: $1,435,700

Requester: George Silva
Chief Procurement Officer
Procurement Services Division

General
(100%)
$1,435,700
AMENDMENT TO CONTRACT TERM
Authority to amend and extend one contract authority for 12 months. $0

CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
Avaya, Inc. 0750094/
4400000365-3
(NC-1003)
No-cost time extension of contract to provide
Avaya voice communication systems,
equipment, peripheral devices, and accessories
for various schools and offices.

Current Contract Term including all prior
amendments: 03/01/07 through 02/28/14
New end date by this amendment: 02/28/15

Initial Contract Value: $17,500,000
Amendment No. 1: No-Cost
Amendment No. 2: No-Cost
*Amendment No. 3: No-Cost
Aggregate Contract Value: $17,500,000

Requester: Ronald S. Chandler
Chief Information Officer
Information Technology Division

General
(100%)
$0*

17
ATTACHMENT B

DELEGATED AUTHORITY

February 11, 2014

B. APPROVAL OF GOODS AND GENERAL SERVICES CONTRACTS
Authority to award contracts for furnishing equipment, supplies and general services. The total amount is only an
estimate since the expenditures made against contracts are based upon purchases and/or approved invoices
.
UTILIZATION OF PIGGYBACK CONTRACT IN EFFECT EXCEEDING $250,000 $0
Authorize the utilization of piggyback contracts in effect. The proposed action complies with the Public Contract Code
Sections 10299 and 20118, which allows school districts to utilize other governmental agencies established contracts
and does not change District policy.
CATION NO.

FUNDS
NOT TO
EXCEED
AMOUNT
None

INCOME CONTRACTS $0
CATION NO.

FUNDS
NOT TO
EXCEED
AMOUNT
None

18

I
N
F
O
R
M
A
T
I
V
E

19
20
Members, Board of Education
Dr. John E. Deasy, Superintendent -2- January15, 2014

MAICk CCMMCDI1 CA1LGCkILS
UkCnASL CkDLk ISSUANCL
DLCLM8Lk 1 1C DLCLM8Lk 31, 2013
ACCUMULA1IVL
IISCAL LAk 1C1AL
Audlo vlsual $11,SS3.17 $44,174.79
ALhleLlc LqulpmenL $16,199.62 $72,896.70
lorms & ubllcaLlons $17,760.17 $203,137.92
Muslc $4,348.79 $10,878.90
1C1ALS 5939,729.36 57,287,942.83

If you have questions or require additional information, please contact me at (213) 241-1751.

c: Michelle King
David Holmquist
Enrique Boullt
Jaime Aquino
Jefferson Crain
Marc Monforte

21
Board of Education Report
No. 224-13/14
For 02/11/14 Board Meeting

INTEROFFICE CORRESPONDENCE
Los Angeles Unified School District
Office of Environmental Health and Safety
INFORMATIVE

TO: Members, Board of Education DATE: January 10, 2014
Dr. John E. Deasy, Superintendent of Schools

FROM: John Sterritt
Director, Office of Environmental Health and Safety

SUBJECT: AWARDED CONTRACTOR NAME: Glendale Adventist Occupational
Medicine Center
CONTRACT NO.: 4400002579
CONTRACT AMOUNT: $873,052.00
REQUEST FOR APPROVAL OF AFTER THE FACT CONTRACT

This is to request approval of After-the-Fact Contract to exercise Options Year 1 and 2 of the
current contract No. 4400002579 which was originally approved by the Board on September 1,
2010 for five years including two option years for a total of $2,182,630.00. The Option Year 1
was not activated due to high turnover of staff at our Business Services Unit (BSU) which
resulted in the oversight of the process during the transition period to the new LRP financial
system (IFS replacement system).

This contract request is for $873,052.00 including two option years of $436,526.00 each to
continue providing occupational medical evaluations and examination services mandated by
federal and state law through the California Occupational Safety and Health Administration (Cal-
OSHA). It requires employers to medically monitor employees that wear respirators or may be
exposed to asbestos, lead, noise or other hazardous materials in their workplace.

Approval of this contract will allow the continuing managing by OEHS of the Districts Medical
Surveillance Program for approximately 2100 employees from the Facilities Services Division,
Transportation, Information Technology Division, School Police, Food Services and the Office of
Environmental Health and Safety. A mobile medical unit is utilized to cover large geographic
regions and reduce loss work time.

If the contract is not approved, the District will be subject to fines and risk falling out of
compliance with federal and state mandates. Employees in the impacted classifications will not
be screened to determine if their health is at risk to take immediate medical action.

Funding for the services are available within OEHS budget as an administered account.

If you have any questions or require additional information, please contact me at
John.Sterrit@lausd.net or at (213) 241-1845, or David.Piper@lausd.net at (213) 241-2971.

22
Members, Board of Education -2- January 10, 2014
Dr. John E. Deasy, Superintendent

c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
Jaime Aquino
Jefferson Crain
George Silva
David Piper

23
No. 224-13/14


INFORMATIVE

FROM: George Silva, Chief Procurement Officer

SUBJECT: LOS ANGELES FREIGHTLINER
PURCHASE ORDER NO.: 4500042302 IFB#: 2000000120
PURCHASE ORDER AMOUNT: $1,435,700

The Materiel Management Branch (Truck Operations Section) of the Procurement
Services Division is requesting approval from the Board of Education to purchase seven
(7) alternative fueled, liquid natural gas (LNG) truck-tractors to support the delivery of
bulk food, prepared meals, supplies, equipment, and furniture to schools and offices
District-wide.

Why is this necessary?
The function of these truck-tractors is to support school operations in the delivery of the
food, supplies, equipment, and furniture to support the various food service meal
programs, and other District operational and educational needs. The current diesel
powered truck-tractors are 26 years old and are no longer compliant with the 2008
California Air Resources Boards (CARB) regulation to reduce harmful exhaust emissions
and greenhouse gasses. The new LNG truck-tractors generate less pollution, which is also
in compliance with the Boards Healthy Breathing Initiative. A modern, alternatively
fueled, well maintained fleet of truck-tractors will afford Materiel Management Branch
the ability to support schools in a timely, dependable, and healthier manner.

Why do we need to do this now?
Procurement of the truck-tractors will replace the obsolete vehicles and result in fewer
days of unavailable vehicles, mechanical downtime, lower annual operating/maintenance
costs, and less reliance on overtime by District personnel to provide alternative services.
Additionally, the District has recently opened over 140 new schools, and this equipment is
required to also provide timely deliveries to additional locations.

What would happen if this were not approved?
Non-approval of this purchase will restrict Materiel Management Branch from operating a
reliable trucking fleet, and further exacerbate the high maintenance costs to operate vehicles
beyond their normal life expectancy. Non-approval will also continue our dependence on
overtime and/or require the consideration of contractor-provided services.

24
Dr. John E. Deasy, Superintendent -2- January 16, 2014

What are the terms of the proposed agreement?
This procurement is a one-time lease purchase over a seven year period. The funding source is
100% General Fund provided through the existing Procurement Divisions annual Equipment
Replacement Budget. If you have any questions or require additional information, please
contact me at george.silva@lausd.net or at (213) 241-1751.

c: Michelle King
David Holmquist
Enrique Boullt
Jaime Aquino
Jefferson Crain
Marc Monforte

25
26
Members, Board of Education -2- February 11, 2014
John E. Deasy, Ph.D., Superintendent

C: Michelle King Matt Hill David Holmquist
Enrique Boullt efferson Crain

27
No. 224-13/14

Intensive Support and Innovation Center

INFORMATIVE


FROM: Tommy Chang, Ed.D., Instructional Superintendent - ISIC

SUBJECT: REQUEST FOR RATIFICATION OF CONTRACT
VENDOR NAME: The Leadership and Learning Center
CONTRACT NO.: 4400002563
AMOUNT: $ 249,400

Background

The Intensive Support and Innovation Center has requested the services of The Leadership and
Learning Center to work with CORE Waiver Priority, Focus and Support schools to develop
units of study for classroom use. These units are aligned to Common Core State Standards
(CCSS) in Math, Social Studies, English/Language Arts, and Science and will improve student
achievement. This professional development is designed to build the capacity of teachers to
successfully plan lessons utilizing strategies to meet the needs of our diverse student
population and increase student success with the common core standards. The Leadership and
Learning Center uses the research based Rigorous Curriculum Design process in order to
develop units of study, examine student work, analyze student data, and provide critical
feedback using that data to inform and improve instruction.

Why is this necessary?

The schools selected to participate in this project have struggled to improve student
achievement despite many interventions in the past. The Rigorous Curriculum Design model
defines a rigorous curriculum as an inclusive set of intentionally aligned componentsclear
learning outcomes with matching assessments, engaging learning experiences, and
instructional strategiesorganized into sequenced units of study that serve as both the detailed
road map and the high-quality delivery system for ensuring that all students achieve the desired
end: the attainment of their designated grade- or course-specific standards within a particular
content area. Unwrapping the standards is a powerful practices that K12 educators can use
to effectively impart key academic content standards to their students. This process is
necessary in order to create effective and meaningful assessments, performance tasks, and
rubrics.

28

Dr. John E. Deasy, Superintendent -2- January 28, 2014

Why is this firm selected?

Teachers, principals and instructional directors through a public vendor fair selected this
vendor. The Leadership and Learning Center was selected based upon companys extensive
experience with thousands of educators in facilitating the determination of prioritized
(core/essential) standards and then unwrapping them to establish the necessary big ideas and
essential questions used to create common assessments, performance tasks and rubrics. In
each content area, participants will learn to identify the priority standards by distinguishing the
essential concepts and skills from those that are nice to know and align them vertically by
grade. Power standards are prioritized standards that result from The Centers systematic
and balanced framework of distinguishing the standards that are essential for student success.

Their guided process supports teachers in backwards planning and lesson design, with a
particular focus on for scaffolding tasks so that all students, including ELs, students with
disabilities, and social-economically disadvantaged youth, can achieve success at the level of
rigor required by the Common Core.

What services will be provided?

There will be 3 days of trainings that focus on ELA, Math, and Literacy across Content Areas
and that explicitly target high-impact, differentiated instructional strategies related to the
Common Core State Standards for subgroups within LAUSD to meet specific learning needs
of at risk students. The 3-day professional development for teachers, school site administrators,
instructional directors, content coordinators, specialists and experts on the following topics by
The Leadership and Learning Center:
An overview of the history and structure of the CCSS and the Smarter Balanced
Assessment followed by an in-depth look at the implications these changes have on
classroom instruction and assessment.
Differentiated instructional strategies related to the CCSS for subgroups to meet
specific learning needs.
Development of a unit of study to implement second semester and learn key strategies
for instruction and planning with the CCSS for diverse learners.

How was a fair price established?

Unit design production professional development cost was based on training 4 concurrent
CCSS sessions with 640 grade 6-12 teachers on requested dates. The total number of teachers
to receive this professional development was determined through an extended process of
surveying by instructional directors meeting with the principals of the 30 Core Waiver schools.
Each school considered:

The number of teachers likely to want to participate in training;

29
Dr. John E. Deasy, Superintendent -3- January 28,
2014

The Principals capacity for bringing in substitutes to replace the teachers to be
trained;
The Principals assessments of the fairest allocation of training among the teachers
(in terms of which teachers had participated in other professional development
opportunities); and
The best use of CORE Waiver funds for the school.

The Leadership and Learning Center will provide coaching support to ISIC Instructional
Directors and instructional staff to build the capacity for schools to implement the developed
units of study. Other contractors who offer similar consulting services did not offer this level
of personalized service. The contract fee of $249,400 breaks down to $390 per teacher for 3
days of training. This rate is well within normal professional development fees, which range
from $700 to $1,000 per teacher.

What schools will benefit?

There are 30 schools that have been designated as Priority, Focus and Support Schools
based on the academic metrics identified in the School Quality Improvement Index to
participate in this professional development. This identification was based on either low
achieving subgroups or within school gaps or not meeting the 2012-2013 annual API
growth and is in the bottom 30% of the state API scores. The professional development
described below will provide core academic teachers from these schools with strategies
for diverse learners to implement in the classroom for 2
nd
semester. Each teacher will
develop a unit. Because each school has a distinct CORE Waiver designation,
differentiated support will be provided from the ESC ISIC Instructional staff, including
Instructional Directors and coaches, during the school day.

Priority Schools:
Drew Middle School
Harte Prep Middle School
Mann Middle School
Fremont High School
L.A. Teacher Prep
Belmont High School
Crenshaw STEMM
Gardena High School
East Valley High School
Jefferson High School
Washington Prep

Focus Schools:
Nimitz Middle School
Dorsey High School

30

Dr. John E. Deasy, Superintendent -4- January 28,
2014

San Fernando High School
Sylmar High School
Franklin High School
Sun Valley High School
School of Visual Arts/Hum RFK
Civitas Leadership - Roybal

Support Schools:
Huntington Park High School
Edward R. Roybal LC
Helen Bernstein High School
Academic Leadership Community
L.A. Global Studies
Los Angeles High School
LAHSA RFK Site
Banning High School
Panorama High School
Carson Senior High
Castro Middle School

What would happen if this were not approved?

The Core Waiver provides one-year resources that must be used within this fiscal year. We
do not want to lose this opportunity to leverage these resources to train the teachers in the
focus and priority schools. In addition, teachers will be paid their hourly rate to attend these
trainings because these are categorical funds made available for these specific schools as part
of the CORE Waiver. More importantly, if this contract is not approved, schools that have
historically struggled will not receive much needed professional development to improve
student achievement. Many students will be impacted should this contract not be approved.

What are the terms of the proposed agreement?

This contract will be paid for through CORE Waiver Funds. The Leadership and Learning
Center should be paid after completion of each cohort training as soon as this contract is
approved.

If you have any questions, please contact me at tommy.chang@lausd.net or 213-241-0100.

c: Michelle King Jefferson Crain
David Holmquist George Silva
Enrique Boull't
Donna Muncey
31
No. 224-13/14
For 02/11/14Board Meeting


INFORMATIVE


FROM: Mark Hovatter, Chief Facilities Executive

SUBJECT: RATIFICATION OF AMENDMENT TO SY-TECH SOLUTIONS
CONTRACT # 4400000592

Recommendation
Staff proposes that the Board of Education ratify an amendment to the Sy-Tech Solutions contract
to increase the capacity by $240,000. Ratification will affirm payment for scanning, archiving,
document control, and data logging services rendered and accepted by the District.

Overview of proposed action
It was necessary to increase the contract capacity to enable a new task order contract to be issued
to manage the Facilities Services Division's (FSD) large volume of Federal Emergency
Management Agency (FEMA) related documents. The documents were held in multiple locations
and in multiple forms (file cabinets, archive boxes, loose pallets, etc.), which made it impossible
to ascertain the full breadth of the services that were to be needed until two months after Sy-Tech
Solutions took possession of the files in June 2013.

Prior to the award of the task order contract to Sy-Tech Solutions, FSD solicited proposals from
three bench contract vendors to provide scanning and Optical Character Recognition (OCR)
services for approximately 2.5 million documents and 10-12 million data logging keystrokes.
Once the effort commenced and all the documents were placed in one location, the awarded
vendor (Sy-Tech Solutions) determined that there were 2.2 million documents to scan/OCR and
approximately 32 million data logging keystrokes/classification inputs needed. The keystroke
and classification variance resulted in a net increase of approximately $183,000 to their original
proposal estimate, which could not be known until the vendor commenced work on the actual
files. It is important to note that the District is only invoiced for actual work performed per the
unit costs stipulated in their master contract and as verified and validated by in-house staff.

Background
The Sy-Tech Solutions task order contract with FSD was executed in May 2013, due to the need
to scan/catalog approximately 2.5 million FEMA Northridge Earthquake program documents to
facilitate the release of an estimated $8 Million being held pending formal closeout of the
program. Retention release and closeout documents could not be provided to FEMA without the
considerable information contained in the archived documents (list of projects, start and finish
dates, amount of funds expended, scopes of work performed, etc.). Given the age, duration, and
numerous project/program managers, reorganizations and relocations of the program since its
incept in 1994, the information required to perform the formal FEMA closeout effort did not
32
previously exist in an comprehensive or complete electronic form.

It was not cost effective for District staff to perform this one-time effort as it would have required
a significant investment in specialized software, hardware and knowledge base. Additionally, the
in-house ramp up time to source and train 10-20 staff for a short duration project would not meet
the timeline or budget requirements. As such, FSD engaged bench contract vendors procured by
the Procurement Services Division with these specific capabilities.

Conclusion
The scanning, archiving, document control and data logging effort is complete and will allow the
closeout of the District managed $320 Million FEMA Earthquake Repair and Hazard Mitigation
Program, and the release, to LAUSD, of approximately $8 Million being held in retention.

It is in the best interest of the District to waive the 75 percent rule with respect to the Sy-Tech
Solutions contract and ratify a $240,000 increase in the contract capacity, for a total contract
value of $740,000. In doing so, this will avoid the interruption of payment for services already
rendered and accepted by the District.

If you have any questions or require additional information, please contact me at (213) 241-4811.

c: Michelle King
Matt Hill
David Holmquist
Jefferson Crain
Kenneth Bramlet
George Silva

33
No. 224-13/14

Office of the Chief Financial Officer

INFORMATIVE

FROM: Megan K. Reilly
Chief Financial Officer

SUBJECT: SIMPSON AND SIMPSON CONTRACT AMENDMENT

The Board is requested to ratify an amendment to the Simpson and Simpson (S&S) Audit
Contract #4400002515 due to the additional work required to audit the Districts proposed
accounting changes related to Capital Assets.

As mentioned in a prior informative, while District staff was engaged in migrating capital asset
data from the Legacy Replacement Project to the new SAP finance system, staff discovered two
issues: 1) certain Facilities expense costs were capitalized as construction in progress (CIP), and
2) a number of completed capital projects remained in the CIP account. As a result, depreciation
expenses have been understated in the Districts government-wide financial statements and it
was necessary to restate the 2012 government-wide financial statements.

S&S estimated that an additional 1,900 to 2,600 audit hours would be required with a not to
exceed amount of $210,000. This District will be billed for the actual hours worked and the
additional cost is within the audit budget authority in the General Fund.

Should you have any questions or wish a briefing on this matter, please feel free to contact me at
(213) 241-7888.

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
George Silva
Yolanda Hernandez
Nicole Elam
Luis Buendia

34
TAB 3
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: School Operations
ADOPTION OF THE INSTRUCTIONAL CALENDARS FOR THE 2014-2015 SCHOOL
YEAR
Action Proposed:
StaII requests that the Board oI Education adopt the Resolution outlined in Attachment A, and
the single-track and multi-track instructional calendars Ior the 2014-15 school year as set Iorth
in Exhibits A through F. Each calendar provides 180 instructional days necessary to comply
with Education Code Section 46200, and includes legal holidays, unassigned, non-work days
and summer session dates.
Background:
The proposed calendars Ior the 2014-15 school year have been discussed with required
collective bargaining partners through the Article XXX Calendar Committee.
The single-track and multi-track instructional calendars Ior the 2014-15 school year as set Iorth
in Exhibits A through F are presented at this time Ior approval by the Board oI Education.
Education Code Section 37220 subdivision (e) grants the governing board oI a school district,
by adoption oI a Resolution, the authority to revise the date upon which the schools oI the
district are closed in observance oI any oI the holidays identiIied in subdivision (a) oI the same
Education Code Section.
Expected Outcomes:
2014-2015 calendars Ior single-track and multi-track schools will be implemented.
Approval will result in the implementation oI the single-track and multi-track instructional
calendars.
Disapproval will require development and proposal oI new calendars.
II adopted, this resolution allows the Board oI Education to determine the calendar by its own
process, including days on which the schools are closed in observance oI holidays.
Budget Impact:
35
File Number: Rep-22-4
The 2014-15 Budget Planning Estimates include Iunding Ior the implementation oI the
proposed calendars. This report thereIore does not result in additional costs to the District
beyond the amount reIlected in the Budget Planning Estimates.
Issues and Analysis:
Bell High School in Education Service Center South will remain on the 4-track calendar
pending completion oI South Region High School #8.

36

LOS ANGELES UNIFIED SCHOOL DISTRICT

Bd. of Ed Rpt No. 227-2013/2014 Page 1 of 1 Board of Education
February 11, 2014

ATTACHMENT A

RESOLUTION OF THE BOARD OF EDUCATION OF
THE LOS ANGELES UNIFIED SCHOOL DISTRICT
AUTHORIZING THE OBSERVANCE OF PRESIDENTS DAY IN SINGLE TRACK
AND MULTI-TRACK SCHOOLS DURING THE 2014-15 SCHOOL YEAR

WHEREAS, Section 37220, subdivision (e) of the Education Code permits the governing board of a
school district, by adoption of a resolution, to revise the date upon which the schools of the district
are closed in observance of any of the holidays identified in subdivision (a); and

WHEREAS, Subdivision (a) (3) pertains to Lincoln Day; and

WHEREAS, Subdivision (a) (4) pertains to Washington Day; and

WHEREAS, the single track and multi-track calendars as presented in Exhibits A through F,
attached have been the subject of negotiating/conferring with the Associated Administrators of Los
Angeles (AALA) and United Teachers-Los Angeles (UTLA); and

attached reflect the observance of Presidents Day on Monday, February 16, 2015;

NOW THEREFORE, the Board of Education of the Los Angeles Unified School District hereby
resolves that the consolidation of Lincoln Day and Washington Day into Presidents Day will be
observed on Monday, February 16, 2015, for all schools following the single track and multi-track
calendars as presented in Exhibits A through F.

37


February 11, 2014

ATTACHMENT A

RESOLUTION OF THE BOARD OF EDUCATION OF
THE LOS ANGELES UNIFIED SCHOOL DISTRICT
AUTHORIZING THE OBSERVANCE OF PRESIDENTS DAY IN SINGLE TRACK
AND MULTI-TRACK SCHOOLS DURING THE 2014-15 SCHOOL YEAR

WHEREAS, Section 37220, subdivision (e) of the Education Code permits the governing board of a
school district, by adoption of a resolution, to revise the date upon which the schools of the district
are closed in observance of any of the holidays identified in subdivision (a); and

WHEREAS, Subdivision (a) (3) pertains to Lincoln Day; and

WHEREAS, Subdivision (a) (4) pertains to Washington Day; and

attached have been the subject of negotiating/conferring with the Associated Administrators of Los
Angeles (AALA) and United Teachers-Los Angeles (UTLA); and

attached reflect the observance of Presidents Day on Monday, February 16, 2015;

NOW THEREFORE, the Board of Education of the Los Angeles Unified School District hereby
resolves that the consolidation of Lincoln Day and Washington Day into Presidents Day will be
observed on Monday, February 16, 2015, for all schools following the single track and multi-track
calendars as presented in Exhibits A through F.

38


February 11, 2014
EXHIBIT A

Summary of Single-Track Calendar for the 2014-15 School Year
Beginning in July of 2014

SIN0IF- 1RACK CAIFNAR

Days of
Instruction
August 12, 2014 December 19, 2014 85
January 12, 2015 June 4, 2015 95

First Day Tuesday, Aug. 12
Last Day of Instruction Thursday, June 4

Total Days of Instruction 180
Total Days School Provides Instruction 180

Winter Recess Begins Monday, Dec. 22
Winter Recess Ends Friday, Jan. 9

Spring Recess Begins Monday, March 30
Spring Recess Ends Friday, April 3

Holidays, Single Track Calendar
Admission Day Friday, Aug. 29
Labor Day Monday, Sep. 1
Veterans Day Tuesday, Nov. 11
Thanksgiving Holiday* Thursday, Nov. 27
Dr. Martin Luther King, Jr. Day Monday, Jan. 19
Presidents Day** Monday, Feb. 16
Memorial Day Monday, May 25

* The day after Thanksgiving, November 28, 2014 is a school holiday.
** In order for the District to combine the observance of Lincoln Day and Washington Day into
Presidents Day, the District must adopt a resolution as outlined in Education Code Section 37220.

39


February 11, 2014

EXHIBIT B

Multi-track School Calendars for the 2014-15 School Year

FOUR-TRACK (90/30) CALENDAR
First Day Tuesday, July 1
Last day of Instruction Tuesday, June 30

Total Days of Instruction 180
Total Days School Provides Instruction 240

Winter Recess Begins Monday, Dec. 22
Winter Recess Ends Friday, Jan. 2

Holidays, Multi-track Calendar
Independence Day Friday, July 4
Admission Day* Friday, Aug. 29
Labor Day Monday, Sep. 1
Veterans Day Tuesday, Nov. 11
Thanksgiving Day** Thursday, Nov. 27
Dr. Martin Luther King, Jr. Day Monday, Jan. 19
Presidents Day*** Monday, Feb. 16
Memorial Day Monday, May 25

* The multi-track school will be in session on Admission Day.
** The day after Thanksgiving, November 28, 2014 is a school holiday.
*** In order for the District to combine the observance of Lincoln Day and Washington Day into
Presidents Day, the District must adopt a resolution as outlined in Education Code Section 37220.

40


February 11, 2014

EXHIBIT C

Summary of Multi-Track Calendar for the 2014-15 School Year

FOUR-TRACK (90/30)

TRACK A Days of TRACK B Days of
Instruction Instruction

Aug. 15, 2014 Dec. 19, 2014 84 July 1, 2014 Sept. 29, 2014 63
Feb. 13, 2015 June 30, 2015 96 Nov. 12, 2014 Dec. 19, 2014 23
Jan. 5, 2015 Mar. 26, 2015 57
May 8, 2015 June 30, 2015 37

TRACK C TRACK D

July 1, 2014 Aug. 14, 2014 32 July 1, 2014 Nov. 10, 2014 93
Sept. 30, 2014 Dec. 19, 2014 53 Jan. 5, 2015 May 7, 2015 87
Jan. 5, 2015 Feb. 12, 2015 28
Mar. 27, 2015 June 30, 2015 67

41


February 11, 2014

EXHIBIT D

FIVE EMERGENCY DAYS

In the event of an emergency, five days have been identified on each calendar for the 2014-15 school year.
They are as follows:

2014-15 SINGLE TRACK CALENDAR
March 30, 31 and April 1, 2, 3, 2015

2014-15 FOUR-TRACK (90/30) CALENDAR
A TRACK: February 5, 6, 9, 10, and 11, 2015
B TRACK: April 30, and May 1, 4, 5, 6 2015
C TRACK: March 19, 20, 23, 24, and 25, 2015
D TRACK: May 11, 12, 13, 14, and 15, 2015

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46
47
TAB 4
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: HR Personnel Commission Routine Personnel Actions
Approval of Routine Personnel Actions

Action Proposed:
Approve 4,155 routine personnel actions (including, but not limited to elections, promotions,
transIers, leaves, terminations, separations, permits and contracts) according to the Iollowing
breakdown:

CertiIicated: 2,058
ClassiIied: 1,667
UnclassiIied: 430

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

SAP transaction numbers: 1806886 to 1819302

ROUTINE PERSONNEL ACTIONS

Total (this report) Total
(12/03/13 to 01/16/14) (Year-to-date)

1. CertiIicated 2,058 227,044
2. ClassiIied 1,667 164,261
3. UnclassiIied 430 86,633

TOTAL 4,155 477,938

BREAKDOWN OF ACTIONS

Actions CertiIicated ClassiIied UnclassiIied Total
Hire 187 353 204 744
Leaves/Paid 61 111 0 172
Leaves/Unpaid 57 16 0 73
Reassignments/Demotions 7 2 0 9
Reassignments/TransIer 700 240 26 966
48
Reassignments/Promotions 232 162 0 394
Retirements 57 136 0 193
Separation/Non-Resignations 270 110 53 433
Separation/Resignation 57 115 31 203
Other Actions* 430 422 116 968

*Other actions include absences, conversion codes Irom legacy, change oI pay, change oI work
schedule and beneIits.

Background:
This report is presented at each Board Meeting Ior approval oI routine personnel actions.

Expected Outcomes:
Not applicable

SpeciIically in regard to disciplinary action, a no vote may nulliIy the disciplinary action due to
legal time constraints. A no vote impacts the timeliness oI processing personnel actions Ior
classiIied and certiIicated employees regarding their assignment, salary/rate, transIer, and new
appointment and may be in conIlict with procedural rights and beneIits aIIorded them under
applicable Education Code provisions, Personnel Commission Rules, District Policy, and
respective Collection Bargaining Agreements (UTLA, AALA, Teamsters, Los Angeles School
Police Sergeants and Lieutenants Association). Employees have procedural rights that are
based on their status (permanent or probationary) associated with the speciIic personnel action
being submitted and the respective rights available to them in accordance with the above.
Additionally, based on Personnel Commission Rules, permanent classiIied employees have
rights to appeals.

Not applicable

Budget Impact:
Cost Neutral

Not applicable
49
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No. 228-13/14

Human Resources Division

INFORMATIVE

TO: Members, Board of Education Date: January 27, 2014

FROM: Vivian K. Ekchian
Chief Human Resources Officer

SUBJECT: APPROVAL OF ROUTINE PERSONNEL ACTIONS

The purpose of this informative is to provide additional details regarding the Routine Personnel Actions
outlined in Board Report No. 228-13/14. There were 187 certificated new hires during the time period
covered by this report. A detailed list of hires appears below. The 187 new hires are either former
employees from the rehire list or certificated employees needed in hard-to-staff areas. Substitute teachers
were hired into the substitute pool in order to provide ample coverage for teacher absences.

1. A Temporary Adviser, MST - Non-School Based 2
2. A Arts Education Itinerant 2
3. A Assistant Principal, Adult Counseling 1
4. A Assistant Principal, Adult Education 1
5. A Assistant Principal, Elementary 1
6. A Assistant Principal, Secondary 1
7. CCounselor, Pupil Services and Attendance 1
8. E Elementary Teacher 9
9. OSchool Occupational Therapist, Special Education 1
10. P School Psychologist 1
11. S School Nurse 4
12. S Secondary Teacher 68
13. S Special Education Teacher 16
14. S Speech and Language Pathologist 5
15. TCTeacher, Special Education, Resource Specialist Program 3
16. TCAdult Teacher, Day-to-Day Substitute, Rate 1 6
17. TCTeacher, Categorical Limited Contract 1
18. TCTeacher, Child Center, Substitute, Day-to-Day 6
19. TCTeacher, Elementary, Substitute, Day-to-Day 33
20. TCTeacher, Secondary, Substitute, Day-to-Day 25

53

Members, Board of Education - 2 - January 27, 2014

If you have any questions, please contact me at extension 16131.

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
John A. Brasfield, Jr.
54
No. 228-13/14
For 2-11-14 Board Meeting

Interoffice Correspondence

INFORMATIVE

TO: Members, Board of Education DATE: February 11, 2014

FROM: Janalyn W. Glymph, Ph.D.
Personnel Director

SUBJECT: NUMBER OF ROUTINE PERSONNEL ACTIONS

This informative addresses the number of classified personnel hire actions on the Board of Education
Routine Personnel Actions Report for February 11, 2014 meeting.

The following table represents a breakdown of the new hire, reassignment, and rehire actions for the
February 11, 2014 board report for the period of December 3, 2013 to January 16, 2014.

Hire Data:
As presented in the table below, the total number of classified hire actions for the period of December
3, 2013 to January 16, 2014 is 758, of which 535 (71%) are rehires or reassignments, and 223 (29%)
are new hires.

With the exception of 124 assignments, all of the actions are for positions which are school-based or
provide direct support to the schools or their operations. Teacher Assistant positions, although
unclassified, are included in the data as they are indicated as classified in the BTS system and they are
processed by the Personnel Commission.

All new hires to regular/permanent positions are for A or C basis positions. The new hires consist of
an Automobile Mechanic, Automobile Mechanic (Bus-Truck) (2), Computer Forensic Specialist,
Electrician (3), Energy Specialist, Investigator (2), Maintenance Worker (4), Microcomputer Support
Assistant (2), Police Officer, Regional Construction Director, Senior Resident Construction Engineer,
Sign Language Interpreter, Staff Assistant to Board Members I, Staff Assistant to Board Members II,
and Staff Assistant to Board Members VI.

The following regular/permanent positions have been filled by promotional employees: Area Bus
Supervisor, Assignment Technician, Assistant Area Bus Supervisor (2), Assistant Plant Manager I (7),
Coordinator of Legislative Analysis, Deputy Chief of Police, Design Network Engineer, Early
Education Center Office Manager, Electrical Technical Supervisor, Fiscal Services Manager, Food
Service Manager II, Food Service Manager V, Food Services Staff Aide, Garage Assistant,
Information Resource Support Assistant, Investigator, Maintenance Worker (8), Plant Manager I (13),
Plant Manager II, Principal Administrative Analyst, Regional Recreation Director, Satellite Food
Service Manager (2), School Administrative Assistant (4), Senior Administrative Analyst (4), Senior
Financial Manager (2), Senior IT Electronics Communication Technician, Senior Police Officer (2),
Senior Selection Technician, Special Education Assistant (9), Supervising Purchasing Services
Coordinator, and Textbook Inventory Clerk (5).
55

Page 2

Hire Data of All Classified and Teacher Assistant Employees
From December 3, 2013 to January 16, 2014
By New Hire, Reassignment, and Rehire

Classification Prov
Reg/
Perm Restr.
Return
Retiree Subs Temp
Grand
Total

NEW HIRE

Administrative Intern I * 2 2
Administrative Intern II* 1 1
Athletics Assistant 26 26
Automotive Mechanic 1 1
Automotive Mechanic (Bus-Truck) 2 2
Building and Grounds Worker 3 3
Campus Aide & Restricted 21 21
Campus Aide (Male/Restricted) 1 1
Computer Forensic Specialist* 1 1
Electrician 3 3
Energy Specialist* 1 1
Examining Assistant I 1 1
Food Service Worker 28 28
Human Resources Specialist I* 1 1
Information Technology Intern, Programming* 1 1
Instructional Aide I & (Restricted) 4 4
Investigator* 2 2
Library Aide 1 1
Maintenance Worker 4 4
Microcomputer Support Assistant 2 2
Police Officer 1 1
Refrigeration Fitter 1 1
Regional Construction Director* 1 1
School Facilities Attendant (Male) (Restricted) 1 1
Senior Insurance Technician* 1 1
Senior Resident Construction Engineer* 1 1
Sign Language Interpreter 1 1
Special Education Trainee 24 24
Staff Assistant to Board Members I* 1 1
Staff Assistant to Board Members II* 1 1
Staff Assistant to Board Members VI* 1 1
Stock Clerk (Music) 1 1
Student Support Services Case Manager 1 1
Teacher Assistant - Degree Track 81 81
New Hire Total 23 26 93 81 223

REASSIGNMENT

"WE BUILD" Program Job Coordinator* 1 1
Accounting Analyst* 1 1 2
Accounting Technician II* 2 3 5
Administrative Aide* 3 3
Administrative Analyst* 1 2 3

56

Page 3


Classification Prov
Reg/
Perm Restr.
Return
Retiree Subs Temp
Grand
Total

REASSIGNMENT
Administrative Secretary I (CPOS)* 1 1
Administrative Staff Aide (CPOS)* 1 1
Administrative Staff Aide* 1 1
Area Bus Supervisor 1 1
Area Food Services Supervisor 1 1
Assignment Technician* 1 1 2
Assistant Area Bus Supervisor 2 1 3
Assistant Plant Manager I 10 10
Assistant Plant Manager II 1 1
Bus Dispatcher 2 2
Clerk 1 2 3
Contract Administration Analyst* 1 1 2
Contract Assistant* 1 1
Coordinating Contract Assistant* 1 1
Coordinator of Legislative Analysis* 1 1
Deputy Chief of Police* 1 1
Deputy Director of Legislative Affairs and
Governmental Relations*
1 1
Design Network Engineer* 1 1
Director, Performance Management* 1 1
Early Education Center Aide I & (Restricted) 1 1
Early Education Center Office Manager 2 2
Electrical Technical Supervisor 1 1
Financial Aide * 1 1
Fiscal Services Manager 1 1
Fiscal Specialist 1 1 2
Food Production Assistant 1 2 3
Food Production Worker 2 2
Food Service Manager I 1 1
Food Service Manager II 7 1 8
Food Service Manager III 1 1
Food Service Manager IV 5 1 6
Food Service Manager V 1 1 2
Food Service Manager VI 1 2 3
Food Service Training Specialist 1 1
Food Service Worker 31 3 34
Food Service Worker II (Driving) 2 1 3
Food Services Staff Aide 1 1
Garage Assistant 1 1
Gardener 2 2
Head Stock Clerk 1 1 2
Health Care Assistant 5 5

57

Page 4


Classification Prov
Reg/
Perm Restr.
Return
Retiree Subs Temp
Grand
Total

REASSIGNMENT
Heating and Air Conditioning Fitter 1 1
Heavy Bus Driver 1 1
Information Resources Support Assistant* 2 2
Information Systems Support Assistant I 1 1
Information Technology Trainer II* 1 1
Investigator* 1 1
IT Customer Services Support
Representative*
1 1
IT Electronics Communications Technician* 1 1
Legal Secretary* 1 1
Light Bus Driver 2 2
Locksmith 1 1
Maintenance Worker 10 10
Network Operations Center Engineer* 1 1
Office Technician 19 1 15 35
Office Technician* 2 3 5
Painter 1 1
Parent Resource Liaison 1 1
Plant Manager I 15 2 17
Plant Manager II 1 1
Plant Manager III 1 1
Plasterer and Concrete Finisher 1 1
Power Equipment Mechanic 1 1
Principal Administrative Analyst* 1 1
Principal Administrative Assistant* 1 1
Principal Clerk* 1 1 2
Regional Recreation Director* 1 1
Satellite Food Service Manager 9 10 19
School Administrative Assistant 7 7
School Facilities Attendant (Female)
(Restricted)
1 1
School Facilities Attendant (Restricted) 1 1
Senior Administrative Analyst* 4 4
Senior Assignment Technician* 1 1
Senior Early Childhood Education Division
Fiscal Technician
1 1
Senior Financial Manager 2 2
Senior Fiscal Specialist 1 1
Senior Food Service Worker 10 22 32
Senior Insurance Technician* 1 1
Senior Investigator* 1 1
Senior IT Electronics Communications
Technician*
1 1
Senior Office Technician 10 10
Senior Plumber 1 1 2

58

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Classification Prov
Reg/
Perm Restr.
Return
Retiree Subs Temp
Grand
Total

REASSIGNMENT
Senior Police Officer 2 2
Senior Secretary 1 1
Senior Secretary* 1 1
Senior Selection Technician* 1 1
Sign Language Interpreter 1 1
Special Education Assistant 46 3 49
Staff Assistant to Board Members V* 1 1
Stock Clerk 1 1
Supervising Investigator* 1 1
Supervising Purchasing Services Coordinator* 1 1
Textbook Inventory Clerk 5 1 6
Transportation Router 1 1
Window/Wall Washer 3 1 1 5
Zone of Choice Facilitator* 1 1
Reassignment Total 67 313 2 1 31 34 448

REHIRE
Administrative Analyst* 1 1
Athletics Assistant 4 4
Automotive Mechanic 1 1
Campus Aide (Female/Restricted) 1 1
Campus Aide (Male/Restricted) 1 1
Carpenter 1 1
Education Aide III (Restricted) 1 1
Engineering Aide* 1 1
Food Service Worker 1 6 7
Garage Attendant 1 1
Hardwood Floor Worker 1 1
Information Resources Support Assistant* 2 2
Instructional Aide for the Deaf & Hard of
Hearing Students-Signing
1 1
Instructional Aide I & (Restricted) 2 2
Investigator* 1 1
IT Electronics Communications Technician* 1 1
Library Aide 1 2 3
Office Technician 4 4 8
Plumber 1 1
Police Officer 1 1
Resource Assistant for Students with Visual
Disabilities
1 1
Roofer 2 2
59

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Classification Prov
Reg/
Perm Restr.
Return
Retiree Subs Temp
Grand
Total

REHIRE
School Administrative Assistant 1 1
Security Officer 1 1
Senior Office Technician 2 2
Special Education Assistant 1 1 2
Stock Worker 1 1
Stringed Instrument Technician 1 1
Rehire Total 1 25 6 36 19 87

Grand Total 68 361 34 1 160 134 758

*non-school based

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

c: Michelle King Jaime Aquino
David Holmquist Jefferson Crain
Enrique Boullt Classified Unions

JWG 2-11-14
60
TAB 5
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: HR Personnel Commission Non Routine Personnel Actions
Approval of Non-Routine Personnel Actions

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

CLASSIFIED

Dismissal

1. EN 786906 Irom permanent Special Education Assistant eIIective at the close
oI February 12, 2014.

Suspension-Dismissals

2. EN 590340 Irom permanent Senior OIIice Technician. Suspension Irom
January 14, 2014 through February 12, 2014; dismissal eIIective at the close oI February
12, 2014.

3. EN 709475 Irom permanent Principal Administrative Analyst. Suspension
Irom January 14, 2014 through February 12, 2014; dismissal eIIective at the close oI
February 12, 2014.

4. EN 806868 Irom permanent Electrician. Suspension Irom January 14, 2014
through February 12, 2014; dismissal eIIective at the close oI February 12, 2014.

5. EN 972362 Irom permanent Campus Aide. Suspension Irom January 14, 2014
through February 12, 2014; dismissal eIIective at the close oI February 12, 2014.

Rescission oI Dismissals

6. Previous ReIerence: Board oI Education Report No. 151-12/13 2-12-13
regarding dismissal oI EN 628698 Irom permanent Early Education Center Aide I
eIIective at the close oI February 13, 2013.

Rescind dismissal oI EN 628698 and make whole in lost wages, beneIits,
and seniority as ordered by the Personnel Commission on November 25, 2013.
61

regarding dismissal oI EN 675159 Irom permanent Plant Manager II eIIective at the
close oI November 13, 2013.

Rescind dismissal oI EN 675159, employee to be demoted to the class oI
permanent Building and Grounds Worker. During the period Irom November 14, 2013
through the date re-processed Ior District service the employee will be on
unpaid personal leave as stipulated in the Settlement Agreement among the employee,
Teamsters Local 572, and the administration signed November 19, 2013.

regarding dismissal oI EN 796099 Irom permanent Campus Aide eIIective at the close
oI February 13, 2013.

Rescind dismissal oI EN 796099 and accept resignation Irom
employment eIIective at the close oI February 13, 2013 as stipulated in the Settlement
Agreement among the employee, SEIU Local 99, and the administration signed
on September 11, 2013.

Rescission oI Suspension-Dismissal

regarding suspension-dismissal oI EN 741124 Irom permanent Tree Surgeon.
Suspension Irom October 15, 2013 through November 13, 2013; dismissal eIIective at
the close oI November 13, 2013.

Rescind dismissal oI EN 741124 and accept resignation Irom
employment eIIective at the close oI November 11, 2013.

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

Expected Outcomes:
Not applicable

SpeciIically in regard to disciplinary action, a no vote may nulliIy the disciplinary action due to
legal time constraints. A no vote impacts the timeliness oI processing personnel actions Ior
classiIied and certiIicated employees regarding their assignment, salary/rate, transIer, and new
appointment and may be in conIlict with procedural rights and beneIits aIIorded them under
applicable Education Code provisions, Personnel Commission Rules, District Policy, and
respective Collective Bargaining Agreements (UTLA, AALA, Teamsters, Los Angeles School
Police Association, Service Employees International Union, Local 99, CaliIornia School
Employees Association, Los Angeles/Orange Counties Building and Construction Trades
Council, Los Angeles School Police Sergeants and Lieutenants Association). Employees have
procedural rights that are based on their status (permanent or probationary) associated with the
62
speciIic personnel action being submitted and the respective rights available to them in
accordance with the above. Additionally, based on Personnel Commission Rules, permanent
classiIied employees have rights to appeals.

Not applicable

Budget Impact:
Not applicable

Not applicable
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TAB 6
Text FiIe
FiIe Number: 184-13/14
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Charter Schools Division
Approval of the Renewal of the Charter for Academia Moderna
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Academia Moderna Ior Iive (5)
years, beginning July 1, 2014 until June 30, 2019 to serve 439 students in grades K-5 in year 1
and up to 486 students in grades K-5 by the end oI its charter term.
Background:
On September 20, 2013, the Executive Director oI Academia Moderna submitted its charter
renewal petition application to the Charter Schools Division. The charter petition and
supporting documents were reviewed by the Charter Schools Division, the OIIice oI the General
Counsel, and other District staII. Pursuant to a waiver executed by petitioners and the District,
the statutory timeline Ior Board action on this petition has been extended to February 11, 2014.
In accordance with Education Code sections 47605 and 47607, the Charter Schools Division
considers the Iollowing criteria when reviewing a renewal petition submitted by a charter
school:
ConIirmation that the charter school`s perIormance has met the minimum criteria under
Education Code section 47607(b), including considering increases in pupil academic
achievement Ior all groups oI pupils served by the charter school as the most important Iactor in
determining whether to grant a charter renewal;
Review oI the charter petition to assess the soundness oI the educational program; ensure it
contains the required aIIirmations; and ensure it contains reasonably comprehensive
descriptions oI the 16 elements;
Assessment that the petitioners are demonstrably likely to successIully implement the
program;
ConIirmation oI the academic, operational, and Iiscal soundness oI the charter school based
on the Charter Schools Division oversight and the school`s achievement results on the District`s
School PerIormance Framework.
StaII assesses that Academia Moderna has met the above criteria.
228
File Number:
Academia Moderna serves students in grades K-5 in Board District 5, Educational Service
Center South (ESCS), at 2410 Broadway, Huntington Park, CA 90255. For the 2013-14 school
year the school is also co-located on the campus oI Miles Elementary, 6720 Miles Avenue,
Huntington Park, CA 90255 pursuant to Proposition 39. The school serves students in
Kindergarten at the private site and students in grades (1-5) are currently served at the
co-located site. The school has reported its current enrollment as 411 students in grades K-5.

Academia Moderna was originally approved by the Board oI Education on April 14, 2009 and
began operations in the Iall oI 2009. For the proposed 2014-19 charter term, the enrollment
capacity oI the school is 486 students in grades K-5 in each oI the Iive years oI the charter term.
During the current charter term oI Academia Moderna, the school`s student body has been
reIlective oI the community in which it operates. According to October 2012 CDE data, the
school`s students demographics are 100 Latino. Academia Moderna has chosen to implement
the LAUSD English Learner Master Plan and has provided the Charter Schools Division
supporting documentation.
Academia Moderna is governed by Alta Public Schools which currently operates two charter
schools, Academia Moderna, and Prepa Tec, Los Angeles, a middle school, serving grades 6-8.
Prepa Tec, Los Angeles was authorized by the Los Angeles UniIied School District`s Board oI
Education on January 15, 2013.
Academia Moderna has met the minimum academic perIormance criteria Ior renewal required
under Education Code section 47607(b) as evidenced below in the Summary oI School
PerIormance. In 2012, the school outperIormed resident District schools with comparable
demographics in Growth API and in the percentage oI students scoring proIicient and advanced
on CST ELA and Mathematics. In 2013, however, the school achieved a school-wide Growth
API oI 768, a 34-point decrease Irom its 2012 Base API oI 803. Its three-year API aggregate
growth oI 117 points exceeds the 13-point target. The school earned a 2012 Statewide Rank oI
5 and a Similar Schools Rank oI 8.
The District-wide School PerIormance Framework (SPF) classiIication is another criterion
considered when reviewing a charter school renewal petition. According to the 2013 SPF,
Academia Moderna has been classiIied as a 'Watch school, second to the last in a Iive tiered
classiIication system oI perIormance. The school`s placement in this tier is due to low 3rd
grade reading proIiciency levels on the ELA on the CaliIornia Standards Tests coupled with a
low percentage oI students scoring proIicient in Math (53) and ELA (43). (See Summary oI
Charter School PerIormance below).
While the school had a decline in API last year, its perIormance over the last Iour years
demonstrates consistent academic gains. The academic perIormance oI students on the CST in
2012-13 was an anomaly which resulted in their decreased SPF classiIication. Academia
Moderna`s 2012-13 SPF was 'Service & Support. For example, Academia Moderna has three
(3) statistically signiIicant subgroups, Latino, English Learners, and socioeconomically
disadvantaged. In 2012, each subgroup met and signiIicantly increased their API growth
targets. Latinos increased by 89 API points, English Learners grew by 70 points, and the
socioeconomically disadvantaged grew by 83 API points. We understand Irom the school that
the loss oI a 3rd grade teacher just prior to testing last year impacted student morale and may
229
File Number:
have impacted their CST perIormance. In spite oI this loss, Academia Moderna shows an
overall API growth oI 117 points since the school`s inception, a yearly average oI 39 API points
which is well above the target growth oI 5 points per year. CSD staII will continue to closely
monitor the school`s progress and transition to Common Core.
As a high quality authorizer, LAUSD strives to share and leverage promising and innovative
practices across LAUSD schools to help generate innovation and improve educational outcomes
Ior all students. The school has exhibited promising practices with the implementation oI the
International Baccalaureate Primary Years Program (IBPYP) will could be an additional tool to
improve student achievement by exposing students to increased levels oI rigorous instruction.
The IBPYP Iocuses on a structured, purposeIul inquiry as the leading vehicle Ior teaching
thematic units which are based on the 'backwards design model. The school also has
instituted an intensive intervention plan Ior students who have not met benchmark assessment
standards. Intervention includes a Saturday school program with targeted instruction designed
to meet individualized learning goals and objectives.
Current Governing Board members completed questionnaires regarding conIlicts oI interest. A
due diligence review perIormed by the OIIice oI the Inspector General oI the school`s principal
and on-site Iinancial manager revealed no material negative Iindings.
Prior to the Board approval oI the charter renewal, the school must submit any requested
materials, including a signed Memorandum oI Understanding (MOU) Ior Special Education and
Iacilities agreement.
The petition is available Ior perusal in the Charter Schools Division and online at the District`s
Board oI Education website at http://laschoolboard.org/charterpetitions.
Expected Outcomes:
Academia Moderna is expected to operate its charter school in a manner consistent with local,
state, and Iederal ordinances, laws and regulations and with the terms and conditions set Iorth in
its petition. The benchmarks Ior achievement are set Iorth in the petition.
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Academia
Moderna the right to continue to operate as a charter school under the terms oI the renewal
petition Ior a Iive (5) year period beginning July 1, 2014.
'No - The denial oI the renewal oI the charter term would cause the charter to expire on June
30, 2013, unless Academia Moderna appeals the denial and the charter is granted by the Los
Angeles County Board oI Education or the CaliIornia State Board oI Education. This Board
Report No. 184 - 13/14 and accompanying documents shall constitute the Board oI Education`s
adopted written Iindings oI Iact Ior the denial oI the Academia Moderna renewal petition.
There are no policy implications at this time.
Budget Impact:
230
File Number:
State income and various other income sources to the District are reduced when current District
students enroll at a charter school, and comparable or oIIsetting expenditure savings may not
occur in such cases. Under Education Code section 47604(c), a school district that grants a
charter to a charter school to be operated by, or as, a nonproIit public beneIit corporation is not
held liable Ior the charter school`s debts or obligations as long as the school district complies
with all oversight responsibilities. The District will continue to have monitoring and oversight
responsibility Ior charter school Iinances, as speciIied in the Charter Schools Act. Any
modiIications to the charter school`s petition or operations with signiIicant Iinancial
implications would require District approval prior to implementation. Petition approval is also
contingent upon adequate liability insurance coverage.
Academia Moderna has selected LAUSD SELPA Option 2. Under the current LAUSD SELPA
Option 2 Special Education MOU, Charter School`s Iair share contribution Ior special
education Ior the Iirst year oI the charter petition will be 20 oI the District`s general Iund
contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter School`s
Iunds Irom the Local Control Funding Formula. This Iormula will increase by 5 Ior each
subsequent Iiscal year until the applicable percentage reaches 35. The rate will remain at
35 Ior the remainder oI the Charter School`s petition period based on the District`s general
Iund contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during the entire
charter petition period, any unspent special education revenues shall be returned to the LAUSD
SELPA.
II all pending issues, including but not limited to special education requirements, special
education local planning area (SELPA) requirements, and Iacilities matters, are not resolved at
the time oI the Board meeting, the OIIice oI General Counsel may recommend the denial oI the
renewal petition.
231
232


Bd. of Ed. Rpt. No. 184 13/14 Page 1 of 6 Board of Education
February 11, 2014
SUMMARY OF CHARTER SCHOOL PERFORMANCE
ACADEMIA MODERNA CHARTER SCHOOL
BOARD OF EDUCATION REPORT 184 13/14
February 11, 2014

The Charter Schools Division has analyzed the performance of the charter school using established
criteria in the following four areas:

I. Student Achievement and Educational Performance
II. Governance and Organizational Management
III. Fiscal Operations
IV. Fulfillment of the Charters Educational Program


First, the Charter Schools Division must confirm whether the charter school has met at least one of the
following minimum criteria set forth in Education Code 47607(b) for schools in operation at least four
years:

1. Attained its Academic Performance Index (API) growth target 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; or
2. Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last three
years; or
3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school in the
prior year or in two of the last three years; or
4. (A) The entity that granted the charter determines that the academic performance of the charter
school is 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 the pupil population that is served at the charter
school.
(B) The determination made pursuant to this paragraph shall be based upon all of the
following:
(i). Documented and clear and convincing data.
(ii). Pupil achievement data from assessments, including, but not limited to, the
Standardized Testing and Reporting Program established by Article 4 (commencing
with Section 60640) for demographically similar pupil populations in the comparison
schools.
(iii). Information submitted by the charter school.

Note: If a charter school has not been in operation for at least four years, this section of Education Code
serves as reference. The Charter Schools Division will present findings based on its analysis of the
schools performance data to date, and of the academic, operational, and fiscal soundness of the charter
school based on Charter Schools Division oversight.
233


February 11, 2014
Academia Moderna has met the minimum statutory requirement as evidenced in the Data Summary
Report.

Student Discipline
Discipline and expulsion policies used at District schools must comply with the California Education
Code. LAUSD charter schools must comply with the provisions related to suspensions and expulsions
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. As stated
in their charter petition, Academia Modernas grounds for student suspension and expulsion are aligned
with those listed in Education Code Section 48900 et seq. As the data below shows, Academia Moderna
had 4 suspensions and 0 expulsions for the 2012-13 school year. In 2011-12, the school reported 4
suspensions and 0 expulsions. As of the date of this report, the school reports 1 suspension and 0
expulsions for the current school year.

SUSPENSION/EXPULSION
Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of
this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Academia
Moderna
2156 1 0 4 0 4 0

Special Education

According to the December 2012 CASEMIS reports that Academia Moderna had a special education
enrollment rate of 5%, which is less than LAUSD Similar Schools from CDE Median (11%). The
school is committed to continuing its efforts to identify and serve students with disabilities. The school
provides both strategic and intensive targeted intervention as needed for students.

OCT
2012
Enroll
#
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English Learners

The tables below represent the number of English Leaners identified, served and reclassified by
Academia Moderna Charter School. The schools October 2012 (CBEDS) English learner population of
60% was significantly higher than the LAUSD Similar Schools from CDE Median of 43%. The
schools 2012-13 reclassification rate of 11.5% was slightly less than the LAUSD Similar Schools from
CDE Median rate of 12.5%.

234


February 11, 2014
ESC BD
Loc
Code
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XR 5 2156 Academia Moderna 225 95% 0% 60%
100
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0% 0% 0% 0%

RECLASSIFICATION

2012-13
2011-12
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Academia Moderna 157 18 11.5% -6.6%
LAUSD Similar Schools from CDE Median 311 39 12.5% -5.9%
Resident Schools Median 361 55 12.7% -5.9%
Comparison Schools in Charter Median 315 40 15.3% -2.1%
District 180,618 24,697 13.7% -1.7%

2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification Rate
Academia Moderna 122 22 18%
LAUSD Similar Schools from CDE Median 321 50 18.4%
Resident Schools Median 400 71 18.6%
Comparison Schools in Charter Median 308 46 17.4%
District 194,904 29,956 15.4%

2010-11 2009-10 # EL 2010-11 # Reclassified
2010-11
Academia Moderna 108 11 10.2%
District 205,312 26,080 12.7%

EVALUATION VISIT RESULTS

Following are definitions of the School Performance Evaluation ratings:
An evaluation of accomplished applies to operations characterized, overall, by strengths. There are very
few weaknesses and any that do exist do not diminish the students experience. While an evaluation of
accomplished represents a high standard of operating, it is a standard that should be achievable in all
schools. It implies that it is fully appropriate for a school to continue its operations without significant
adjustment. The school would always be expected, however, to continue to take advantage of
opportunities to improve.
An evaluation of proficient applies to operations characterized by a number of strengths. There are
weaknesses, but neither singly nor collectively do these have a significant adverse impact on the student
235


February 11, 2014
experience. An evaluation of proficient may be arrived at in a number of circumstances. The school
may provide a productive student experience, but it may not provide consistent challenge for students.
Typically operations will be characterized by strengths, but one or more weaknesses reduce the overall
quality of the student experience.
An evaluation of developing applies to operations characterized by weaknesses which require remedial
action by the school. Some, if not all, staff responsible for the operation evaluated as inadequate require
support from senior managers in planning and carrying out the necessary actions to effect improvement.
There may be some strengths, but these are overshadowed by the impact of the weaknesses.

An evaluation of unsatisfactory applies when there are major weaknesses in operation that require
immediate remedial action on the part of the school. The student experience is at risk in significant
respects. In almost all cases, staff responsible for operations evaluated unsatisfactory will require
This may involve working alongside effective peers in or beyond the school.

I Student Achievement and Educational Performance

Charter Schools Division oversight deemed Student Achievement and Educational Performance at
the school to be Developing.

Areas of particular strength include:
The schools API has increased steadily for the past four years of operation from 652 in 2009-10,
717 in 2010-11, to 803 in 2011-12. The 2012-13 API is 768.
The school wide ELA proficiency has increased steadily, 22% in 2009-10, 23% in 2010-11, to its
highest in 2011-12 of 52%. Current ELA proficiency is 43%.
The school wide proficiency in math has also increased steadily. In 2009-10 it was 21%, 47% in
2010-11, and 61% in 2011-12. Current Math proficiency is 53%.

Areas for improvement include:
Academia Moderna has a 2012-13 School Performance Framework (SPF) classification of
Watch which denotes a decline from their 2011-12 classification of Service and Support.
School leaders attribute the downgrade in classification to the students performance on CST
testing which coincides with the loss of a third grade teacher.
The school sought WASC accreditation, while transitioning to CCSS and piloting the Smarter
Balance Assessments as well as implementing the International Baccalaureate Primary Years
Program (IBPYP). These competing factors strained the schools fiscal and personnel resources
and consequently impacted the schools ability to sustain positive growth in academic
performance. Academia Moderna has since postposed the WASC action until 2015.

II Governance

Charter Schools Division oversight deemed Governance at the school to be Developing.

236


February 11, 2014
The Governing Board has strengthened its organizational structure by creating three new
positions to include a Superintendent of Instruction, Director of Human Resources, and
Director of Student Services.
The Governing Board is responsive to the developing needs of the school by strengthening
the capacity of its Governing Board membership to include experienced educational leaders.

The Governing Board must maintain the structure and numeric composition of its Governing
Board as stated in the approved charter petition.
The school must strengthen its system for monitoring school performance data to ensure that
it is consistent with the vision stated in the charter petition and to make necessary
adjustments if required.
The Governing Board should strengthen its evaluation of the schools leadership to include
the Executive Director. The Governing Board is encouraged to identify reliable performance
indicators to be reviewed on a regular basis as a means of verifying data provided in
monthly report provided by leadership.


Charter Schools Division oversight deemed Fiscal Operations at the school to be Proficient.

Areas of particular strength:
Per 2012-13 Audit
o Net assets continue to increase and have a positive trend:
2009-10 Audit: $117,076
2010-11 Audit: $321,624
2011-12 Audit: $605,361
2012-13 Audit: $765,287
o Cash Reserve is equivalent to 7.06% of expenses. Academia Moderna has maintained a cash
reserve above the recommended 5% for the last 2 years. Cash position of school continues to
show an upward trend:
2009-10: $11,342
2010-11: $41,583
2011-12: $164,895
2012-13: $218,919
o Net income has been positive for the last four years. 2012/2013 net income is $159,926.
o School has a comprehensive website.

Areas recommended for improvement include:
Per 2012-13 Audit
o No significant areas of improvement were noted.
237


February 11, 2014
Additional Information:
Per 2012/13 Audit
o The 2012/13 audit issued an unmodified (unqualified) opinion.
o There were no findings or deficiencies.
o There were no material weaknesses.
VI Fulfillment of the Charters Educational Program

Charter Schools Division oversight deemed Organizational Management and Operations at
the school to be Proficient.

Areas of particular significance include:
The school has implemented the early stages of the IB program with great fidelity. Every
classroom prominently displays the IB themes as delineated in the
Students take Mandarin language classes as a required component of the IB program.
In 2013-14, teachers are using Marzanos The Art and Science of Teaching to strengthen their
instructional delivery.
The school has implemented an intervention program that is offered during the Saturday and
afterschool program.
The Executive Director teaches a weekly ESL class for parents. He also uses this dedicated time
to inform parents about the schools implementation of CCSS and Smarter Balance Assessments
in their primary language, Spanish.

The school must improve upon its ability to support the academic needs of all statistically
significant subgroups as required.

238
120097
Schoolwide Academic Performance Index
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
MeLSchoolwldeCrowLh1argeL
MeLAllSLudenLCroups1argeL
8aseAlSLaLe8ank
8aseAlSlmllarSchools8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
AfrlcanAmerlcanor8lack -- -- --
AmerlcanlndlanorAlaskanaLlve -- -- --
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno -- S 89 ?es A -32 no
naLlvePawallanoraclflclslander -- -- --
WhlLe -- -- --
1woorMore8aces -- -- --
LngllshLearners -- S 70 ?es S -27 no
SocloeconomlcallyulsadvanLaged -- S 83 ?es 3 -28 no
SLudenLswlLhulsablllLles -- -- --
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
AcademlaModerna 717 803 86 802 768 -34
CuLSlmllarSchoolsMedlan 782 77S -7 77S 772 -3
8esldenLSchoolsMedlan 7S8 800 42 800 781 -19
ComparlsonSchoolsMedlan 769 776 7 776 771 -S
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
AcademlaModerna S7 43 47 S3
CuLSlmllarSchoolsMedlan S6 44 42 S8
8esldenLSchoolsMedlan S4 46 43 S7
ComparlsonSchoolsMedlan SS 4S 44 S7
#CrlLerla #MeL MeL #CrlLerla #MeL MeL
AcademlaModerna 17 17 100 17 8 47
CuLSlmllarSchoolsMedlan 17 10 S7 17 9 S3
8esldenLSchoolsMedlan 17 17 100 17 9 S3
ComparlsonSchoolsMedlan 17 9 S3 17 10 S3
Academia Moderna
Loc.Code: 21S6
CuSCode:
CRITERIA SUMMARY
AcharLerschoolLhaLhasoperaLedforaLleasLfouryearslsellglbleforrenewalonlylfLheschoolhassaLlsfledaLleasLoneofLhefollowlngcrlLerlaprlorLo
recelvlngacharLerrenewal:ALLalnedlLsAcademlcerformancelndex(Al)growLhLargeLlnLheprloryearorlnLwoofLhelasLLhreeyears,boLhschoolwldeand
forallgroupsofpupllsservedbyLhecharLerschool,ranked4Lo10onLheAlsLaLewldeorslmllarschoolsranklnLheprloryearorlnLwoofLhelasLLhreeyears
boLhschoolwldeandforallgroupsofpupllsservedbyLhecharLerschool(S81290).1heacademlcperformanceofLhecharLerschoolmusLbeaLleasLequalLoLhe
academlcperformanceofLhepubllcschoolsLhaLLhecharLerschoolpupllswouldoLherwlsehavebeenrequlredLoaLLend,aswellasLheacademlcperformance
ofLheschoolslnLheschooldlsLrlcLlnwhlchLhecharLerschoollslocaLed,LaklnglnLoaccounLLhecomposlLlonofpupllpopulaLlonservedaLLhecharLerschool
(Ld.Code47607).
2010-11 2011-12 2012-13
6S2 717 802
717 803 768
7 S A
6S 86 -34
?es ?es no
2012-13 CST Comparison
?es ?es no
1 1 S
8
8lankslndlcaLesLhaLLhesubgrouplsnoLnumerlcallyslgnlflcanL,LhereforewlllhavenoLAlscoreorLargeLlnformaLlon.
API Comparison
LngllshLanguageArLs MaLhemaLlcs
AYP Comparison
2012 AYP 2013 AYP
Office of Data and Accountability 1/27/2014
239
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a
LSC 8u
Loc
Code
School
1oLalLnroll
#
l/8
Meal
CA1L LL LaLlno WhlLe
Af.
Amer.
Aslan llll.
Am
lndlan
aclflc
lsland
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XR 5 2156 Academia Moderna 358 95% 0% 60% 100% 0% 0% 0% 0% 0% 0% 0%
LAUSD Similar Schools from CDE
L S 2027 AldamaLlemenLary 6S1 84 7 4S 91 S 0 1 1 1 0 0
n 6 2486 8ralnardLlemenLary 211 72 S 27 64 S 21 3 2 4 0 0
x8 6 3747 lenLonAvenueCharLer 6S3 100 7 2S 88 1 7 1 2 0 0 0
S S 3849 llshburnAvenueLlemenLary 644 88 4 S2 99 0 0 0 0 0 0 0
n 4 4027 lullbrlghLAvenueLlemenLary 492 87 7 48 81 7 S 4 3 0 0 0
L 2 4S34 PlllsldeLlemenLary 3S1 9S S 38 88 0 3 9 0 0 0 0
S S 6920 PopeSLreeLLlemenLary S84 89 3 42 99 0 0 0 0 0 0 0
S S 2391 PunLlngLonarkLlemenLary S27 88 2 48 97 1 0 0 0 0 1 0
L 2 479S LaLonaAvenueLlemenLary 260 92 3 31 94 1 0 3 0 1 0 0
L 2 4982 LosAngelesLlemenLary 793 84 S SS 9S 0 3 1 0 0 0 0
S 7 7342 MeylerSLreeLLlemenLary 771 72 4 S2 82 3 7 2 2 0 4 0
S S 6878 MonLaraAvenueLlemenLary 8S6 80 S 41 99 0 0 0 0 0 0 0
n 3 6027 arLhenlaSLreeLLlemenLary 670 89 S 44 90 2 2 3 2 0 1 0
L 2 642S 8owanAvenueLlemenLary 1004 89 6 36 99 0 0 0 0 0 0 0
S S 6904 SLanfordAvenueLlemenLary 603 82 8 38 100 0 0 0 0 0 0 0
S S 6918 SLaLeSLreeLLlemenLary 627 87 8 44 100 0 0 0 0 0 0 0
n 6 7014 SylmarLlemenLary 602 86 3 40 96 1 1 1 0 0 0 0
L 2 7274 1wenLleLhSLreeLLlemenLary 628 96 6 43 96 0 4 0 0 0 0 0
n 6 7384 valerloSLreeLLlemenLary 979 80 S 43 88 3 3 3 3 1 0 0
LAUSD Similar Schools from CDE Median 628 87% 5% 43% 95% 1% 1% 1% 0% 0% 0% 0%
Resident Schools
S 7 SS48 nlneLy-SecondSLreeLLlemenLary 868 9S S 44 91 0 9 0 0 0 0 0
S 7 3890 llorenceAvenueLlemenLary 803 9S 6 44 99 0 0 0 0 0 0 0
S 7 4219 CrahamLlemenLary 789 9S 3 49 97 0 3 0 0 0 0 0
S S 4863 LlberLy8oulevardLlemenLary 609 89 6 4S 99 0 0 0 0 0 0 0
S S 4640 WalnuLarkLlemenLary 824 87 6 38 100 0 0 0 0 0 0 0
Resident Schools Median 803 95% 6% 44% 99% 0% 0% 0% 0% 0% 0% 0%
Charter Comparison Schools
x8 S 2120 AsplreAnLonloMarlaLugoAcademy 23S 96 0 4S 100 0 0 0 0 0 0 0
S S 237S 1eresaPughesLlemenLary 877 88 6 28 96 2 1 0 0 0 0 0
S S 6880 lndependenceLlemenLary 772 89 10 36 99 0 1 0 0 0 0 0
S S 4863 LlberLy8oulevardLlemenLary 609 89 6 4S 99 0 0 0 0 0 0 0
S S 6466 SanCabrlelAvenueLlemenLary 682 7S 6 3S 99 0 1 0 0 1 0 0
S S 687S SanMlguelLlemenLary 1066 7S 7 38 99 0 0 0 0 0 0 0
S S 6904 SLanfordAvenueLlemenLary 603 82 8 38 100 0 0 0 0 0 0 0
S S 6918 SLaLeSLreeLLlemenLary 627 87 8 44 100 0 0 0 0 0 0 0
S S 7260 1weedyLlemenLary 6S7 91 S 34 98 1 0 0 0 0 0 0
S S 7S07 vlcLorlaAvenueLlemenLary SS9 78 10 42 98 1 1 0 0 1 0 0
Charter Comparison Schools Median 642 87% 7% 38% 99% 0% 0% 0% 0% 0% 0% 0%
OCTOBER 2012 CALPADS DEMOGRAPHICS WITH COMPARISON SCHOOLS
1hlspagedlsplaysk-12enrollmenLnumberandpercenLagesofselecLsubgroupsasofCcLober2012Censusuay.ofLngllshLearners
(LLs)lscalculaLedbydlvldlngLheLoLalnumberofLLsreporLedonLheMarch2013LanguageCensusbyLheCcLober2012Census
enrollmenLnumber.
Academia Moderna
School Demographic Characteristics
241
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 5 2156 Academia Moderna 108 11 10% 122 22 18% 157 18 11%
L S 2027 AldamaLlemenLary 298 49 16 294 62 21 26S 6 2
n 6 2486 8ralnardLlemenLary 48 7 1S S0 3 6 S6 2 4
x8 6 3747 lenLonAvenueCharLer 394 98 2S 343 4 1 364 6 2
S S 3849 llshburnAvenueLlemenLary 3S0 69 20 321 S8 18 311 41 13
n 4 4027 lullbrlghLAvenueLlemenLary 283 44 16 238 46 19 217 26 12
L 2 4S34 PlllsldeLlemenLary 174 23 13 18S 49 26 134 1S 11
S S 6920 PopeSLreeLLlemenLary 299 S1 17 276 40 14 26S 40 1S
S S 2391 PunLlngLonarkLlemenLary 2S2 6S 26 234 46 20 229 8 3
L 2 479S LaLonaAvenueLlemenLary 107 9 8 106 24 23 89 14 16
L 2 4982 LosAngelesLlemenLary 479 80 17 471 9S 20 4S2 49 11
S 7 7342 MeylerSLreeLLlemenLary 433 S9 14 423 62 1S 391 2S 6
S S 6878 MonLaraAvenueLlemenLary 303 73 24 297 S0 17 34S 64 19
n 3 6027 arLhenlaSLreeLLlemenLary 362 SS 1S 327 72 22 317 S8 18
L 2 642S 8owanAvenueLlemenLary 409 84 21 397 121 30 3S6 90 2S
S S 6904 SLanfordAvenueLlemenLary 423 77 18 402 102 2S 3S4 83 23
S S 6918 SLaLeSLreeLLlemenLary 383 34 9 310 3S 11 311 39 13
n 6 7014 SylmarLlemenLary 408 77 19 346 S0 14 296 32 11
L 2 7274 1wenLleLhSLreeLLlemenLary 37S 48 13 3S8 66 18 307 61 20
n 6 7384 valerloSLreeLLlemenLary SS6 64 12 S29 92 17 464 77 17
LAUSD Similar Schools from CDE Median 362 59 16% 321 50 18% 311 39 13%
Resident Schools
S 7 SS48 nlneLy-SecondSLreeLLlemenLary 4SS S4 12 404 7S 19 361 43 12
S 7 3890 llorenceAvenueLlemenLary 396 S0 13 400 88 22 36S 63 17
S 7 4219 CrahamLlemenLary 440 38 9 4S4 SS 12 434 SS 13
S S 4863 LlberLy8oulevardLlemenLary 346 67 19 30S 71 23 298 2S 8
S S 4640 WalnuLarkLlemenLary 3S0 49 14 3S6 S1 14 3S6 81 23
Resident Schools Median 396 50 13% 400 71 19% 361 55 13%
x8 S 2120 AsplreAnLonloMarlaLugoAcadem 119 12 10 139 47 34 10S 36 34
S S 237S 1eresaPughesLlemenLary 409 37 9 302 27 9 318 101 32
S S 6880 lndependenceLlemenLary 337 63 19 327 64 20 327 67 20
S S 4863 LlberLy8oulevardLlemenLary 346 67 19 30S 71 23 298 2S 8
S S 6466 SanCabrlelAvenueLlemenLary 297 38 13 24S 40 16 233 42 18
S S 687S SanMlguelLlemenLary 299 27 9 3S4 44 12 374 41 11
S S 6904 SLanfordAvenueLlemenLary 423 77 18 402 102 2S 3S4 83 23
S S 7260 1weedyLlemenLary 230 36 16 219 40 18 208 24 12
S S 7S07 vlcLorlaAvenueLlemenLary 368 60 16 370 61 16 346 30 9
Charter Comparison Schools Median 342 38 14% 308 46 17% 315 40 15%
RECLASSIFICATION RATES WITH COMPARISON SCHOOLS
a
Academia Moderna
1hlspagedlsplaysLhenumberofLngllshlearners(LLs),LhenumberofsLudenLsreclasslfledslnceLheprlorCensusuay,and
LhereclasslflcaLlonraLeforeachspeclfledyear.1henumbersusedarefromLheLanguageCensuscollecLedbyLhesLaLeeach
March.1hereclasslflcaLlonraLelscalculaLedbydlvldlngLhenumberreclasslfledbyLhenumberofprloryearLLs.
242
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
AcademlaModerna 1S7 18 11.S -6.6
LAuSuSlmllarSchoolsfromCuLMedlan 311 39 12.S -S.9
8esldenLSchoolsMedlan 361 SS 12.7 -S.9
ComparlsonSchoolslnCharLerMedlan 31S 40 1S.3 -2.1
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
AcademlaModerna 122 22 18.0
LAuSuSlmllarSchoolsfromCuLMedlan 321 S0 18.4
8esldenLSchoolsMedlan 400 71 18.6
ComparlsonSchoolslnCharLerMedlan 308 46 17.4
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
AcademlaModerna 108 11 10.2
8esldenLSchoolsMedlan 396 S0 12.6
ulsLrlcL 20S,312 26,080 12.7
Academia Moderna
RECLASSIFICATION OF ENGLISH LEARNERS WITH COMPARISON SCHOOLS' MEDIANS
1hlspagedlsplaysLhenumberofLngllshlearners(LLs),LhenumberofsLudenLsreclasslfledslnceLheprlor
CensusuayandLhereclasslflcaLlonraLeforeachspeclfledyear.1henumbersusedarefromLheLanguage
CensuscollecLedbyLhesLaLeeachMarch.1hereclasslflcaLlonraLelscalculaLedbydlvldlngLhenumber
reclasslfledbyLhenumberofprloryearLLs.
243
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246
a
a
LSC 8u
Loc
Code
School
Susp.8aLe
2011-12
Susp.8aLe
2012-13
SlngleSLd.
2011-12 2012-13 2011-12 2012-13

XR 5 2156 Academia Moderna 2% 1% 1% 4 4 6 7
L S 2027 AldamaLlemenLary 2 1 0 12 S 12 8
n 6 2486 8ralnardLlemenLary 1 0 0 4 0 4 0
x8 6 3747 lenLonAvenueCharLer 0 1 1 3 9 6 9
S S 3849 llshburnAvenueLlemenLary 2 1 1 14 4 14 4
n 4 4027 lullbrlghLAvenueLlemenLary 2 2 1 10 9 12 11
L 2 4S34 PlllsldeLlemenLary 2 1 1 8 4 8 4
S S 6920 PopeSLreeLLlemenLary 0 0 0 1 0 2 0
S S 2391 PunLlngLonarkLlemenLary 0 1 0 0 6 0 7
L 2 479S LaLonaAvenueLlemenLary 1 0 0 2 0 2 0
L 2 4982 LosAngelesLlemenLary 1 0 0 9 0 11 0
S 7 7342 MeylerSLreeLLlemenLary 0 0 0 2 0 2 0
S S 6878 MonLaraAvenueLlemenLary 0 0 0 4 0 13 0
n 3 6027 arLhenlaSLreeLLlemenLary 0 0 0 3 3 4 3
L 2 642S 8owanAvenueLlemenLary 0 0 0 0 0 0 0
S S 6904 SLanfordAvenueLlemenLary 1 0 0 10 0 17 0
S S 6918 SLaLeSLreeLLlemenLary 1 1 1 S 4 6 9
n 6 7014 SylmarLlemenLary 2 0 0 13 0 26 0
L 2 7274 1wenLleLhSLreeLLlemenLary 0 1 1 1 4 1 4
n 6 7384 valerloSLreeLLlemenLary 2 2 1 21 16 26 21
LAUSD Similar Schools from CDE Median 1% 0% 0% 4 3 6 3
Resident Schools
S 7 SS48 nlneLy-SecondSLreeLLlemenLary 0 0 0 3 0 7 0
S 7 3890 llorenceAvenueLlemenLary 6 1 1 S3 8 17S 2S
S 7 4219 CrahamLlemenLary 3 0 0 24 1 44 1
S S 4863 LlberLy8oulevardLlemenLary 0 0 0 2 2 3 3
S S 4640 WalnuLarkLlemenLary 0 0 0 0 0 0 0
Resident Schools Median 0% 0% 0% 3 1 7 1
Comparison Schools
x8 S 2120 AsplreAnLonloMarlaLugoAcademy 14 8 6 32 18 S2 22
S S 237S 1eresaPughesLlemenLary 0 0 0 4 0 S 0
S S 6880 lndependenceLlemenLary 1 0 1 S 4 S 4
S S 4863 LlberLy8oulevardLlemenLary 0 0 0 2 2 3 3
S S 6466 SanCabrlelAvenueLlemenLary 2 3 2 13 17 13 26
S S 687S SanMlguelLlemenLary 1 1 1 8 9 11 9
S S 6904 SLanfordAvenueLlemenLary 1 0 0 10 0 17 0
S S 6918 SLaLeSLreeLLlemenLary 1 1 1 S 4 6 9
S S 7260 1weedyLlemenLary 0 0 0 1 1 1 1
S S 7S07 vlcLorlaAvenueLlemenLary 0 0 0 0 0 0 0
Comparison Schools in Charter Median 1% 0% 0% 5 3 6 4
EVENTS DAYS
COMPARISON DATA (ALL)
Academia Moderna
SUSPENSIONS WITH COMPARISON SCHOOLS
1hlspagedlsplaysLhesuspenslonevenLs,daysandraLefor2011-2012and2012-2013schoolyear.
247
ACADEMIA MODERNA
February 11, 2014

The following documents:

Final budget
Final petition
Lottery/enrollment form

are available for perusal at the:

Charter Schools Division
333 South Beaudry Avenue, 20th Floor
(213) 241-0399
The final petition may also be viewed at the following link:
http://www.laschoolboard.org/charterpetitions

248
TAB 7
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for Aspire Antonio Maria Lugo Academy
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Aspire Antonio Maria Lugo
Academy Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 185 students in
grades K-5 in year 1 and up to 420 students in grades K-5 by the end oI its charter term.
Background:
On November 20, 2013, Aspire Antonio Maria Lugo Academy submitted its charter renewal
petition application to the Charter Schools Division. The charter petition and supporting
documents were reviewed by the Charter Schools Division, the OIIice oI the General Counsel,
and other District staII. Pursuant to a waiver executed by petitioners and the District, the
statutory timeline Ior Board action on this petition has been extended to February 18, 2014.
school:
program;
on the Charter Schools Division oversight and the school`s achievement results on the District`s
StaII assesses that Aspire Antonio Maria Lugo Academy has met the above criteria.
249
File Number: Rep-22-/4
Aspire Antonio Maria Lugo Academy serves students in grades K-5 in Board District 5,
Educational Service Center South (ESCS), at 2565 East 58th Street, Huntington Park, CA
90255. The school has reported its current enrollment as 185 students in grades K-5. The school
is located on a private site.

Aspire Antonio Maria Lugo Academy was originally approved by the Board oI Education on
June 10, 2003 and renewed on June 9, 2009. For the proposed 2014-19 charter term, the
enrollment capacity oI the charter school is 420 students in grades K-5 in each oI the Iive years
oI the charter term. During the current charter term oI Aspire Antonio Maria Lugo Academy,
the school`s student body has reIlected the community in which it operates. According to
October 2012 CDE data, the school`s demographics are approximately 100 Latino. Aspire
Antonio Maria Lugo Academy has chosen to implement its own English Learner Master Plan
and has provided supporting documentation to the Charter Schools Division.
LAUSD`s Board oI Education authorized its Iirst two Aspire schools in 2003. Aspire Public
Schools was Iounded in 1998 and currently operates 37 public charter schools serving 13,500
students throughout CaliIornia and Memphis, Tennessee. In Los Angeles, 12 Aspire Public
Schools are authorized by LAUSD within the communities oI Huntington Park, South Los
Angeles and South Gate. The organization and its schools demonstrate strength in operations,
Iiscal management, governance, and IulIillment oI their charter terms and are in good standing
with the District.

Aspire Antonio Maria Lugo Academy has met the minimum academic perIormance criteria Ior
renewal required under Education Code section 47607(b) as evidenced below in the Summary
oI School PerIormance. In 2012-13, the school achieved a school-wide Growth API oI 835, a
14-point increase Irom its 2011-12 Base API oI 821. The school earned a 2012-13 Statewide
Rank oI 6 and a Similar Schools Rank oI 9. Lastly, the school has signiIicantly outperIormed
the resident District schools with comparable demographics in each year oI its charter in
Growth API and in the percentage oI students scoring proIicient and advanced on CST ELA and
Mathematics.
Aspire Antonio Maria Lugo Academy has been classiIied as a 'Service and Support school,
which is the third tier oI Iive possible tiers oI perIormance. The school`s SPF classiIication
declined Irom 'Achieving to 'Service and Support primarily due to the school having a
greater than or equal to 0.5 suspension rate oI the student body during the 2012-13 academic
year and the attendance rate as measure within SPF. Leadership at the school is encouraged to
continue to develop and implement the supports and interventions deemed necessary to
decrease the number oI students suspended and/or expelled (See Summary oI Charter School
PerIormance below).
According to the December 2012 CASEMIS report, Aspire Antonio Maria Lugo Academy had a
special education enrollment rate oI 11, which was one percentage point higher than the
LAUSD Similar Schools Irom CDE Median (10). The school is committed to continuing its
eIIorts to identiIy and serve students with disabilities.
250
Over the Iive years oI the charter term, the school has eIIectively increased the proIiciency
levels oI Student with Disabilities as measured by the CaliIornia Standards Test. In ELA this
subgroup oI students has increased their proIiciency by 48 and in math, by 6.
Aspire Antonio Maria Lugo Academy staII together with its Home OIIice and Regional OIIice
continues to work to meet the ModiIied Consent Decree outcomes.
Ior all students. Aspire Antonio Maria Lugo Academy has exhibited three promising practices:
1) The College Ready Promise - In collaboration with Aspire`s Home OIIice, Aspire Antonio
Maria Lugo Academy is implementing The College Ready Promise and the College Ready
Teaching Framework in order to evaluate teachers, build teacher development, guide
proIessional development and provide a means by which all Aspire teachers collaborate and
continue to build on the commitment oI 'College Ior Certain Ior all students. 2) ProIessional
Development - Aspire aIIords all certiIicated and classiIied personnel within the organization
the opportunities to receive diIIerentiated proIessional development and leadership experiences
that IulIill the organization`s goal oI 'Iostering eIIective educators through some oI the
Iollowing proIessional developments (PD): 3) Cycle oI Inquiry (COI) - Aspire`s Cycle oI
Inquiry and the use oI Schoolzilla provides teachers with crucial student inIormation. Weekly
structured data discussions and multiple meetings monthly with the L.A. Regional and Oakland
Home OIIice devoted to data talks allows leadership, teachers and support staII to analyze
school-site data.
Current Aspire Antonio Maria Lugo Academy Governing Board members completed
questionnaires regarding conIlicts oI interest. A due diligence review perIormed by the OIIice
oI the Inspector General oI the school`s principal and on-site Iinancial manager revealed no
material negative Iindings.
materials including a signed Memorandum oI Understanding (MOU) Ior Special Education.
Expected Outcomes:
Aspire Antonio Maria Lugo Academy is expected to operate its charter school in a manner
consistent with local, state, and Iederal ordinances, laws and regulations and with the terms and
conditions set Iorth in its petition. The benchmarks Ior achievement are set Iorth in the petition.
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Aspire
Antonio Maria Lugo Academy the right to continue to operate as a charter school under the
terms oI the renewal petition Ior a Iive (5) year period beginning July 1, 2014.
30, 2014, unless Aspire Antonio Maria Lugo Academy appeals the denial and the charter is
251
granted by the Los Angeles County Board oI Education or the CaliIornia State Board oI
Education. This Board Report No. 232 - 13/14 and accompanying documents shall constitute
the Board oI Education`s adopted written Iindings oI Iact Ior the denial oI the Aspire Antonio
Maria Lugo Academy renewal petition.
Budget Impact:
Aspire Antonio Maria Lugo Academy has selected to remain a member oI the El Dorado
County Charter SELPA. LAUSD staII will continue to have discussions with the school about
their participation in one oI the 3 options within the LAUSD SELPA, including requesting
Aspire to Iile the proper notiIications pursuant to Education Code section 56195.3(b) to elect
the LAUSD SELPA as an alternative SELPA option beginning in the 2015-2016 school year.
renewal petition.
Aspire Antonio Maria Lugo Academy has indicated its intent to retain its current membership
with the El Dorado County Charter SELPA. II District-authorized charter schools join an
out-oI-District SELPA, LAUSD will have no authority regarding the recruitment, enrollment,
and retention oI students with disabilities at those schools. However, the District retains
authorizing authority and the Iederally mandated ModiIied Consent Decree will still apply to
this school. The District will continue to be responsible Ior monitoring and implementing its
requirements at this school. To that end, it is crucial that the charter school timely submits all
oI the necessary data to the District to enable the District to ensure the ModiIied Consent
Decree requirements are being met. II a student leaves a District-authorized charter school that
participates in another SELPA through suspension, expulsion, or recommendation to the parent,
LAUSD must assume responsibility Ior serving that student as long as the student resides
within the LAUSD boundaries. For this reason, the Division oI Special Education and the
OIIice oI the General Counsel believe that the District cannot ensure that the charter school
participating in an out-oI-District SELPA is oIIering a sound educational program Ior students
with disabilities.
252
Additionally, iI charter schools do not belong in the LAUSD SELPA, the District will not
receive any oI the special education revenue (AB602 and IDEA). AB602 and IDEA revenues
are generated based on Average Daily Attendance ('ADA). These charter schools will not
contribute any revenue to the general Iund contribution towards special education programs
(encroachment).
The District will continue to explore with Aspire the SELPA options within LAUSD and to
make proper notiIications to elect an alternative SELPA option in compliance with Education
Code section 56195.3(b).
253
254


February 11, 2014
ASPIRE ANTONIO MARIA LUGO ACADEMY
February 11, 2014




First, the Charter Schools Division must confirm whether the charter school has met at least one of
the following minimum criteria set forth in Education Code 47607(b) for schools in operation at
least four years:

1. Attained its Academic Performance Index (API) growth target 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; or
years; or
3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school
in the prior year or in two of the last three years; or
4. (A) The entity that granted the charter determines that the academic performance of the
charter school is 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 the pupil population that is served at
the charter school.
following:
Standardized Testing and Reporting Program established by Article 4
(commencing with Section 60640) for demographically similar pupil populations
in the comparison schools.

255


February 11, 2014

Aspire Antonio Maria Lugo Academy has met the minimum statutory requirement as evidenced in
the Data Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Aspire
Antonio Maria Lugo Academys grounds for student suspension and expulsion are aligned with those
listed in Education Code Section 48900 et seq. As the data below shows, Aspire Antonio Maria Lugo
Academy had 18 suspensions and 0 expulsions for the 2012-13 school year. In 2011-12, the school
reported 32 suspensions and 0 expulsions. As of the date of this report, the school reports 1 suspensions
and 0 expulsions for the current school year. The school reports that it has recently revised its
suspension and expulsion policies and procedures to ensure a more cohesive, clear, and effective process
for all stakeholders.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of this
report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Aspire
Antonio
Maria Lugo
Academy
2120 1 0 18 0 32 0

Special Education

According to the December 2012 CASEMIS report, Aspire Antonio Maria Lugo Academy enrolled
Special Education students at a rate that is reflective of the District average. Aspire Antonio Maria Lugo
Academy had a special education enrollment rate of 11%, which was one percentage point higher than
the LAUSD Similar Schools from CDE Median (10%). The school is committed to continuing its
efforts to identify and serve students with disabilities. Aspire Antonio Maria Lugo Academy has a
learning center model for supporting students with disabilities in the general education setting with small
group or individualized pull-out support. This hybrid model considers the individualized student need,
based on IEP team decision. Related services are provided both in the general education setting and in a
pull-out setting, depending on student need. Individualized behavior plans are written in collaboration
with the general education staff and implemented and monitored by both general education and special
education through weekly meetings and co-planning. The high emphasis on collaboration ensures that
students with IEPs make progress in the general education setting.

256


February 11, 2014
OCT
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235 26 11% 10% 1% 2 0 0 0 0 0 0 6 0 13 5 0 0

English Learners

The tables below represent the number of English Leaners identified, served and reclassified by Aspire
Antonio Maria Lugo Academy Charter School. The schools October 2012 (CBEDS) English learner
population of 45% was lower than the LAUSD Similar Schools from CDE Median of 50%. The
schools 2012-13 reclassification rate of 34% was higher than the LAUSD Similar Schools from CDE
Median rate of 12%.

ESC BD
Loc
Code
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XR 5 2120
Aspire Antonio Maria Lugo
Academy
235 96% 0% 45% 100% 0% 0% 0% 0%

RECLASSIFICATION

2012-13
2011-12
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Aspire Antonio Maria Lugo Academy 105 36 34.3% 0.5%
District 180,618 24,697 13.7% -1.7%

2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Aspire Antonio Maria Lugo Academy 139 47 33.8%
District 194,904 29,956 15.4%

2010-11 2009-10 # EL 2010-11 # Reclassified
2010-11
Reclassification
Rate
Aspire Antonio Maria Lugo Academy 119 12 10.1%
District 205,312 26,080 12.7%

257


February 11, 2014



the school to be Accomplished.

The 2012-13 school-wide API of 835 exceeds the LAUSD Similar Schools from CDE Median
(792), the Resident Schools Median (775), and the Petition Comparison Schools Median (749).
The 2012-13 CST Proficient & Advanced rates in ELA and Math far exceed that of LAUSD
Similar Schools Median, Resident Schools Median, and Comparison Schools Median.
The school achieved a 2012-13 Similar Schools Rank of 9 and a State Rank of 6.
The schools 3-year (2010-2013) AGT result of 5.8 in ELA is Far Above the Predicted Growth
and Significantly more than 4.
The 3-year (2010-2013) AGT result of 3.5 in Math are Within the Range of Predicted Growth
and not significantly different from the District Average.
The 2013 AGT in ELA (5.4) was Far Above Predicted Growth and significantly more than 4.
258


February 11, 2014
The 2013 AGT in Math (3.3) is Within the Range of Predicted Growth and not significantly
different from the District Average.
The schools 2012-13 reclassification rate of 34.3% was higher than the LAUSD Similar Schools
from CDE Median rate of 11.5% and exceeds the Resident Schools Median reclassification rate
of 13.9%. Aspire Antonio Maria Lugo Academys rate also exceed LAUSDs rate of 13.7%.
During the 2012-13 academic year the school met all AYP Criteria and met all Subgroup API
Growth Targets.

The schools SPF classification declined from Achieving to Service and Support due to the
school having a greater than or equal to 0.5% suspension rate of the student body during the
2012-13 academic year. Leadership at the school is encouraged to continue to develop and
implement any supports and interventions deemed necessary to decrease the number of students
suspended and/or expelled.


Charter Schools Division oversight deemed Governance and Organizational Management at

The Governing Board consistently complies with the Brown Act and the Charter Management
Organization (CMO) has further improved their website to provide internal and external
stakeholders with Board of Directors Key Documents (Bylaws; Articles of Incorporation;
2013-2014 Board Calendar; and the Conflict of Interest Policy). Board Meeting Minutes and
Agendas are also shared on the website for public viewing. Aspire leadership is working to
develop a means to begin to translate the aforementioned documents in order to continue to
communicate effectively with stakeholders who may need the documents in Spanish.
The Governing Board has effective communication systems for sharing information with parents.
Parents are given accessible and relevant information about student progress through regularly
scheduled conferences and assessment letters. Parents Right to Know letters are sent out yearly.
Aspire provides regular newsletters to disseminate information to external stakeholders.

Given the large number of monolingual (Spanish) speaking parents whose children attend Aspire
Public Schools in Los Angele, the CMO is highly encouraged to continue to work in developing
a means by which to begin to translate additional Governing Board meeting documents outside
of the agenda and minutes in order to further communicate effectively with stakeholders who
may need further support in Spanish.



259


February 11, 2014
Per 2012/13 Audit:
o Net assets are positive and trending upwards with a current increase of $112,591.
Net assets:
2009-10: $185,877
2010-11: $299,149
2011-12: $296,885
2012-13: $409,476
Per 2012/13 Audit:
o Cash reserve is -1.07% and below the recommended 5%; Cash and cash equivalent per audit
is ($22,049).
o Cash flow projection by school not available, only organization wide cash flow projections.
o Audit finding
Aspires oversight and review controls allowed revenue from a private grant and rent
expense and liability to be recorded incorrectly. Aspire has put in place corrections.

Per 2012/13 audit:
o Net Income is now positive and has increased $108,162.
o Unmodified (unqualified) opinion.
o No material weaknesses.


Charter Schools Division oversight deemed Fulfillment of the Charters Educational Program
at the school to be Proficient.

Aspires Cycle of Inquiry and the use of Schoolzilla provides teachers with crucial student
information. Weekly structured data discussions and multiple meetings monthly with the L.A.
Regional and Oakland Home Office devoted to data talks allow leadership, teachers and support
staff to analyze school-site data. Data is analyzed by grade-level teams with the support of the
School Data Driver (a specific teacher that supports the work of data analysis) in order to
attain Aspire benchmarks, District benchmarks and State assessment targets. Data analysis
informs planning, instruction and the professional development of the school. Students are
identified and appropriate pull-in and push-out supports and interventions are provided to
students by teachers and the schools Intervention Specialist.
Teachers new to Aspire participate in 1-2 weeks of summer training to build classroom
management skills, support them in planning meaningful and engaging lessons, and practice
specific Aspire Instructional Guidelines that are the core of Aspires educational program.
The innovative features of the instructional program and pedagogical strategies of academic
discourse (accountable talk), project-based instruction, flexible supports, diagnostic assessments,
260


February 11, 2014
cycle of inquiry as outlined in the charter are leading to a positive impact on the academic
achievement of students attending Aspire Antonio Maria Lugo Academy.

Areas noted for improvement include:
During the 2012-13 academic year, Aspire Antonio Maria Lugo Academys Suspension Rate
exceeded that of the Similar Schools and Resident Schools. The school is encouraged to use
monthly data analysis, targeted tiered intervention, and the Discipline Foundation Policy, as well
as technical support from the Regional and Home office in order to reduce the school-wide and
single student suspension rate.

261
109660
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
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CrowLh
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CrowLh
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Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno A 0 ?es A -21 ?es A 12 ?es
WhlLe -- -- --
LngllshLearners A 0 ?es A -20 ?es A 1S ?es
SocloeconomlcallyulsadvanLaged A 1 ?es A -21 ?es A 12 ?es
2011
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2012
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CrowLh
AsplreAnLonloMarlaLugoAcademy 847 82S -22 821 83S 14
CuLSlmllarSchoolsMedlan 78S 800 1S 800 792 -8
8esldenLSchoolsMedlan 778 804 26 803 77S -28
ComparlsonSchoolsMedlan 7S4 7S3 -1 7S4 749 -S
8aslc,8elow
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8elow8aslc
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AsplreAnLonloMarlaLugoAcademy 36 63 29 71
CuLSlmllarSchoolsMedlan S1 49 38 62
8esldenLSchoolsMedlan S4 46 42 S8
ComparlsonSchoolsMedlan 60 41 4S S6
AsplreAnLonloMarlaLugoAcademy 17 9 S3 17 17 100
CuLSlmllarSchoolsMedlan 17 9 S3 17 9 S3
8esldenLSchoolsMedlan 21 13 71 21 11 S3
Aspire Antonio Maria Lugo Academy
Loc.Code: 2120
CuSCode:
CRITERIA SUMMARY
(Ld.Code47607).
2010-11 2011-12 2012-13
847 847 821
847 82S 83S
A A A
0 -22 14
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API Comparison
AYP Comparison
2012 AYP 2013 AYP
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LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 5 2120 Aspire Antonio Maria Lugo Acade 119 12 10% 139 47 34% 105 36 34%
n 6 2767 CanLaraSLreeLLlemenLary 3S2 63 18 322 S9 18 282 27 10
x8 S 3284 CenLerforAdvancedLearnlng 1S3 12 8 141 2 1 174 36 21
W 2 2042 ParvardLlemenLary 262 3S 13 289 S1 18 286 46 16
L 2 4616 PumphreysAvenueLlemenLary 446 38 9 437 70 16 408 91 22
L S S288 MlchelLorenaSLreeLLlemenLary 136 14 10 112 19 17 79 4 S
x8 6 S370 MonLagueCharLerAcademy 674 37 S 672 100 1S S64 S0 9
S S 6466 SanCabrlelAvenueLlemenLary 297 38 13 24S 40 16 233 42 18
S S 7260 1weedyLlemenLary 230 36 16 219 40 18 208 24 12
S S 7904 WoodlawnAvenueLlemenLary 444 78 18 4S0 S0 11 4S4 39 9
Resident Schools
S S 81S1 Penry1.CageMlddle 764 73 10 S94 48 8 S36 43 8
S S S301 MlddleLonSLreeLLlemenLary S43 170 31 S01 102 20 S28 133 2S
S S S31S MllesAvenueLlemenLary 843 160 19 81S 117 14 776 49 6
S S 4642 aclflc8oulevard 27S S9 21 266 S8 22 281 39 14
S S 3219 CoronaAvenueLlemenLary S33 68 13 S04 10S 21 40S 86 21
S S 4S62 PolmesAvenueLlemenLary 119 19 16 121 6 S 129 9 7
S 7 S329 MlramonLeLlemenLary 930 96 10 829 102 12 734 73 10
S S S31S MllesAvenueLlemenLary 843 160 19 81S 117 14 776 49 6
S S S301 MlddleLonSLreeLLlemenLary S43 170 31 S01 102 20 S28 133 2S
a
265
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
AsplreAnLonloMarlaLugoAcademy 10S 36 34.3 0.S
LAuSuSlmllarSchoolsfromCuLMedlan 282 39 11.S -4.8
8esldenLSchoolsMedlan S28 49 13.9 -0.S
ComparlsonSchoolslnCharLerMedlan 40S 73 12.S -1.8
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
AsplreAnLonloMarlaLugoAcademy 139 47 33.8
8esldenLSchoolsMedlan S01 S8 14.4
ComparlsonSchoolslnCharLerMedlan S01 102 14.3
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
AsplreAnLonloMarlaLugoAcademy 119 12 10.1
LAuSuSlmllarSchoolsfromCuLMedlan 297 37 12.8
8esldenLSchoolsMedlan S43 73 19.0
ulsLrlcL 20S,312 26,080 12.7
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270
ASPIRE ANTONIO MARIA LUGO ACADEMY
February 11, 2014


Final budget
Final petition


(213) 241-0399

271
TAB 8
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for Aspire Ollin University Preparatory Academy

Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Aspire Ollin University Preparatory
Academy Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 545 students in
grades 7-10 in year 1 and up to 600 students in grades 6-12 by the end oI its charter term.

Background:
On November 20, 2013, Aspire Ollin University Preparatory Academy submitted its charter
renewal petition application to the Charter Schools Division. The charter petition and
supporting documents were reviewed by the Charter Schools Division, the OIIice oI the General
Counsel, and other District staII. Pursuant to a waiver executed by petitioners and the District,
the statutory timeline Ior Board action on this petition has been extended to February 18, 2014.

school:

ConIirmation that the charter school's perIormance has met the minimum criteria under


program;

on the Charter Schools Division oversight and the school's achievement results on the District's

StaII assesses that Aspire Ollin University Preparatory Academy has met the above criteria.

272
Aspire Ollin University Preparatory Academy serves students in grades 6-12 in Board District
5, Educational Service Center South (ESCS), at 2540 East 58th Street, Huntington Park, CA
90255. The school has reported its current enrollment as 545 students in grades 7-9. The school
is located on a private site.

Aspire Ollin University Preparatory Academy (initially named Centennial College Preparatory
Academy) was originally approved by the Board oI Education on June 6, 2003 and renewed on
June 9, 2009 with benchmarks in teacher credentialing and local stakeholders' access to
governance. The school has met its benchmarks by veriIying that teachers possess teaching
credentials appropriate Ior the classes they instruct. Furthermore, Aspire Ollin University
Preparatory Academy has also strengthened its teleconIerence and video broadcast in the Los
Angeles area to allow Iamilies greater access to their Governing Board Meetings.

For the proposed 2014-19 charter term, the enrollment capacity oI the charter school is 600
students in grades 6-12 within the Iive years oI the charter term. During the current charter
term oI Aspire Ollin University Preparatory Academy, the school's student body has reIlected
the community in which it operates. According to October 2012 CDE data, the school's
demographics are approximately 99 Latino and 1 AIrican American. Aspire Ollin
University Preparatory Academy has chosen to implement its own English Learner Master Plan
and has provided supporting documentation to the Charter Schools Division.

LAUSD's Board oI Education authorized its Iirst two Aspire schools in 2003. Aspire Public
Schools was Iounded in 1998 and currently operates 37 public charter schools serving 13,500
students throughout CaliIornia and Memphis, Tennessee. In Los Angeles, 12 Aspire Public
Schools are authorized by LAUSD within the communities oI Huntington Park, South Los
Angeles and South Gate. The organization and its schools demonstrate strength in operations,
with the District.

Aspire Ollin University Preparatory Academy has met the minimum academic perIormance
criteria Ior renewal required under Education Code section 47607(b) as evidenced below in the
Summary oI School PerIormance. In 2012-13, the school achieved a school-wide Growth API
oI 807, a 6-point decrease Irom its 2011-12 Base API oI 813. Its three-year API aggregate
growth oI 10 points equals the 10-point target. The school earned a 2012-13 Statewide Rank
oI 6 and a Similar Schools Rank oI 9. Lastly, the school has outperIormed the resident District
schools with comparable demographics in the last two years oI its charter in Growth API and in
the percentage oI students scoring proIicient and advanced on CST ELA and Mathematics. The
school attributes this recent decrease in academic perIormance to drops in the perIormance by
the English learner subgroup. In response to the need, school leadership has implemented
proIessional reading/research circles the last two years on the Iollowing books: How
Languages are Learned by Patsy Lightbown and Nina Spada as well as ScaIIolding the Success
oI English Language Learners by Aida Walqui and Leo van Lier. The school also created and
hired an educator to serve in the role oI English Language Development lead teacher. The
school will continue to Iocus on meeting the needs oI the English learner subgroup through: 1)
Interactive editing and writing; 2) Small group instruction twice a week with an emphasis on
academic vocabulary and Iluency; and 3) EL strategies in Science, Algebra and the Humanities
courses.
273

Aspire Ollin University Preparatory Academy has been classiIied as a "Service and Support"
school, which is the third oI Iive possible tiers oI perIormance. The school's placement in this
tier highlights strong perIormance in English language arts and math as measured by the
CaliIornia Standards Test. Aspire Ollin University Preparatory Academy's SPF declined Irom
"Achieving" due to the school having a percentage greater than or equal to 1.9 oI the school's
student body being suspended which rendered the school one (1) status point (Irom a range oI
Iive) based on the calculations oI the metric. As oI the date oI the school's PerIormance Based
Oversight Visit (11-11-13) the school leadership shared that the school had no suspensions Ior
the current year. (See Summary oI Charter School PerIormance below.)

According to the December 2012 CASEMIS report, Aspire Ollin University Preparatory
Academy enrolled Special Education students at a rate that is below that oI the District average.
Aspire Ollin University Preparatory Academy had a special education enrollment rate oI 7,
which was Iour percentage points lower than the LAUSD Similar Schools Irom CDE Median
(11). The school is committed to continuing its eIIorts to serve all students, including students
with disabilities.

Over the Iive years oI the charter term, the school has eIIectively increased the proIiciency
levels oI Student with Disabilities as measured by the CaliIornia Standards Test. In ELA this
subgroup oI students has increased their proIiciency by 13 and in math, by 12.

Aspire Ollin University Preparatory Academy staII, together with its Home OIIice and Regional
OIIice, continues to work to meet the ModiIied Consent Decree outcomes.

Aspire Ollin University Preparatory Academy's initial Western Association oI Schools and
Colleges (WASC) visit is scheduled Ior the Spring oI 2014.

Ior all students. Aspire Ollin University Preparatory Academy has exhibited three promising
practices: 1) The College Ready Promise. In collaboration with Aspire's Home OIIice, Aspire
Ollin University Preparatory Academy is implementing The College Ready Promise and the
College Ready Teaching Framework in order to evaluate teachers, build teacher development ,
guide proIessional development and provide a means by which all Aspire teachers collaborate
and continue to build on the commitment oI "College Ior Certain" Ior all students. 2)
ProIessional Development - Aspire aIIords all certiIicated and classiIied personnel within the
organization the opportunities to receive diIIerentiated proIessional development and leadership
experiences that IulIill the organization's goal oI "Iostering eIIective educators" through some oI
the Iollowing proIessional developments (PD): 3) Cycle oI Inquiry (COI) - Aspire's Cycle oI
Inquiry and the use oI Schoolzilla provides teachers with crucial student inIormation. Weekly
structured data discussions and multiple meetings monthly with the L.A. Regional and Oakland
Home OIIice devoted to data talks allows leadership, teachers and support staII to analyze
school-site data.

274
Current Aspire Ollin University Preparatory Academy Governing Board members completed
questionnaires regarding conIlicts oI interest. A due diligence review perIormed by the OIIice
oI the Inspector General oI the school's principal and on-site Iinancial manager revealed no

materials, including a signed Memorandum oI Understanding (MOU) Ior Special Education.

The petition is available Ior perusal in the Charter Schools Division and online at the District's
Board oI Education website at http://laschoolboard.org/charterpetitions.~

Expected Outcomes:
Aspire Ollin University Preparatory Academy is expected to operate its charter school in a
manner consistent with local, state, and Iederal ordinances, laws and regulations and with the
terms and conditions set Iorth in its petition. The benchmarks Ior achievement are set Iorth in
the petition.

"Yes" - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Aspire
Ollin University Preparatory Academy the right to continue to operate as a charter school under
the terms oI the renewal petition Ior a Iive (5) year period beginning July 1, 2014.
"No" - The denial oI the renewal oI the charter term would cause the charter to expire on June
30, 2013, unless Aspire Ollin University Preparatory Academy appeals the denial and the
charter is granted by the Los Angeles County Board oI Education or the CaliIornia State Board
oI Education. This Board Report No. 233 - 13/14 and accompanying documents shall
constitute the Board oI Education's adopted written Iindings oI Iact Ior the denial oI the Aspire
Ollin University Preparatory Academy's renewal petition.
Budget Impact:
held liable Ior the charter school's debts or obligations as long as the school district complies
modiIications to the charter school's petition or operations with signiIicant Iinancial
Aspire Ollin University Preparatory Academy has selected to remain a member oI the El
Dorado County Charter SELPA. LAUSD staII will continue to have discussions with the
school about their participation in one oI the 3 options within the LAUSD SELPA, including
275
requesting Aspire to Iile the proper notiIications pursuant to Education Code section 56195.3(b)
to elect the LAUSD SELPA as an alternative SELPA option beginning in the 2015-2016 school
year.

renewal petition.

Aspire Ollin University Preparatory Academy has indicated its intent to retain its current
membership with the El Dorado County Charter SELPA. II District-authorized charter schools
join an out-oI-District SELPA, LAUSD will have no authority regarding the recruitment,
enrollment, and retention oI students with disabilities at those schools. However, the District
retains authorizing authority and the Iederally mandated ModiIied Consent Decree will still
apply to this school. The District will continue to be responsible Ior monitoring and
implementing its requirements at this school. To that end, it is crucial that the charter school
timely submits all oI the necessary data to the District to enable the District to ensure the
ModiIied Consent Decree requirements are being met. II a student leaves a District-authorized
charter school that participates in another SELPA through suspension, expulsion, or
recommendation to the parent, LAUSD must assume responsibility Ior serving that student as
long as the student resides within the LAUSD boundaries. For this reason, the Division oI
Special Education and the OIIice oI the General Counsel believe that the District cannot ensure
that the charter school participating in an out-oI-District SELPA is oIIering a sound educational
program Ior students with disabilities.
Additionally, iI charter schools do not belong in the LAUSD SELPA, the District will not
receive any oI the special education revenue (AB602 and IDEA). AB602 and IDEA revenues
are generated based on Average Daily Attendance ("ADA"). These charter schools will not
contribute any revenue to the general Iund contribution towards special education programs
(encroachment).
The District will continue to explore with Aspire the SELPA options within LAUSD and to
make proper notiIications to elect an alternative SELPA option in compliance with Education
Code section 56195.3(b).
276
277


February 11, 2014
ASPIRE OLLIN UNIVERSITY PREPARATORY ACADEMY
February 11, 2014




First, the Charter Schools Division must confirm whether the charter school has met at least one of
the following minimum criteria set forth in Education Code 47607(b) for schools in operation at
least four years:

1. Attained its Academic Performance Index (API) growth target 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; or
years; or
3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school
in the prior year or in two of the last three years; or
4. (A) The entity that granted the charter determines that the academic performance of the
charter school is 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 the pupil population that is served at
the charter school.
following:
Standardized Testing and Reporting Program established by Article 4
(commencing with Section 60640) for demographically similar pupil populations
in the comparison schools.

278


February 11, 2014

Aspire Ollin University Preparatory Academy has met the minimum statutory requirement as
evidenced in the Data Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Aspire
Ollin University Preparatory Academys grounds for student suspension and expulsion are aligned with
those listed in Education Code Section 48900 et seq. As the data below shows, Aspire Ollin University
Preparatory Academy had 78 suspensions and 0 expulsions for the 2012-13 school year. In 2011-12, the
school reported 105 suspensions and 0 expulsions. As of the date of this report, the school reports 0
suspensions and 0 expulsions for the current school year. The school reports that it has recently revised
its suspension and expulsion policies and procedures to ensure a more cohesive, clear, and effective
process for all stakeholders.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of this
report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Aspire Ollin
University
Preparatory
Academy
8020 0 0 78 0 105 0

Special Education

According to the December 2012 CASEMIS report, Aspire Ollin University Preparatory Academy
enrolled Special Education students at a rate that is below that of the District average. Aspire Ollin
University Preparatory Academy had a special education enrollment rate of 7%, which was four
percentage points lower than the LAUSD Similar Schools from CDE Median (11%). The school is
committed to continuing its efforts to identify and serve students with disabilities. The school provides
both strategic and intensive targeted intervention as needed for students. Aspire Ollin believes in
serving all students in the general education setting in a co-teaching model. Education specialists and
general education teachers co-plan, co-instruct and co-assess to ensure that students with and without
disabilities experience success in their zones of proximal development. In addition, a Student Success
Center operates as a learning center for students to access specialized academic support afterschool and
during the school day. The co-teachers review progress on standards and IEP goals as a team and adjust
instruction accordingly on a weekly basis. All related services are provided in the learning center setting.

279


February 11, 2014
OCT
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540 40 7% 6% 1% 4 0 1 0 0 0 0 4 0 25 6 0 0

English Learners

The tables below represent the number of English Leaners identified, served and reclassified by Aspire
Ollin University Preparatory Academy Charter School. The schools October 2012 (CBEDS) English
learner population of 13% was slightly higher than the LAUSD Similar Schools from CDE Median of
11%. The schools 2012-13 reclassification rate of 63% was higher than the LAUSD Similar Schools
from CDE Median rate of 22%.

ESC BD
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540 95% 0% 13% 99% 0% 1% 0% 0%

RECLASSIFICATION

2012-13
2011-12
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Aspire Ollin University Preparatory Academy 104 66 63.5% 17.3%
LAUSD Similar Schools from CDE Median 74 18 22.1% 7.4%
Comparison Schools in Charter Median 310 34 12.8% 0.5%
District 180,618 24,697 13.7% -1.7%

2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
Aspire Ollin University Preparatory Academy 104 48 46.2%
District 194,904 29,956 15.4%

2010-11 2009-10 # EL 2010-11 # Reclassified
2010-11
Reclassification
Rate
Aspire Ollin University Preparatory Academy 209 57 27.3%
District 205,312 26,080 12.7%

280


February 11, 2014




The 2012-13 school-wide API of 807 exceeds the LAUSD Similar Schools from CDE Median
(763), the Resident Schools Median (696), and the Petition Comparison Schools Median (730).
The 2012-13 CST Proficient & Advanced rates in ELA and Math far exceed that of LAUSD
Similar Schools Median and Resident Schools Median.
The school achieved a 2012-13 Similar Schools Rank of 9 and a State Rank of 6.
The schools 3-year (2010-2013) AGT results in both ELA and Math are within the predicted
range.
The 2013 AGT in ELA (4.0) was Above Predicted Growth and significantly Above the District
Average of 3. The schools General Math AGT (2.9) was also Above Predicted Growth and
significantly Above the District Average of 3.
281


February 11, 2014
The 2013 AGT in Algebra I was 6.0, which is Far Above the Predicted Growth and Significantly
more than 4.

Given the passage of Senate Bill 1290, Assembly Bills 97 and 484, and the Local Control
Funding Formula the Governing Board as well as Home and Regional Office Personnel and
school-site staff should continue to review, monitor and evaluate the academic performance of
all subgroups at Aspire Ollin. Given the three year decrease of the English learner subgroup it is
noteworthy to share that the school is continuing to focus this academic year on meeting the
needs of this subgroup through: 1) Interactive editing and writing; 2) Small group instruction
twice a week with an emphasis on academic vocabulary and fluency; and 3) EL strategies in
Science, Algebra and the Humanities courses.
The schools SPF classification declined from Achieving to Service and Support due to the
school having a greater than or equal to 1.9% suspension rate of the student body during the
2012-13 academic year. Aspire staff and leadership are encouraged to continue to implement the
consequence ladder and any other supports and interventions deemed necessary to support
students and their families in the areas of suspension and expulsions.



The Governing Board consistently complies with the Brown Act and the Charter Management
Organization (CMO) has further improved their website to provide internal and external
stakeholders with Board of Directors Key Documents (Bylaws; Articles of Incorporation;
2013-2014 Board Calendar; and the Conflict of Interest Policy). Board Meeting Minutes and
Agendas are also shared on the website for public viewing. Aspire leadership is working to
develop a means to begin to translate the aforementioned documents in order to continue to
communicate effectively with stakeholders who may need the documents in Spanish.
The Board regularly reviews and monitors the performance the schools within the CMO (37
schools in two states; 12 schools authorized by LAUSD) and uses data from its data management
platforms (one example Schoolzilla) to monitor student achievement and school operational data
to inform and evaluate decision-making such as the Common Core Expenditure Plan and the
College Ready Promise Effectiveness Pay.
The Governing Board has effective communication systems for sharing information with parents.
Parents are given accessible and relevant information about student progress through regularly
scheduled conferences and assessment letters. Parents Right to Know letters are sent out yearly.
Aspire provides regular newsletters to disseminate information to external stakeholders.

Given the large number of monolingual (Spanish) speaking parents whose children attend Aspire
Public Schools in Los Angele, the CMO is highly encouraged to continue to work in developing
282


February 11, 2014
a means by which to begin to translate additional Governing Board meeting documents outside
of the agenda and minutes in order to further communicate effectively with stakeholders who
may need further support in Spanish.



Per 2012-2013 Audit:
o Cash reserve is 9.25% of expenses. Aspire Ollin has maintained a cash reserve above the
recommended 5% since 2009-10. Cash and cash equivalent is $451,291.
o Net assets have been positive for the last four years. 2012/2013 net assets were $831,568.

Per 2012-13 Audit:
o Expenditures exceeded revenue and school incurred a net loss of ($388,263).
Prior three years had positive net income.
o Cash flow projection by school not available, only organization wide cash flow projections.
o Aspires oversight and review controls allowed revenue from a private grant and rent
expense and liability to be recorded incorrectly. Aspire has put in place corrections.

2012/13 audit
o Unmodified (unqualified) opinion
o No material weaknesses


at the school to be Accomplished.

Aspires Cycle of Inquiry and the use of Schoolzilla provides teachers with crucial student
information. Weekly structured data discussions and multiple meetings monthly with the L.A.
Regional and Oakland Home Office devoted to data talks allow leadership, teachers and support
staff to analyze school-site data. The school is able to take immediate action whether prompting
reteaching within and/or outside the school day or additional interventions. The school
community knows where students are and where they need improvement in order to chart the
best instructional course forward in order to see a holistic picture of performance across their
school and to make informed decisions, such as improving teacher training or filling curriculum
gaps.
The innovative features of the instructional program and pedagogical strategies of academic
discourse (accountable talk), project-based instruction, flexible supports, diagnostic assessments,
283


February 11, 2014
cycle of inquiry as outlined in the charter are leading to a positive impact on the academic
achievement of students attending Aspire Ollin University Preparatory Academy. The foci of the
last two years have been: Guided Reading, Literature Circles, Reciprocal Teaching, Writers
Workshop, Shared Inquiry, and Personal Dictionaries.
Transcendental Meditation in partnership with the David Lynch Foundation continues to support
students in reducing the stress, anger and anxiety as well as academic and attendance
improvements. Students shared receiving benefits and success from the program.

During the 2012-13 academic year, Aspire Ollins Suspension Rate exceeded that of the Similar
Schools and Resident Schools. As of the date of the visit (11-11-13) the school leadership
shared that the school is currently at 0%. The school is applauded and encouraged to continue to
implement the consequence ladder and any other supports and interventions deemed necessary
to support students and their families in the areas of suspension and expulsions.

284
112128
(API)
8aseAl
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Subgroup API
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Aslan -- -- --
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PlspanlcorLaLlno S 2 no S 13 ?es A -4 ?es
WhlLe -- -- --
LngllshLearners S -26 no S -28 no S -6 no
SocloeconomlcallyulsadvanLaged S 7 ?es 2 10 ?es A -4 ?es
2011
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AsplreClllnunlverslLyreparaLoryAcademy 789 809 20 813 807 -6
CuLSlmllarSchoolsMedlan 783 774 -9 776 763 -13
8esldenLSchoolsMedlan 6S3 687 34 688 696 8
ComparlsonSchoolsMedlan 697 72S 28 728 730 2
8aslc,8elow
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AsplreClllnunlverslLyreparaLoryAcademy 46 SS 43 S6
CuLSlmllarSchoolsMedlan S0 S0 61 39
8esldenLSchoolsMedlan 6S 36 68 32
ComparlsonSchoolsMedlan S9 41 67 33
AsplreClllnunlverslLyreparaLoryAcademy 17 12 71 17 9 S3
CuLSlmllarSchoolsMedlan 17 10 72 17 10 63
8esldenLSchoolsMedlan 21 11 S2 21 12 48
ComparlsonSchoolsMedlan 21 14 64 21 13 60
Aspire Ollin University Preparatory Academy
Loc.Code: 8020
CuSCode:
CRITERIA SUMMARY
(Ld.Code47607).
2010-11 2011-12 2012-13
793 789 813
789 809 807
S S A
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6 6 6
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API Comparison
AYP Comparison
2012 AYP 2013 AYP
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287
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 5 8020 Aspire Ollin University Preparato 209 57 27% 104 48 46% 104 66 63%
S 7 8127 AlexanderllemlngMlddle 244 48 20 204 47 23 179 44 2S
x8 2 8100 Alllance8lchardMerklnMlddle 99 8 8 98 7 7 100 18 18
x8 6 80S4 8erLCoronaCharLer 99 14 14 90 21 23 74 1S 20
x8 2 2024 LxcelCharLerAcademy S6 23 41 S4 21 39 4S 29 64
x8 1 84S8 klAcademyofCpporLunlLy 2 4 200 1 0 0 13 0 0
x8 6 8212 LakevlewCharLerAcademy 32 18 S6 39 20 S1 48 21 44
x8 7 8464 MagnollaSclenceAcademy3 14 7 S0 17 0 0 30 8 27
x8 4 8011 MagnollaSclenceAcademy4 2 0 0 0 0 -- 12 4 33
x8 S S166 MagnollaSclenceAcademy8ell -- 14 -- 88 16 18 86 19 22
S 7 8104 8lchardPenryuanaMlddle 189 32 17 140 32 23 117 18 1S
x8 1 2S88 SLellaMlddleCharLerAcademy 184 9 S 1S2 17 11 184 39 21
x8 7 8018 SynergyklneLlcAcademy 73 17 23 94 0 0 11S 34 30
x8 1 8460 vlewarkreparaLoryAcceleraLe 0 0 -- 1 0 0 2 0 0
Resident Schools
x 7 8112 CharlesurewMlddle 712 46 6 411 3S 9 327 17 S
S 7 8113 1homasA.LdlsonMlddle S73 S2 9 32S 61 19 287 43 1S
S S 81S1 Penry1.CageMlddle 764 73 10 S94 48 8 S36 43 8
S S 8390 WalnuLarkMlddleASchoolofSo -- -- -- -- -- -- -- 6 --
S S S193 WalnuLarkMlddle8Sclence,1ec -- -- -- -- -- -- -- 7 --
x8 7 811S Alllance!ackP.SklrballMlddle 80 3 4 81 3 4 86 11 13
x S 8268 ChesLerW.nlmlLzMlddle 684 60 9 426 S6 13 330 42 13
S S 8377 SouLhCaLeMlddle 6S8 78 12 S43 78 14 49S 71 14
S S 81S3 SouLheasLMlddle 3S8 1S 4 324 37 11 289 2S 9
a
288
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
AsplreClllnunlverslLyreparaLoryAcademy 104 66 63.S 17.3
LAuSuSlmllarSchoolsfromCuLMedlan 74 18 22.1 7.4
8esldenLSchoolsMedlan 327 17 8.0 -0.S
ComparlsonSchoolslnCharLerMedlan 310 34 12.8 0.S
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
AsplreClllnunlverslLyreparaLoryAcademy 104 48 46.2
8esldenLSchoolsMedlan 411 48 8.S
ComparlsonSchoolslnCharLerMedlan 37S 47 12.3
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
AsplreClllnunlverslLyreparaLoryAcademy 209 S7 27.3
LAuSuSlmllarSchoolsfromCuLMedlan 6S 14 19.7
8esldenLSchoolsMedlan 712 S2 9.1
ComparlsonSchoolslnCharLerMedlan S08 38 6.S
ulsLrlcL 20S,312 26,080 12.7
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293
ASPIRE OLLIN UNIVERSITY PREPARATORY ACADEMY
February 11, 2014


Final budget
Final petition


(213) 241-0399

294
TAB 9
Text FiIe
FiIe Number: Rep-23!-"#"!
Sequence
Version: 1
Approval of the Charter for Community Preparatory Academy
Action Proposed:
StaII recommends the approval oI the proposed charter Ior Community Preparatory Academy
Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 275 students in grades
K-8 in year 1 and up to 550 students in grades K-8 by the end oI its charter term.

Background:
On October 31, 2013, Community Preparatory Academy submitted a charter petition application
to the Charter Schools Division, which included the number oI signatures required under
Education Code 47605(a). A Public Hearing was held on November 12, 2013. The charter
petition and supporting documents were reviewed by the Charter Schools Division, the OIIice
oI the General Counsel, and other District staII.

Pursuant to a waiver executed by petitioners and the District, the statutory timeline Ior Board
action on this petition has been extended to February 25, 2014.

StaII aIIirms that Community Preparatory Academy has met the requirements set Iorth in
Education Code 47605, based on review and consideration oI its charter school petition
application.

Community Preparatory Academy is proposed to be located in the Crenshaw area, which is in
Educational Service Center West (ESCW) in Board District 1. The school plans to serve
approximately 275 students in grades K-8 in its Iirst year and expand to serve 550 students in
grades K-8 by 2019. Community Preparatory Academy plans to locate on a private site.

The vision oI Community Preparatory Academy is to achieve academic and cultural excellence
Ior all students and to prepare them to meet the demands oI becoming 21st century learners
prepared Ior college and career success and Ior liIelong social and proIessional development.

Community Preparatory Academy's mission is to enable students to become inIormed, caring
and responsible citizens and competent, successIul members oI the workIorce; develop
autonomous and productive 21st century leaders who are culturally grounded and connected to
global communities; and serve as a model oI culturally responsive teaching and learning in
urban schools. The mission will be achieved through the creation oI a high-perIorming
neighborhood school to serve the Crenshaw District oI Los Angeles. Community Preparatory
295
File Number: Rep-2-
Academy will implement LAUSD's English Learner Master Plan.

Community Preparatory Academy will make every eIIort to recruit a diverse student population
in the target area oI the Crenshaw District. For example, the demographics oI Virginia Road ES,
a District school within a two-mile radius oI the proposed charter school location, are 61
Latino, 38 AIrican American, 1 Asian, 25 English Learners, and 60 Free and Reduced
Lunch (CDE). Community Preparatory Academy indicates in its petition that the charter school
will recruit students oI various racial and ethnic groups in the South Los Angeles area so as to
achieve a balance that is reIlective oI the general population residing within the territorial
jurisdiction oI LAUSD. The school will maintain an accurate accounting oI the ethnic and
racial balance oI students enrolled in the school. It will also keep on Iile documentation oI the
eIIorts the school makes to achieve racial and ethnic balance. Community Preparatory
Academy's recruitment eIIorts, in English and Spanish, will include speciIic outreach that will
address students with special needs and English Learners in an eIIort to achieve a population
reIlective oI the District. These eIIorts will involve the distribution oI promotional and
inIormational material through print media, web-based channels, school site locations, and
community groups and agencies that serve the community. The school will also develop a
website that will provide inIormation in English and Spanish and oIIer school tours as well.

Current members oI the Community Preparatory Academy Board oI Directors completed
questionnaires regarding conIlicts oI interest. A due diligence review oI the proposed principal
and on-site Iinancial manager perIormed by the OIIice oI the Inspector General revealed no

II approved, the Community Preparatory Academy charter will have a Iive-year term, beginning
July 1, 2014 until June 30, 2019. As part oI its oversight responsibility, the Charter Schools
Division will perIorm ongoing oversight oI the charter school throughout the term oI the
charter.

Board oI Education website at http://laschoolboard.org/charterpetitions~.

Expected Outcomes:
Community Preparatory Academy is expected to operate its charter school in a manner
consistent with local, state, and Iederal ordinances, laws and regulations, and the terms and
conditions set Iorth in its petition. The measurable pupil outcomes Ior student academic
achievement are set Iorth in the petition.

"Yes" - The approval oI the charter petition Ior Community Preparatory Academy would grant
its Board oI Directors the right to operate the charter school under the terms oI the approved
charter Ior a Iive (5) year period, beginning July 1, 2014 until June 30, 2019.

"No" - The denial oI the charter petition would result in the Board oI Directors Ior Community
Preparatory Academy being prohibited Irom opening the charter school, unless Community
Preparatory Academy appeals the denial and the charter is granted by the Los Angeles County
Board oI Education or the CaliIornia State Board oI Education. This Board Report 234 - 13/14
296
File Number: Rep-2-
and accompanying documents shall constitute the Board oI Education's adopted written Iindings
oI Iact Ior the denial oI Community Preparatory Academy's petition.


Budget Impact:
occur in such cases. Under Education Code 47604(c), a school district that grants a charter to
a charter school to be operated by, or as, a nonproIit public beneIit corporation is not held liable
Ior the charter school's debts or obligations as long as the school district complies with all
oversight responsibilities. The District will continue to have monitoring and oversight

Community Preparatory Academy has selected LAUSD SELPA Option 2. Under the current
LAUSD SELPA Option 2 Special Education MOU, Charter School's Iair share contribution Ior
special education Ior the Iirst year oI the charter petition will be 20 oI the District's general
Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter School's
Iunds Irom the Local Control Funding Formula. The rate will increase by 5 Ior each
35 Ior the remainder oI the Charter School's petition period based on the District's general
SELPA.

Prior to the Board approval oI the charter petition, the school must have resolved any pending
issues in the review process and submitted any requested materials including a signed Special
Education Memorandum oI Understanding (MOU). Should Community Preparatory Academy
not comply with this requirement, this Board item will be withdrawn Irom the agenda.
297
298
I
N
F
O
R
M
A
T
I
V
E
299
No. 234 13/14
For February 11 Board Meeting


INFORMATIVE

FROM: Jos Cole-Gutirrez, Director

SUBJECT: SUPPORTING DOCUMENTS FOR PROPOSED COMMUNITY PREPARATORY
ACADEMY

Attached please find supporting documentation for the proposed Community Preparatory Academy which
will be presented to the Board of Education for action on February 11, 2014.

Documentation includes:

1. Map showing all LAUSD schools and charter schools within a 2-mile radius of the proposed
charter school site;
2. Breakdown of enrollment and test score information for all LAUSD and charter schools serving
similar grade levels within a 2-mile radius of the proposed charter school site. Also included are
any other charter schools operated by the petitioner (if applicable).
Other LAUSD schools and charter schools within a 2-mile radius of the proposed charter school are:

LAUSD Elementary Schools
1. Marvin ES
2. 6
th
Ave. ES
3. Saturn St. ES
4. Baldwin Hills ES
5. 42
nd
St. ES
6. Cienega ES
7. Virginia Rd. ES
8. Arlington Heights ES
9. Marvin Ave. ES
10. 116
th
St. ES
11. Coliseum St. ES
12. Alta Loma ES
13. Carson-Gore Acad. Of Env. Studies ES
14. Hillcrest Dr. ES
15. Bradley Charter Magnet ES
16. Windsor Magnet ES
17. Los Angeles Ctr For Enriched Studies (Span)
18. Mid-City Magnet (Span)
19. Marlton School (Special Ed. Span)
Charter Elementary Schools
1. City Charter ES
2. Celerity Nascent (K-8)
300
Dr. John E. Deasy, Superintendent - 2 - February 11, 2014

LAUSD Middle Schools
1. Audubon MS
2. Cochran MS
4. Mid-City Magnet (Span)
Charter Middle Schools
1. Stella Academy Charter
2. Douglass Academy Middle
3. New Los Angeles Charter
4. Celerity Nascent (K-8)
LAUSD High Schools
1. Dorsey HS
3. View Park Continuation HS
Charter High Schools
1. Academy Of Science And Engineering
2. Crenshaw Arts Tech HS
3. Douglass Academy High

LAUSD Schools Under Construction
None

Other Charter Schools Operated by Petitioner
None

Should you have questions or comments, please call me at (213) 241-0399 or e-mail me at jose.cole-
gutierrez@lausd.net.

c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
301
302
Page 2 of 2

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x8 1 7673 Academy of Sclence and Lnglneerlng 9- 10 144 644 8 8S 16 0 21 31 71 1 18 0 0 0 0 10
W 1 2082 AlLa Loma LlemenLary k- S 423 ?ear 4 no no 763 790 4 9 S1 9 7 3S 28 81 1 16 0 0 0 0 1
W 1 2192 ArllngLon PelghLs LlemenLary k- S 43S ?ear S no no 740 762 3 S 67 10 4 4S 26 80 1 14 2 1 0 0 0
W 1 8028 Audubon Mlddle 6- 8 781 ?ear S no no 696 729 2 9 79 18 11 12 1S 36 0 62 1 0 0 0 0
W 1 2274 8aldwln Pllls LlemenLary k- S 28S ?ear 2 ?es ?es 864 869 8 10 68 7 16 2 S 18 0 78 1 1 0 1 1
W 1 2939 Carson-Core Academy of LnvlornmenLal SL k- S 411 ?ear 2 no no 728 7SS 2 8 SS 1S 6 40 30 86 0 11 0 1 0 1 0
x8 1 292S CelerlLy nascenL CharLer k- 8 341 ?ear 4 ?es ?es 910 891 9 10 99 7 0 13 23 48 0 S2 0 0 0 0 0
W 1 3068 Clenega LlemenLary k- S 430 ?ear S ?es no 792 768 3 S S3 17 11 36 22 84 0 14 0 0 0 0 0
x8 2271 ClLy CharLer LlemenLary k- S * *
x 1 3178 Collseum SLreeL LlemenLary k- S 1S8 ?ear S no no 6S4 704 1 S 61 20 3 2S 6 40 0 S9 0 0 1 0 1
x8 1 86S4 Crenshaw ArLs-1echnology CharLer Plgh 9-12 208 no no 666 703 3 9 89 11 0 0 4 6 0 91 0 0 0 0 1
x 1 39S9 lorLy-Second SLreeL LlemenLary k- S 188 ?ear S ?es no 641 629 1 1 80 13 6 7 8 28 2 68 0 0 1 0 1
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W 1 6781 SlxLh Avenue LlemenLary k- S 470 ?ear S no no 681 693 1 1 S9 10 4 39 1S 7S 0 22 1 0 0 0 2
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W 1 7822 Wlndsor Pllls MaLh Sclence k- S 393 ?ear 2 ?es ?es 796 781 4 S 73 6 10 2 4 9 0 89 1 0 1 0 1

Board of Directors:
o Aaron Anderson
o Corrie Burks
o Shilby Guillory, Ph.D.
o Eric Lee
Description of Mission: The mission of Community Preparatory Academy is to create a high-performing
neighborhood school to serve the Crenshaw District by:
o Enabling students to become lifelong learners; informed, responsible citizens; competent, successful
members of the workforce; and thinking, fulfilled, caring individuals.
o Developing leaders for the 21
st
century, who have a well-rooted, culturally based self concept as
autonomous, productive learners who are connected to the global community.
o Serving as a model of culturally and linguistically responsive teaching and learning as a successful
approach for education in urban schools.
Description of Vision: Community Preparatory Academy will achieve academic and cultural excellence
for all students by meeting the students where they are culturally and linguistically in order to meet the
demands of becoming a 21
st
century learner prepared for success at the university, in a career and for
lifelong learning.
Source of Core Money: Community Preparatory Academys fundraising efforts include applying for the
Public Charter Schools Grant Program (PCSGP) and the Walton Family Foundation start-up grants and
seeking support from businesses and individuals who support the evolving Crenshaw District community.
The charter school has secured an $800,000 line of credit from Charter School Capital.
3-5 Top Leaders: Maisha Riley, Shilby Guillory, Corrie Burks, Eric Lee, Aaron Anderson.
Other charter schools currently operated by the Petitioner: None.
Other charter petitions pending before LAUSD: None.
Submission of this charter application to other jurisdiction(s) for approval: Not applicable.
Innovative elements of the charter that could be considered best practices and replicated by other
schools: Culturally Responsive Pedagogy.
303
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LV
D
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S
F
A
I
R
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A
V
SANTA MONICA FRWY
W
M
A
R
T
IN
L
U
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H
E
R
K
IN
G
J
R
B
L
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STOCKER ST
S
A
N
V
IC
E
N
T
E
B
LV
D
S

R
O
B
E
R
T
S
O
N

B
L
V
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VENICE BLVD
RODEO RD
W VERNON AV
J
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F
F
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S
O
N
B
LV
D
S
L
A
B
R
E
A
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C
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S
H
A
W

B
L
V
D
W WASHINGTON BLVD
NATIONAL BLVD
S
L
A
C
I
E
N
E
G
A
B
L
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D
LOS
ANGELES
CULVER
CITY
Marvin
EEC
36th St
EEC
Los Angeles
Tech Ctr
M & O Area
C-1 Office
Crescent
Heights EEC
Crescent
Heights Mag
Audubon
Middle
Shenandoah
St
6th Ave
Saturn
St
Marlton
School
(Spec)
Angeles
Mesa
Baldwin
Hills
54th St
42nd St
Cienega
Los Angeles
High
Virginia Rd
Dorsey High
Los Angeles Ctr
for Enriched
Studies
Arlington
Heights
Widney
High
(Spec)
24th
St
Marvin
Ave
Coliseum
St
Alta Loma
Carson-
Gore Acad of
Env Studies
Hillcrest
Dr
Mid-City
Mag
Pio Pico
Middle
Bradley
Chrtr Mag
Windsor
Mag
Bright
Obama Global
Prep Acad
Queen
Anne Pl
Cochran
Middle
Crenshaw
STEMM Mag
L.A.U.S.D. FACILITIES WITHIN A TWO MILE RADIUS OF
COMMUNITY PREP ACADEMY
LAUSD Facilities and Planned Projects

Prepared by Master Planning and Demographics
Copyright 2013. All Rights Reserved.
The information contained herein is the proprietary property of
the following owners supplied under license and may not be
reproduced except as licensed by LAUSD, Digital Map Products, and
Thomas Bros. Maps.
MPD-2680
11/22/2013
LAUSD Boundaries
Area Outside of LAUSD
LAUSD Boundary
West Educational Service Center Area WEST
Area of Interest
Community Prep Academy
(Located in Board of Education District #1) GF
2 mi. Radius of
Community Prep Academy
Community Prep
Academy
EAST
WEST
Charter School G
# Elementary School
" Middle School
# High School
!(
Planned Early
Education Center
Planned Classroom
Addition _
Planned Playground
Expansion
[
^_
Planned School
Reconfiguration
#0
Planned Continuation
School
Administrative Office $
Elementary School
Middle School
High School
Span School
Planned School
(Color Indicates Grade Level)
Closed School
Special Education School
Administrative Site
Opportunity School or Non K-12 School
Charter School
(Fill Color Indicates Grade Level)
Magnet School
305
COMMUNITY PREPARATORY ACADEMY
February 11, 2014


Final budget
Final petition


(213) 241-0399

306
TAB 10
Text FiIe
Sequence
Version: 1
Approval of the Material Revision of the Charter for Equitas Academy Charter School to
Change from Grades K-5 to K-4

Action Proposed:
StaII recommends the approval oI the material revision oI the charter Ior Equitas Academy
Charter School (herein reIerred to as "Equitas Academy" or "Charter School") to change
educational program Irom K-5 to K-4 with the intention oI implementing this change next
school year iI successIully renewed by the end oI the charter term (June 30, 2014).

Background:
CSD staII recommends the approval oI the material revision oI the charter Ior Equitas Academy
Charter School to remove IiIth grade. Equitas seeks this material revision because Equitas
Academy #2 currently serves grades 5-8 and the organization seeks to avoid duplication oI
grades served at diIIerent schools. Through parent meetings and CaIecitos (or coIIee talks),
Equitas Academy will keep parents engaged and inIormed about the change in its educational
program. A special meeting Ior Iourth grade parents will be held 2-3 weeks prior to Equitas
Academy #2's scheduled lottery in March so parents are inIormed oI their educational options,
including their option to apply at Equitas' middle school, well in advance oI the change. On
January 10, 2012, LAUSD approved Equitas Academy's second petition Ior a Iive year term to
open a middle school serving grades 5-8. Due to challenges in Iinding a suitable Iacility, the
middle school delayed opening until September 3, 2013.

The school's current enrollment capacity will remain at 450 students Ior K-4. The material
revision amends all provisions in the charter pertaining to grade levels.

Equitas Academy Charter School was originally granted its charter by the Board oI Education
on March 24, 2009, to serve 360 students in grades K-5. On March 13, 2012, LAUSD
approved a Material Revision to increase the enrollment capacity Irom 360 to 450 students in
K-5. Equitas Academy is located at 1700 West Pico Blvd., Los Angeles, 90015, in Board
District 2 and geographically in ESC East.

The October 2012 CALPADS Demographics with Comparison Schools data indicates that 95
oI students served at Equitas are Latino, 2 are AIrican-American, and 2 are Asian.
Equitas Academy has adopted and implemented its own English Learner Master Plan. The
Charter School has executed the LAUSD SELPA Option 2 Special Education MOU.
307

In 2013, Equitas Academy Charter School achieved a school-wide Growth API oI 894, a
26-point increase Irom its 2012 Base API oI 868. The school met all oI its 2013 API growth
targets, including its Latino, English Learner and Socioeconomically Disadvantaged subgroup
targets. The school earned a 2013 Statewide Rank oI 8, and a Similar Schools Rank oI 10.
According to the 2013 School PerIormance Framework, Equitas has been classiIied as an
"Achieving" school, which is the second highest tier in a Iive tiered classiIication system oI
perIormance. The school's placement in this tier is due to high levels oI student achievement on
the ELA and Math portions oI the CaliIornia Standards Tests coupled with Iar above predicted
academic growth levels in English Language Arts and at-predicted academic growth in Math
according to its three-year Academic Growth Over Time (AGT) results.

Equitas Academy believes students must have access to an achievement-oriented learning
environment, beginning in kindergarten to ensure all students make a smooth transition to the
demands oI college preparatory middle and high schools with the ultimate goal oI college
graduation. The school capitalizes on the concept that "college prep begins in kindergarten."
The curriculum Iocuses on the core skills, content and knowledge that students need to excel.
To support its college-going culture, students are addressed individually as scholars and
collectively as the year that they will graduate Irom college. Additionally, every year students
visit colleges and universities, tour the campuses, and sit in on classes.

Equitas Academy has demonstrated consistently high academic achievement with student
demographics that mirror the Pico Union neighborhood schools. The school has achieved an
API oI 800 or above every year oI its charter and proudly reports that their "scholars" are
closing the achievement gap, citing that their three student subgroups (Latino,
Socioeconomically Disadvantages, and English Learners) are each at 96-100 oI overall
proIiciency rates in ELA and 98-100 oI the overall proIiciency levels in math. The school
attributes this success, in part, to providing a small, structured, achievement-based school
environment with individual attention, strong relationships between staII and students, and
close communication between school and home.

Expected Outcomes:
Equitas Academy Charter School is expected to operate its charter school in a manner
conditions set Iorth in its petition.

"Yes" - The approval oI the material revision oI the charter would grant Equitas Academy
Charter School the right to continue to operate as a charter school under the terms oI the
charter, as amended, Ior the remainder oI its charter term.

"No" - The denial oI the material revision oI the charter would result in Equitas Academy
Charter School continuing to operate under the terms oI its current charter.


308
Budget Impact:
State Revenue Limit income and various other income sources to the District are reduced when
current District students enroll at a charter school, and comparable or oIIsetting expenditure
savings may not occur in such cases. Under Education Code section 47604(c), a school district
that grants a charter to a charter school to be operated by, or as, a non-proIit public beneIit
corporation is not held liable Ior the charter school's debts or obligations as long as the school
district complies with all oversight responsibilities. The District will continue to have
monitoring and oversight responsibility Ior charter school Iinances, as speciIied in the Charter
Schools Act. Any modiIications to the charter school's petition or operations with signiIicant
Iinancial implications would require District approval prior to implementation. Approval oI the
material revision is also contingent upon adequate liability insurance coverage.

II all pending issues, iI any, are not resolved at the time oI the Board meeting, the oIIice oI
General Counsel may recommend the denial oI the material revision.
309
310
TAB 11
Text FiIe
Sequence
Version: 1
Conditional Approval of the Renewal of the Charter for Granada Hills Charter High
School

Action Proposed:
StaII recommends conditional approval oI the renewal oI the charter Ior Granada Hills Charter
High School Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 4,400
students in grades 9-12 in year 1 and up to 5,500 students in grades 9-12 by the end oI its
charter term contingent upon the execution oI a Sole Occupant Agreement (SOA).

Background:
On December 16, 2013, Granada Hills Charter High School submitted its charter renewal
petition application to the Charter Schools Division. The charter petition and supporting
documents were reviewed by the Charter Schools Division, the OIIice oI the General Counsel,
and other District staII. The 60-day statutory timeline Ior Board action on this petition
continues until February 14, 2014.

school:

ConIirmation that the charter school's perIormance has met the minimum criteria under


program;

on the Charter Schools Division oversight and the school's achievement results on the District's
311
StaII assesses that Granada Hills Charter High School has met the above criteria.

Granada Hills Charter High School serves students in grades 9-12 in Board District 3,
Educational Service Center North (ESCN), at 10535 Zelzah Avenue, Granada Hills, CA 91344.
Per the December 2013 Secondary ClassiIication Report, the school's current enrollment is
4,252 students in grades 9-12. The school is located on District-owned Iacilities. Any approval
oI the renewal Ior Granada Hills Charter High School shall be conditional up the school's
entering into a Sole Occupant Agreement (SOA) with LAUSD Ior continued occupancy oI the
District-owned Iacility.
Granada Hills Charter High School, an independent conversion charter school, was originally
approved by the Board oI Education on May 13, 2003. Its last renewal was on June 23, 2009.
For the proposed 2014-19 charter term, the school plans to serve up to 5,500 students in grades
9-12 in each oI the Iive years oI the charter term (up to 4,400 at the LAUSD campus on Zelzah
Avenue and up to 1,100 at the recently-purchased private site, Pinecrest which according to
current plans will serve as an annex to the high school). CSD staII has considered the school's
strong record oI perIormance, has noted the large student wait list Ior enrollment, and has
consulted with staII Irom the Facilities Services Division, School Management Services, and
the OIIice oI General Counsel to review the school's proposed growth.
During the current charter term oI Granada Hills Charter High School, the school's student body
has reIlected the community in which it operates. According to October 2012 CDE data, the
school's demographics are approximately 38 Latino, 29 White, 4 AIrican American, 18
Asian, 8 Filipino, and 2 Two or More Races. Granada Hills Charter High School has chosen
to implement its own English Learner Master Plan and has provided supporting documentation
to the Charter Schools Division.

Granada Hills Charter High School has met the minimum academic perIormance criteria Ior
oI School PerIormance.

In 2013, the school achieved a school-wide Growth API oI 885, an 8-point increase Irom its
2012 Base API oI 877. Granada Hills Charter High School has maintained an API score above
800 during the entire period oI its most recent renewal. The school earned a 2013 Statewide
Rank oI 10 and a Similar Schools Rank oI 6. Lastly, the school has outperIormed the District
resident schools with comparable demographics in each year oI its charter in Growth API and in
the percentage oI students scoring proIicient and advanced on CST ELA and Mathematics.
Granada Hills Charter High School has been classiIied as an "Excelling" school, which is the
highest tier oI Iive possible tiers oI perIormance. The school's placement in this tier is due to
high levels oI student achievement on the ELA and Math portions oI the CaliIornia Standards
Tests, coupled with at-predicted academic growth levels in both English Language Arts and
Math according to its three-year Academic Growth Over Time (AGT) results. In 2012-13,
Granada Hills Charter High School met its API Growth targets Ior all oI its statistically
signiIicant subgroups, AIrican American, Asian, Filipino, Latino, White, English Learners,
312
Socioeconomically Disadvantaged, and Students with Disabilities.

The District's Academic Growth Over Time (AGT) report Ior Granada Hills Charter High
School is another criterion considered Ior charter school renewal to determine whether the
charter school has a sound educational program. AGT results measure the impact oI schools
and educators on the academic growth oI students tested using the CaliIornia Standards Test
(CST). The AGT data compares a student's perIormance to his/her own expected perIormance.
The AGT3-Year Average results Ior Granada Hills Charter High School in Algebra 1 are Far
Above Predicted Growth, and the 9th Grade ELA AGT 3-Year Average is Above Predicted
Growth. The school's CAHSEE ELA AGT 3-Year Average is Far Above Predicted Growth,
and CAHSEE Math AGT 3-Year Average is Above Predicted Growth. (See Summary oI Charter
School PerIormance below).

Granada Hills Charter High School received a six-year accreditation Irom the Western
Association oI Schools and Colleges (WASC) in 2011-12. Granada Hills Charter High School's
Academic Decathlon team captured its third consecutive National Academic Decathlon
Championship in the spring oI 2013.
Ior all students.
1) As the largest single-site charter school in the United States, Granada Hills Charter High
School has a number oI specialized academic programs allowing all students choice and
Ilexibility: the Science, Technology, Engineering, and Math program allows students the
opportunity to take courses to prepare them Ior a postsecondary pursuit oI careers in these
specialized Iields; the Global Business and Finance program is an interdisciplinary Career
Technical Education (CTE) program Ior grades 10-12; and the Humanitas/New Media 9-12th
grade Program oIIers a challenging college-prep curriculum that stresses critical reading,
writing, and thinking in a project-based, interdisciplinary team-taught approach to learning.
2) Granada Hills Charter High School oIIers introductory and advanced language courses in
six languages: Spanish, French, Italian, Korean, Mandarin, and Arabic.
3) Granada Hills Charter High School provides targeted support Ior students who need
academic assistance aIter-school, as well as providing a variety oI enrichment activities: over 60
clubs and 23 sports activities.
4) Granada Hills Charter High School continues to support teachers in developing
interdisciplinary math-science, and English-social studies units to connect learning across
disciplines, and to develop school-wide writing in coordination with the Common Core State
Standards.
Current Granada Hills Charter High School's Governing Board members completed
questionnaires regarding conIlicts oI interest. A due diligence review oI the Granada Hills
Charter High School executives is being perIormed by the OIIice oI the Inspector General
(OIG). StaII will inIorm the Board oI any material negative Iindings and take appropriate action
313

Sole Occupant Agreement.

Board oI Education website at http://laschoolboard.org/charterpetitions.~

Expected Outcomes:
Granada Hills Charter High School is expected to operate its charter school in a manner
conditions set Iorth in its petition. The benchmarks Ior achievement are set Iorth in the petition.

"Yes" - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Granada
Hills Charter High School the right to continue to operate as a charter school under the terms oI
the renewal petition Ior a Iive (5) year period beginning July 1, 2014. The Facilities Use
Agreement provisions stipulate the terms Ior the renewal oI that agreement.

"No" - The denial oI the renewal oI the charter term would cause the charter to expire on June
30, 2013, unless Granada Hills Charter High School appeals the denial, and the charter is
Education. This Board Report No. 236 - 13/14 and accompanying documents shall constitute
the Board oI Education's adopted written Iindings oI Iact Ior the denial oI the Granada Hills
Charter High School renewal petition. The Facilities Use Agreement provisions stipulate the
terms Ior termination oI the agreement.


Budget Impact:
held liable Ior the charter school's debts or obligations as long as the school district complies

Granada Hills Charter High School is currently a member oI LAUSD SELPA Option 3 (Charter
Operated Programs). Under the current LAUSD SELPA Option 3 Special Education MOU, the
charter school's Iair share contribution to special education will be 10 oI charter schools' AB
602 (rate includes Base, COLA, and Growth/Decline reduced by the amount withheld Ior
Program Specialist/Regionalized Services) and Federal IDEA revenues. The revenue rate will
314
be adjusted to account Ior changes in the State's Iunding Iormula beginning Iiscal year 2013-14.
The amount withheld by the District Irom the Program Specialist/Regionalized Services in
Iiscal year 2012-13 will continue to be withheld and adjusted annually Ior COLA. The Iair
share contribution will be paid Irom the charter school's Iunds Irom the Local Control Funding
Formula and will be allocated to support the existing District-wide administration oI special
education supports and services. An additional 10 oI special education revenues will be
retained by the District and allocated as directed by the Advisory Board and members oI the
Charter-operated Program, with the leadership oI the Charter-operated Program special
education director. These Iunds will be used to support the personnel Ior the Charter-operated
Program section oI the SELPA; build management and operating procedures to create an
inIrastructure to support schools in meeting the needs oI students with mild to severe
disabilities; and, to create and implement new programs that serve students in charter schools.
At the conclusion oI each Iiscal year during the entire charter petition period, any unspent
special education revenues shall be returned to the LAUSD SELPA.

renewal petition.
315
316


Bd. of Ed. Rpt. No. 236-13/14 Page 1 of 7 Board of Education
February 11, 2014
GRANADA HILLS CHARTER HIGH SCHOOL
February 11, 2014




years:

years; or
school.
following:
schools.

317


February 11, 2014
Granada Hills Charter High School has met the minimum statutory requirement as evidenced in the
Data Summary Report.

Student Discipline
that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Granada
Hills Charter High Schools grounds for student suspension and expulsion are aligned with those listed
in Education Code Section 48900 et seq. Granada Hills Charter High School aligns its discipline policy
with LAUSDs Discipline Foundation Policy. Granada Hills Charter High School implements a Positive
Behavior Intervention and Support program where students receive corrective feedback and positive
response strategies for any disruptive behaviors. Further, Granada Hills Charter High School also uses a
three-tiered approach to intervention regarding any behavior, namely tier one requires supporting all
students; tier two requires supporting selected students; tier three requires supporting targeted/intensive
high risk students. As the data below shows, Granada Hills Charter High School reported 47
suspensions and 0 expulsions for the 2012-13 school year. In 2011-12, the school reported 181
suspensions and 0 expulsions. As of the date of this report, the school reports 10 suspensions and 0
expulsions for the current school year.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of
this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Granada
Hills
Charter
High
School
8681 10 0 47 0 181 0

Special Education

According to the December 2012 CASEMIS report, Granada Hills Charter High School enrolled Special
Education students at a rate that is reflective of the District average. Granada Hills Charter High School
had a special education enrollment rate of 7%, which is three percentage points higher than the LAUSD
Similar Schools from CDE Median (4%), but seven percentage points lower than the LAUSD resident
schools median (14%). The school is committed to continuing its efforts to identify and serve students
with disabilities through its participation in Option 3 of the LAUSD SELPA. The school provides both
strategic and intensive targeted intervention as needed for students. Granada Hills Charter High School
customizes a specific program for every student with a disability. In order to provide students with the
Least Restrictive Environment that is highly individualized, the resource specialists and special day class
teachers assist the general education teachers in meeting student needs through a combination of co-
318


February 11, 2014
teaching, consultation and collaboration in the general education classroom, as well as, in resource
support classes, and, when necessary, in the schools Learning Center or Specialized Support Classes to
assist students in achieving their IEP goals and accessing grade level standards. As a member of the
LAUSD SELPA Option 3, Granada Hills Charter High School houses two large groups of students
typically underserved by charter schools: students with a hearing loss and students with autism. Both
programs require highly trained and specially credentialed teachers and other support staff which the
school has provided. Special education providers work with a full time Special Education Coordinator to
ensure that all students are receiving their provided service minutes, and track these services in
Welligent.

OCT
2012
Enroll
#
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#

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4224 287 7% 6% 1%

26

0 2 7 0 11 5 85 1 147 3 0 0

English Learners

The tables below represent the number of English Leaners identified, served and reclassified by Granada
Hills Charter High School. The schools October 2012 (CALPADS) English learner population of 3%
was lower than the LAUSD Resident Schools Median of 10%. The schools 2012-13 reclassification
rate of 12.5% was slightly lower than than the LAUSD Resident Schools Median rate of 16.1%.

ESC BD
Loc
Code
School
T
o
t
a
l

E
n
r
o
l
l

#

%

F
/
R

M
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a
l

%

G
A
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%

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N 3 8681
Granada Hills Charter High
School
4224 47% 45% 3% 38% 29% 4% 18% 8%

RECLASSIFICATION
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Granada Hills Charter High 152 19 12.5% 12.5%
LAUSD Similar Schools from CDE Median 46 14 30.4% 2.4%
Resident Schools Median 167 25 16.1% 5.6%
Comparison Schools in Charter Median 265 39 11.8% 1.1%
District 180,618 24,697 13.7% -1.7%

319


February 11, 2014
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
Granada Hills Charter High 153 0 0.0%
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate

Granada Hills Charter High 195 10 5.1%
District 205,312 26,080 12.7%



320


February 11, 2014
Charter Schools Division oversight 2012-13 deemed Student Achievement and Educational Performance
at the school to be Accomplished.

2011-12 School wide API is 878. This reflects one point increase from 877 the previous year and
a 55-point increase over the past five years.
School met 25/26 AYP performance targets.
School Performance Framework (SPF) Classification is EXCELLING, the highest of 5
classifications.
2012 Similar Schools Rank is 6.
School reports CAHSEE passage rate of 95% in math and 92% in ELA.
School reports 92.2% as its 2012 FOUR Year Cohort Graduation Rate with 72.4% meeting
UC/CSU requirements. 2012 Graduation Rate (One Year) is reported as 96.5%.
School reports that in 2011, students sat for 1900 AP exams and the collective passage rate
(scoring 3 or higher) was 81.7%.
In the 2013 graduating class GHCHS had over 100 students who qualified to be valedictorian
with GPAs over 4.0.

School leaders recognize the opportunity to improve schoolwide proficiency in math. School is
encouraged to refine instructional, assessment, and intervention processes in the area of math.


Charter Schools Division oversight deemed Governance and Organizational Management at the school
to be Accomplished.

The GHCHS PTSA, Booster Club, and various school organization parent groups such as Band
Parents, Cheer Parents and a variety of parent associations, hold monthly meetings on campus.
The parents of English learners are involved through the English Learners Advisory Council
(ELAC) attending dinner meetings focusing on school programs and policies. Program Advisory
Committees composed of parents, teachers and community members as well as parent
information and support groups such as the Algebra Parent Meetings are held each semester or as
necessary. Because I Love You, a parent-support group, regularly meets on campus.
During the visit, CSD participated in a teleconference with three Governing Board members,
including the Board chairperson. The Board members demonstrated their awareness and
involvement in the school program by clearly articulating many of the academic and
organizational challenges as well as the strategies to address these challenges.
The Board reviews the schools academic performance meter, at least quarterly.
The school continues to refine its collaboration with feeder middle schools.

321


February 11, 2014
No significant areas for improvement noted at this time.


Charter Schools Division oversight deemed Fiscal Operations at the school to be Accomplishment.

Cash and cash equivalents of $4,078,894 are positive. This generates a cash reserve of 11.21%
which is well above the recommended reserve of 5%. This financial area has remained positive
from 2009-10 2012/13.
Net assets are positive, $17,032,487. Financial trend analysis shows the schools net assets have
continuously remained positive since fiscal year 09/10 to 12/13.
Net income is positive $813,003 and trending upward compared to 2011-12 Audits net income
of ($1,226,958).
The fiscal condition of the school is strong and there are no known fiscal issues.

No significant areas for improvement noted.

As per the 2012-13 Audit, the auditors opinion is Unmodified (Unqualified).
There are no deficiencies, findings or material weaknesses.


Charter Schools Division oversight deemed Fulfillment of the Charters Educational Program at

The schools Academic Decathlon Team has won two consecutive National Titles in 2011 and
2012.
The schools International Baccalaureate (IB) Diploma Programme received final authorization
in Fall 2011.
The school has effective intervention programs including Summer Transition Academy, Skills
for Success, Student Study Team, a Virtual Program, and assemblies on such topics as school
bullying, cyber bullying, and the Rachels Challenge program.
School leaders recognize the opportunity to improve the delivery of foundational, gateway
courses for 9
th
graders such as Algebra 1 and Biology and are refining their strategic plan.
School leaders report progress towards establishing a co-teaching model.
School leaders report efforts toward creating a greater awareness among students for creating
incremental growth in proficiencies.
322


February 11, 2014
School leaders report how they collaborate with matriculating schools and families to support
incoming students and families. All counselors serve all students, including students with IEPs.
School hosts annual matriculation event with breakout information sessions with families of
students with IEPS.
School leaders report they are considering expanding their MR/ID program in a partnership with
District and Liechman Special Education Center as well as a partnership to serve more DHH
students.
School leaders report creating greater efficiencies by using video conferencing systems.
The schools program coordinator monitors accuracy and timeliness of all Special Education
service logs and communicates to all service providers on a weekly basis.

323
1933746
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
AfrlcanAmerlcanor8lack -- A -13 ?es A 34 ?es
Aslan A 18 ?es A -6 ?es A -1 ?es
llllplno -- A 0 ?es A -7 ?es
PlspanlcorLaLlno A 9 ?es A 8 ?es A 12 ?es
WhlLe A 0 ?es A 0 ?es A 6 ?es
LngllshLearners S 29 ?es A -8 ?es A 22 ?es
SocloeconomlcallyulsadvanLaged A 4 ?es A 6 ?es A 16 ?es
SLudenLswlLhulsablllLles 9 -14 no 9 6 no 9 S2 ?es
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
CranadaPlllsCharLerPlgh 877 878 1 877 88S 8
CuLSlmllarSchoolsMedlan 879 892 13 89S 891 -4
8esldenLSchoolsMedlan 717 702 -1S 703 720 18
ComparlsonSchoolsMedlan 748 761 13 761 762 1
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar8elow
8aslc
roflclenL&
Advanced
CranadaPlllsCharLerPlgh 18 81 43 S7
CuLSlmllarSchoolsMedlan 20 79 36 64
8esldenLSchoolsMedlan S3 48 8S 16
ComparlsonSchoolsMedlan 43 S8 69 33
CranadaPlllsCharLerPlgh 26 2S 96 26 2S 96
CuLSlmllarSchoolsMedlan 26 20 77 26 22 8S
8esldenLSchoolsMedlan 18 12 S4 22 1S 68
ComparlsonSchoolsMedlan 22 12 62 22 1S 70
Loc.Code: 8681
CuSCode:
CRITERIA SUMMARY
(Ld.Code47607).
2010-11 2011-12 2012-13
871 877 877
876 878 88S
A A A
S 1 8
?es ?es ?es
no no ?es
10 10 10
10 7 6
API Comparison
AYP Comparison
2012 AYP 2013 AYP
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333
GRANADA HILLS CHARTER HIGH SCHOOL
February 11, 2014


Final budget
Final petition


(213) 241-0399

334
TAB 12
Text FiIe
Sequence
Version: 1
Approval of the Charter for PUC Community Charter Elementary School

Action Proposed:
StaII recommends the approval oI the proposed charter Ior PUC Community Charter
Elementary School Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 200
students in grades K-3 in year 1 and up to 300 students in grades K-5 by the end oI its charter
term.

Background:
On November 22, 2013, PUC Community Charter Elementary School submitted a charter
petition application to the Charter Schools Division, which included the number oI signatures
required under Education Code 47605(a). A Public Hearing was held on December 10, 2013.
The charter petition and supporting documents were reviewed by the Charter Schools Division,
the OIIice oI the General Counsel, and other District staII.


StaII aIIirms that PUC Community Charter Elementary School has met the requirements set
Iorth in Education Code 47605, based on review and consideration oI its charter school
petition application.

PUC Community Charter Elementary School is proposed to be located at 14019 Sayre Street,
Sylmar, CA 91342. This area is served by Educational Service Center North (ESCN) in Board
District 6. The school will serve approximately 200 students in grades K-3 in its Iirst year and
expand to serve 300 students in grades K-5 by 2019. PUC Community Charter Elementary
School has indicated that it has a private site Ior its Iacility.

The vision oI PUC Community Charter Elementary School will be guided by PUC's 3
Commitments:

Five times more college graduates within the communities they serve.
AIter Iour years at PUC, students will be academically proIicient.
Students will commit to upliIt communities now and Iorever

The mission Ior PUC Community Charter Elementary School is to provide a personalized
335
File Number: Rep-2-
learning environment in which students work Ior, and achieve mastery oI, the most rigorous
academic standards while discovering and cultivating their unique giIts and talents. Every
student at PUC Community Charter Elementary School will culminate Irom IiIth grade with a
"rigorous and world-class educational Ioundation" that ensures students are college and
career-ready with commitments to upliIt their communities. The school's educational program
incorporates instructional strategies, such as guided reading, constructivist learning, direct
instruction, and experiential learning as well as intervention programs utilizing Accelerated
Reading, Doing Words, and Lindamood-Bell Learning Programs. PUC Community Charter
Elementary School has adopted and will implement its own English Learner Master Plan. The
school also proposes to oIIer advisories, community circles, and a Iive-day visit to a college
during the summer to address its commitment to creating a learning environment that prepares
students Ior college success. Extensive collaboration among teachers in grade level teams,
through vertical articulation, and planning sessions are expected norms. Lastly, PUC
Community Charter Elementary School will work to Iorge a connection between the school and
the surrounding community by establishing contacts with community health centers and other
resources, and by providing services that will alleviate barriers to learning.

Partnerships to UpliIt Communities (PUC), the charter management organization that will
operate the proposed school, currently operates thirteen LAUSD-authorized charter schools
(one elementary, seven middle, and Iive high schools); seven oI these PUC schools are located
in the San Fernando Valley. The organization and its schools demonstrate strength in
operations, Iiscal management, governance, and IulIillment oI their charter terms and are in
good standing with the District. On the 2013-2014 School PerIormance Framework, Iour PUC
schools were classiIied as "Excelling," three as "Achieving," two as "Service and Support," and
one as "Focus." Three schools do not have SPF classiIications. Seven PUC schools have earned
a 2013 Growth API over 800; three schools have 2013 Growth API scores over 775; one has
724 and another 699. One PUC school did not receive a 2013 Growth API because oI a
signiIicant decrease oI more than 20 percent oI students continuously enrolled Irom the 2012
Base API due to its relocation Irom Sylmar to Sun Valley. The decrease oI norm day enrollment
Irom 171 to 154 at a time when the school anticipated additional growth to 245, due to its grade
level expansion, appears to be related to the move.
As staII analyzed PUC's overall perIormance in academic achievement, governance, Iinance,
and operations, in particular that oI their elementary schools, and considered the improvements
made in school transIormations, we assess that the organization meets the criteria Ior approval.
PUC Community Charter Elementary School will make every eIIort to recruit a diverse student
population in the target area oI Sylmar. For example, the demographics oI Gridley Street
Elementary, a District school within a two-mile radius oI the proposed charter school location,
are 96 Latino, 2 White, 1 AIrican American, 1 American Indian, 29 English Learners,
and 49 Free and Reduced Lunch (CDE). PUC Community Charter Elementary School
indicates in its petition that the charter school will recruit students oI various racial and ethnic
groups in the Sylmar area so as to achieve a balance that is reIlective oI the general population
residing within the territorial jurisdiction oI LAUSD. The school will maintain an accurate
accounting oI the ethnic and racial balance oI students enrolled in the school. It will also keep
on Iile documentation oI the eIIorts the school makes to achieve racial and ethnic balance. The
school's recruitment eIIorts, in English and Spanish, will include the Iollowing: providing
336
File Number: Rep-2-
lottery and enrollment inIormation at businesses Irequented by the local community members;
providing letters to existing PUC Iamilies; working with local council members' Iield oIIices,
local public libraries, park and recreational centers, community-based organizations, and
churches and synagogues; and presenting at local elementary schools. The school will also
develop and maintain a website with updated lottery and enrollment inIormation.

Current members oI the PUC-Valley Board oI Directors completed questionnaires regarding
conIlicts oI interest. A due diligence review oI the proposed Principal and Financial Manager
perIormed by the OIIice oI the Inspector General revealed no material negative Iindings.

II approved, the PUC Community Charter Elementary School charter will have a Iive-year term,
beginning July 1, 2014, until June 30, 2019. As part oI its oversight responsibility, the Charter
Schools Division will perIorm ongoing oversight oI the charter school throughout the term oI
the charter.

Board oI Education website at http://laschoolboard.org/charterpetitions~.

Expected Outcomes:
PUC Community Charter Elementary School is expected to operate its charter school in a
manner consistent with local, state, and Iederal ordinances, laws and regulations, and the terms
and conditions set Iorth in its petition. The measurable pupil outcomes Ior student academic

"Yes" - The approval oI the charter petition Ior PUC Community Charter Elementary School
would grant its Board oI Directors the right to operate the charter school under the terms oI the
approved charter Ior a Iive (5) year period, beginning July 1, 2014 until June 30, 2019.

"No" - The denial oI the charter petition would result in the Board oI Directors Ior PUC
Community Charter Elementary School being prohibited Irom opening the charter school,
unless PUC Community Charter Elementary School appeals the denial and the charter is
Education. This Board Report 241 - 13/14 and accompanying documents shall constitute the
Board oI Education's adopted written Iindings oI Iact Ior the denial oI PUC Community Charter
Elementary School's petition.


Budget Impact:
Ior the charter school's debts or obligations as long as the school district complies with all
337
File Number: Rep-2-

PUC Community Charter Elementary School has selected LAUSD SELPA Option 2. Under the
current LAUSD SELPA Option 2 Special Education MOU, Charter School's Iair share
contribution Ior special education Ior the Iirst year oI the charter petition will be 20 oI the
District's general Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom
the Charter School's Iunds Irom the Local Control Funding Formula. The rate will increase by
5 Ior each subsequent Iiscal year until the applicable percentage reaches 35. The rate will
remain at 35 Ior the remainder oI the Charter School's petition period based on the District's
general Iund contribution rate Ior that Iiscal year. At the conclusion oI each Iiscal year during
the entire charter petition period, any unspent special education revenues shall be returned to
the LAUSD SELPA.
issues in the review process and submitted any requested material including a signed Special
Education Memorandum oI Understanding (MOU). Should PUC Community Charter
Elementary School not comply with this requirement, this Board item will be withdrawn Irom
the agenda.
338
339
I
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340
No. 241 13/14

INFORMATIVE


SUBJECT: SUPPORTING DOCUMENTS FOR PROPOSED PUC COMMUNITY CHARTER
ELEMENTARY SCHOOL

Attached please find supporting documentation for the proposed PUC Community Charter Elementary
School which will be presented to the Board of Education for action on February 11, 2014.



1. Dyer St.
2. El Dorado Ave
3. Gridley St.
4. Harding St.
5. Herrick Ave
6. Hubbard St.
7. Morningside
8. Osceola St
9. San Fernando EEC
10. San Fernando
11. Sylmar
12. Vista Del Valle Dl Academy
1. Nueva Esperanza Charter Academy
1. Olive Vista Middle School
2. San Fernando Middle
1. Triumph Academy
341

LAUSD High Schools
1. Chavez La- Academy Of Scientific
Exploration
2. Chavez La- Arts Theatre, Entertainment
3. Chavez- La- Social Justice Humanitas
4. Chavez La- Teacher Prep. Academy
5. Sylmar High
1. Lakeview Charter High School
2. Sylmar Promise Academy
LAUSD Span Schools
1. Valley Region Span K-8 #1
Charter Span Schools
1. Vaughn Next Century Learning Center

None

1. CA Academy for Liberal Studies Early College High School
2. California Academy for Liberal Studies Charter Middle School
3. Community Charter Early College High School
4. Community Charter Middle School
5. Early College Academy for Leaders and Scholars (eCALS)
6. Excel Academy
7. Lakeview Charter Academy
8. Lakeview Charter High School
9. Milagro Charter ES
10. Nueva Esperanza Charter Academy
11. Santa Rosa Charter Academy
12. Triumph Charter Academy
13. Triumph Charter High School


c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain
342
343
Page 2 of 3

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n 6 3S41 Ll uorado Avenue LlemenLary k- S 388 ?ear S no no 723 778 3 S S7 18 7 40 20 9S 2 1 1 0 0 0 1
n 6 429S Crldley SLreeL LlemenLary k- S 469 ?ear S no no 769 767 3 3 49 1S 13 29 30 96 2 1 0 0 1 0 0
n 6 4431 Pardlng SLreeL LlemenLary k- S 327 ?ear S ?es no 823 8S7 7 10 70 17 10 17 14 86 6 2 2 2 0 0 1
n 6 4S1S Perrlck Avenue LlemenLary k- S 408 ?ear 1 ?es no 820 814 S 8 78 1S 14 27 31 9S 2 0 1 1 0 0 1
n 6 4603 Pubbard SLreeL LlemenLary k- S S29 ?ear 4 no no 782 814 S 6 7S 1S 16 28 22 96 1 1 0 0 0 0 1
n 6 S397 Mornlngslde LlemenLary k- S 493 ?ear S no no 793 800 S 7 43 13 12 2S 27 97 2 0 0 0 0 0 0
n 6 8306 Cllve vlsLa Mlddle 6- 8 1282 ?ear S ?es no 738 733 3 7 86 18 11 18 46 9S 2 1 1 0 0 0 1
n 6 S894 Csceola SLreeL LlemenLary k- S 2SS ?ear 4 no no 786 812 S 7 44 16 11 29 23 91 3 2 1 1 0 1 1
n 6 64S2 San lernando LlemenLary k- S 416 ?ear S no no 763 784 4 7 84 11 9 41 28 99 1 0 0 0 0 0 0
n 6 83S8 San lernando Mlddle 6- 8 9S7 ?ear S no no 697 709 2 6 67 16 9 2S 38 96 1 1 0 0 0 0 0
n 6 7014 Sylmar LlemenLary k- S 393 ?ear S no no 77S 800 S 7 84 20 9 27 31 97 1 1 1 0 0 0 0
n 6 7408 Sylmar Leadershlp Academy k- 7 S62 832 8 79 10 12 21 2S 90 4 2 1 1 1 0 1
x 6 76S8 Sylmar romlse Academy 9-10 * *
x8 6 74S2 vaughn nexL CenLury Learnlng CenLer k-12 1818 ?ear S ?es no 803 809 S 10 98 7 8 18 S2 98 0 1 0 0 0 0 0
n 6 7400 vlsLa del valle uual Language Academy k- S 28S ?ear 2 no no 780 777 3 S 42 9 12 38 21 98 1 0 0 0 0 1 1
lease noLe: School uemographlc percenLages may noL sum Lo 100 due Lo responses of: oLher, mulLlple, or non-response.

Board Policy Considerations (Low API, Overcrowded areas): See table above.
Board of Directors:
o Dr. John Biroc Board President
o Dr. Ref Rodriguez Board Treasurer
o Fr. Jeanne Adams - Member
o Fidel Ramirez Member
Description of Mission: The mission for PUC Community Charter Elementary School is to ensure through
a rigorous educational foundation that all students culminate from the fifth grade prepared for the future,
college and career-ready, and are committed to uplifting their community.
Description of Vision: The vision for PUC Community Charter Elementary School is to provide students
with the tools needed to become life-long learners and critical thinkers. It is guided by the 3 PUC
Commitments. These commitments strive for student proficiency, more college graduates in the
community the school serves, and that the students are committed to uplift their community.
Source of Core Money: Start-up funding will come from the PCSGP Grant and the Walton High Quality
Charter Grant.
3-5 Top Leaders: The Top Leaders are Dr. Jacqueline Elliot, Dr. Ref Rodriguez, Edward Vandenberg,
Gerardo Montero, and Manuel Ponce.
Other charter schools currently operated by the Petitioner:
o CA Academy for Liberal Studies Early College High School
o California Academy for Liberal Studies Charter Middle School
o Community Charter Early College High School
o Community Charter Middle School
o Early College Academy for Leaders and Scholars (eCALS)
o Excel Academy
o Lakeview Charter Academy
o Lakeview Charter High School
o Milagro Charter ES
o Nueva Esperanza Charter Academy
o Santa Rosa Charter Academy
o Triumph Charter Academy
o Triumph Charter High School
344
Page 3 of 3

Submission of this charter application to other jurisdiction(s) for approval: Not applicable
schools: This proposed charter presents several innovative elements that could be considered best practices
and might be replicated by others. PCCE will take incoming 5
th
grade students to a college campus to
immerse the students in the college environment, conduct classes in the college classrooms, and to
emphasize the expectation that after they graduate from high school, they will return to college. Another
practice that PCCE indicates will be one of their best practice components is that Guided Reading will be
the norm. This small group model allows the children to be taught in a way that is more focused on a
students specific needs to accelerate their progress. PCCE will also implement the Lindamood-Bell
Learning Program as part of the schools intervention program. The Kindergarten institutes an intervention
program, Doing Words, that engages family participation for practicing developmentally appropriate
reading and writing skills with their child. The school also considers a childs emotional and physical
health a priority along with their educational needs.

345
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PUC COMMUNITY CHARTER ELEMENTARY

Thomas Bros. Maps.
MPD-2685
12/3/2013
LAUSD Boundaries
LAUSD Boundary
North Educational Service Center Area NORTH
Area of Interest
PUC Community Charter Elementary
2 mi. Radius of
PUC Community Charter Elementary
PUC Community
Charter Elementary
NORTH
Charter School G
# Elementary School
" Middle School
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Middle School
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Closed School
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Magnet School
347
PUC COMMUNITY CHARTER ELEMENTARY SCHOOL
February 11, 2014


Final budget
Final petition


(213) 241-0399

348
TAB 13
Text FiIe
Sequence
Version: 1
Approval of the Charter for TEACH Tech Charter High School
Action Proposed:
StaII recommends the approval oI the proposed charter Ior TEACH Tech Charter High School
(TEACH Tech) Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve 100
students in grade 9 in year 1 and up to 400 students in grades 9-12 by the end oI its charter term.
Background:
On November 1, 2013, TEACH Tech Charter High School submitted a charter petition
application to the Charter Schools Division, which included the number oI signatures required
under Education Code 47605(a). A Public Hearing was held on November 12, 2013. The
charter petition and supporting documents were reviewed by the Charter Schools Division, the
OIIice oI the General Counsel, and other District staII.
StaII aIIirms that TEACH Tech Charter High School has met the requirements set Iorth in
Education Code 47605, based on review and consideration oI its charter school petition
application.
TEACH Tech Charter High School is proposed to be located in South Los Angeles in the area
served by Educational Service Center West (ESCW) and ESC South (ESCS) in Board District
1. The school will serve approximately 100 students in grade 9 in its Iirst year and expand to
serve 400 students in grades 9-12 by 2019. TEACH Tech Charter High School has applied Ior
Prop 39 Iacilities, but the school also has a viable private site option.
The vision oI TEACH Tech Charter High School is to provide students with a rigorous,
standards-based college preparatory program, project-based learning, and internships in order to
prepare them to succeed in the Iuture. The school`s mission is to create a high quality and
innovative teaching and learning environment Iocused on literacy and the integration oI
state-oI-the-art technologies across the core curriculum Ior the beneIit oI students living within
the communities oI South Los Angeles. According to the petition, TEACH Tech intends to
begin and remain a small, personalized secondary school. Through community partnerships and
proIessional support networks, the school intends to develop strategies that will increase both
excellence and equity Ior its targeted student population. TEACH Tech Charter High School
349
has adopted and will implement the District`s English Learner Master Plan.
TEACH Tech Charter High School will make every eIIort to recruit a diverse student
population in the target area oI South Los Angeles. For example, the demographics oI George
Washington Preparatory High, a District school within a two-mile radius oI the proposed charter
school location, are 45 Latino, 52 AIrican American, 1 American Indian, 1 PaciIic
Islander, 1 Two or More Races, 16 English Learners, and 71 Free and Reduced Lunch
(CDE). TEACH Tech Charter High School indicates in its petition that the charter school will
recruit students oI various racial and ethnic groups in the South Los Angeles area so as to
achieve a balance that is reIlective oI the general population residing within the territorial
jurisdiction oI LAUSD. School brochures, Ilyers, a website, and advertisements in local media,
in English, Spanish and other languages, iI needed, within the community, will be distributed
through community groups, agencies, neighboring youth organizations, social service providers,
churches, grocery stores, public libraries, and legislative oIIices that serve the various racial,
ethnic, and interest groups within LAUSD. The school will maintain an accurate accounting oI
the ethnic and racial balance oI students enrolled in the school. It will also keep on Iile
documentation oI the eIIorts the school makes to achieve racial and ethnic balance.
TEACH, Inc., the non-proIit Governing Board Ior TEACH Tech Charter High School, currently
operates its sister school, TEACH Academy oI Technologies, an independent charter school
serving students in grades 6-8 in the area oI South Los Angeles. TEACH Academy oI
Technologies, which opened in 2010-2011, earned a 2011 Growth API oI 635, but by the end oI
its third year oI operation, increased its achievement to the current 2013 Growth API oI 731. It
received a 2012 Statewide Rank oI 2 and a 2012 Similar Schools Rank oI 9. Technological
oIIerings include a computer lab and carts, robotics, blended learning Ior Spanish and math,
music (including a drum line) and video production program, and Wii Ior physical education,
which appears to be a contributor to the school`s strong physical Iitness results. All IiIth and
sixth graders are assigned Netbooks, all seventh graders laptops, and all 8th graders
Chromebooks Ior school use. In addition, a calling system Ior attendance monitoring and an
online communication system Iacilitate smooth school operations. The school has WASC
accreditation through June 30, 2016.
Last year nine oI TEACH`s students, in a highly competitive process, were selected by the
Young Eisner Scholars (Y.E.S.), a non-proIit group. Students receive weekly mentoring,
language and leadership training, summer camps and programs as well as supports necessary to
assist them materially, Iinancially, and educationally throughout middle school, high school,
and college. Students Irom TEACH were the Iirst charter school students assisted through this
program that is designed to support high achieving minority students, particularly boys. As Iour
students matriculated to high school, Iour incoming students were then selected Ior the
program.
Current members oI the TEACH, Inc. Board oI Directors completed questionnaires regarding
conIlicts oI interest. A due diligence review oI the proposed Executive Director, Principal and
on-site Iinancial manager perIormed by the OIIice oI the Inspector General revealed no material
negative Iindings.
II approved, the TEACH Tech Charter High School charter will have a Iive-year term,
350
beginning July 1, 2014 until June 30, 2019. As part oI its oversight responsibility, the Charter
Schools Division will perIorm ongoing oversight oI the charter school throughout the term oI
the charter.

Expected Outcomes:
TEACH Tech Charter High School is expected to operate its charter school in a manner
consistent with local, state, and Iederal ordinances, laws and regulations, and the terms and
conditions set Iorth in its petition. The measurable pupil outcomes Ior student academic
'Yes - The approval oI the charter petition Ior TEACH Tech Charter High School would grant
its Board oI Directors the right to operate the charter school under the terms oI the approved
charter Ior a Iive (5) year period, beginning July 1, 2014 until June 30, 2019.
'No - The denial oI the charter petition would result in the Board oI Directors Ior TEACH
Tech Charter High School being prohibited Irom opening the charter school, unless TEACH
Tech Charter High School appeals the denial and the charter is granted by the Los Angeles
County Board oI Education or the CaliIornia State Board oI Education. This Board Report
242-13/14 and accompanying documents shall constitute the Board oI Education`s adopted
written Iindings oI Iact Ior the denial oI TEACH Tech Charter High School`s petition.
Budget Impact:
Ior the charter school`s debts or obligations as long as the school district complies with all
TEACH Tech Charter High School has selected LAUSD SELPA Option 2. Under the current
LAUSD SELPA Option 2 Special Education MOU, Charter School`s Iair share contribution Ior
special education Ior the Iirst year oI the charter petition will be 20 oI the District`s general
Iund contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter
School`s Iunds Irom the Local Control Funding Formula. The rate will increase by 5 Ior each
351
SELPA.
issues in the review process and submitted any requested material including a signed Special
Education Memorandum oI Understanding (MOU). Should TEACH Tech Charter High School
not comply with this requirement, this Board item will be withdrawn Irom the agenda.
352
353
I
N
F
O
R
M
A
T
I
V
E
354
No. 24213/14

INFORMATIVE


SUBJECT: SUPPORTING DOCUMENTS FOR PROPOSED TEACH TECH CHARTER HIGH
SCHOOL

Attached please find supporting documentation for the proposed TEACH Tech Charter High School which
will be presented to the Board of Education for action on February 11, 2014.



1. 61st St
2. 68
th
St
3. 74
th
St
4. 75
th
St
5. 93
rd
St
6. 95
th
St
7. Barrett
8. Budlong Avenue
9. Century Park
10. Knox
11. La Salle Avenue
12. Manchester Avenue
13. Manhattan Place
14. Miller
15. Raymond Avenue
16. South Park
17. South Region ES #11
18. Woodcrest
19. YES Academy
20. Bakewell PC
21. Washington PC

1. Apple Academy Charter Public School
2. Dantzler Prep Charter
3. KIPP Empower Academy
4. Puente Charter
355

1. Bethune Middle
2. Harte Prep Middle
3. Mann Middle
4. Muir Middle
1. Alliance College-Ready MS Academy #4
2. Alliance College-Ready MS Academy #7
3. KIPP Academy of Opportunity
4. TEACH Academy of Technologies
5. Watts Learning Center Charter MS
LAUSD High Schools
1. Dymally High- Academy for
Multilingual Arts and Sciences
2. Fremont High
3. Hawkins HS C/DAGS- Critical Design
and Gaming School
4. Hawkins HS- CHAS Community
Health Advocates School
5. Hawkins HS- RISE The Responsible
Indigenous Social Entrepreneurship
School
6. Washington Prep High

1. Alliance Burton Tech HS
2. Animo South LA Charter HS

None

TEACH Academy of Technologies


c: Michelle King
David Holmquist
Enrique Boullt
Jefferson Crain

356
Page 2 of 2
Board of Directors:
- Dr. Marvin Avila Member
- Stephen Faulk - Member
- Edith H. Morris - Member
- Florita Avila Member
- Xavier Reyes - Member
- Earl Wooten- Member
Description of Mission: The mission for TEACH Tech Charter High School (TTCHS) is to create a high
quality, innovative teaching and learning environment that focuses on literacy; and integrating state-of-the-
art technologies across the core curriculum to achieve academic proficiency for all students living within
the communities of South Los Angeles.
Description of Vision: TEACH Tech Charter High School (TTCHS) will provide students with a rigorous
Common Core State Standards-based college preparatory program in order to prepare them to succeed in
the real-world through project-based learning and internships.
Source of Core Money: Start-up funding will come from the PCSGP Grant.
3-5 Top Leaders: The Top Leaders are Mildred Cunningham, Edith H. Morris, Dr. Raul Carranza, Dr.
Marvin Avila, Stephen Faulk, Florita Avila, and Earl Wooten.
- TEACH Academy of Technologies
and might be replicated by other such as technology integration across the curriculum and an advisory program
that aims to prepare students for college and career success. The incorporation of technology into the
curriculum emphasizes the schools commitment to providing students access to real-life experiences that
promote enduring understandings. Additionally, the school proposes to create a safe and nurturing learning
school environment that fosters strong relationships among students, teachers, and school administrators.
357
358
Page 2 of 2
Board of Directors:
- Dr. Marvin Avila Member
- Stephen Faulk - Member
- Edith H. Morris - Member
- Florita Avila Member
- Xavier Reyes - Member
- Earl Wooten- Member
Description of Mission: The mission for TEACH Tech Charter High School (TTCHS) is to create a high
quality, innovative teaching and learning environment that focuses on literacy; and integrating state-of-the-
art technologies across the core curriculum to achieve academic proficiency for all students living within
the communities of South Los Angeles.
Description of Vision: TEACH Tech Charter High School (TTCHS) will provide students with a rigorous
Common Core State Standards-based college preparatory program in order to prepare them to succeed in
the real-world through project-based learning and internships.
Source of Core Money: Start-up funding will come from the PCSGP Grant.
3-5 Top Leaders: The Top Leaders are Mildred Cunningham, Edith H. Morris, Dr. Raul Carranza, Dr.
Marvin Avila, Stephen Faulk, Florita Avila, and Earl Wooten.
- TEACH Academy of Technologies
and might be replicated by other such as technology integration across the curriculum and an advisory program
that aims to prepare students for college and career success. The incorporation of technology into the
curriculum emphasizes the schools commitment to providing students access to real-life experiences that
promote enduring understandings. Additionally, the school proposes to create a safe and nurturing learning
school environment that fosters strong relationships among students, teachers, and school administrators.
359
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MPD-2674
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LAUSD Boundaries
LAUSD Boundary
West Educational Service Center Area WEST
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361
TEACH TECH CHARTER HIGH SCHOOL
February 11, 2014


Final budget
Final petition


(213) 241-0399

362
TAB 14
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for Valor Academy Charter School
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior Valor Academy Charter School Ior
Iive (5) years, beginning July 1, 2014 until June 30, 2019, to serve up to 600 students in grades
Iive through eight in each year oI its charter term.
Background:
On December 17, 2013, the charter renewal petition application was submitted to the Charter
Schools Division. The charter petition and supporting documents were reviewed by the Charter
Schools Division, the OIIice oI the General Counsel, and other District staII. The 60-day
statutory timeline Ior Board action on this petition continues until February 15, 2014.
school:
achievement Ior all groups oI pupils served by the charter school as the most important
Iactor in determining whether to grant a charter renewal;
program;
on the Charter Schools Division oversight and the school`s achievement results on the
District`s School PerIormance Framework.
StaII assesses that Valor Academy Charter School has met the above criteria.
Valor Academy Charter School serves students in grades 5-8 in Board District 6, Educational
363
Service Center North (ESCN), at 8755 Woodman Avenue, Panorama City, CA 91331. The
school has reported its current enrollment as 472 students in grades 5-8. The school is located
on a private site and has applied Ior Prop 39 Ior the 2014-15 school year.

Valor Academy Charter School was originally approved by the Board oI Education on April 14,
2009. On April 16, 2013, the Board oI Education approved a material revision to the charter to
reIlect the change oI the governing nonproIit public beneIit corporation that operates the school
to Bright Star Schools, a charter management organization. Valor Academy Charter School is
one oI Iive charter schools operated by Bright Star Schools. For the proposed 2014-19 charter
term, the school plans to serve up to 600 students in grades 5-8 in each oI the Iive years oI the
charter term. During the current charter term oI 2009-14, the school`s student body has
reIlected the community in which it operates. According to October 2012 CDE data, the
school`s demographics are approximately 88 Latino, 5 Caucasian and 2 AIrican
American. The Resident Schools Median indicates resident schools serve 93 Latino, 2
Caucasian, and 2 AIrican American students. Valor Academy Charter School has chosen to
implement its own English Learner Master Plan and has provided supporting documentation to
the Charter Schools Division.

The charter management organization, Bright Star Schools, operates Iive charter schools. OI
those schools, on the District`s School PerIormance Framework, one school scored Excelling,
two schools scored Service and Support, and two do not have an SPF classiIication because
they do not yet contain suIIicient grade levels Ior all SPF data points and/or 2013-14 is their
Iirst year oI operation. The organization and its schools demonstrate strength in operations,
with the District.
Valor Academy Charter School has met the minimum academic perIormance criteria Ior
oI School PerIormance. In 2012-13, the school achieved a school-wide Growth API oI 880, a
5-point decrease Irom its 2012 Base API oI 885. Its three-year API aggregate growth oI 50
points met its state assigned growth target, 'A, oI scoring at or above the statewide
perIormance target oI 800 in the 2012 Base. The school earned a 2012 Statewide Rank oI 9 and
a Similar Schools Rank oI 10. Lastly, the school has outperIormed both the resident and similar
District schools with comparable demographics in each year oI its charter in Growth API (Valor
880, Resident schools Median 731, CDE Similar Schools Median 808) and in the percentage oI
students scoring proIicient and advanced on CST ELA and Mathematics.
Valor Academy Charter has been classiIied as an 'Excelling school, which is the Iirst and
highest tier oI Iive possible tiers oI perIormance. The school`s placement in this tier is due to
high levels oI student achievement on both the ELA and Math portions oI the CaliIornia
Standards Tests also a reIlection oI its Iar above predicted academic growth levels in both
English Language Arts and Math according to its three-year Academic Growth Over Time
(AGT) results. The school attributes their high levels oI student achievement to a rigorous
college prep curriculum Ior middle school that Iocuses on character, personal and proIessional
development oI all students in a small school setting. Their program also includes a Iocus on
364
Irequent assessment and monitoring, multiple student supports, a liIe work course which helps
students learn principles oI success and involvement in the community. (See Summary oI
Charter School PerIormance below).
Ior all students. The school has exhibited three promising practices: 1) Independent Reading
Program - This program provides individualized emphasis on literacy with the goal oI
increasing student appreciation oI literature and reading competency. Each student is assessed
at the beginning oI the school year so that advisors are able to guide students towards
appropriate independent novel choices throughout the year. Additionally, this screening
identiIies students who need interventions to improve their decoding and/or their
comprehension ability. The program involves utilizing Accelerated Reader soItware which has
helped Iurther address speciIic student comprehension needs and provide remediation along
with aIterschool tutoring. 2) College Preparation Ior Middle School Students - All homerooms
in each grade level are named aIter Iour university partners. During the Iour years at Valor,
Valor students visit each university, interact with alumni, and learn about the Iinancial and liIe
implications oI attending a Iour-year college. 3) School Culture oI Respect - The school
implements the PREP (Prepared, RespectIul, Engaged, and ProIessional) system to build school
culture which includes weekly notiIications to students and parents oI student character
perIormance, group perIormance and teamwork. Arts, physical education, clubs, sports and
activities are implemented to shape the students into being well rounded and cultured scholars.
Incentives Ior character are part oI the program resulting in activities and Iield trips. The
program Iurther includes Community Circle in which students come together to celebrate
successes, address school issues and Ior culture building.
Current Bright Star Schools Governing Board members completed questionnaires regarding
conIlicts oI interest. A due diligence review oI the Valor Academy Charter`s school executives
is being perIormed by the OIIice oI the Inspector General (OIG). StaII will inIorm the Board oI
any material negative Iindings and take appropriate action.
Expected Outcomes:
Valor Academy Charter is expected to operate its charter school in a manner consistent with
local, state, and Iederal ordinances, laws and regulations and with the terms and conditions set
Iorth in its petition. The benchmarks Ior achievement are set Iorth in the petition.
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant Valor
Academy Charter the right to continue to operate as a charter school under the terms oI the
renewal petition Ior a Iive (5) year period beginning July 1, 2014.
365
30, 2014, unless Valor Academy Charter appeals the denial and the charter is granted by the Los
Angeles County Board oI Education or the CaliIornia State Board oI Education. This Board
Report No. 243 - 13/14 and accompanying documents shall constitute the Board oI Education`s
adopted written Iindings oI Iact Ior the denial oI the Valor Academy Charter renewal petition.
Budget Impact:
Academy Charter has selected LAUSD SELPA Option 2. Under the current LAUSD SELPA
Option 2 Special Education MOU, Charter School`s Iair share contribution Ior special
education Ior the Iirst year oI the charter petition will be 20 oI the District`s general Iund
contribution rate per ADA Ior that Iiscal year, which will be paid Irom the Charter School`s
Iunds Irom the Local Control Funding Formula. The rate will increase by 5 Ior each
SELPA.
renewal petition.
366
367


February 11, 2014
VALOR ACADEMY CHARTER SCHOOL
February 11, 2014




years:

years; or
school.
following:
schools.

368


February 11, 2014
Valor Academy Charter has met the minimum statutory requirement as evidenced in the Data
Summary Report.

Student Discipline

that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. Valor
Academy Charters grounds for student suspension and expulsion are aligned with those listed in
Education Code Section 48900 et seq. As the data below shows, in 2011-12, the school reported 6
suspensions and 2 expulsions. Valor Academy Charter had 5 suspensions and 0 expulsions for the 2012-
13 school year. As of the date of this report, the school reports 16 suspensions and 1 expulsion for the
current school year.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of
this report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
Valor
Academy
Charter
5162 16 1 5 0 6 2

Special Education

According to the December 2012 CASEMIS report, Valor Academy Charter enrolled Special Education
students at a rate that is reflective of the District average. Valor Academy Charter had a special
education enrollment rate of 11%, which was within two percentage points of the LAUSD Similar
Schools from CDE Median (13%). The school is committed to continuing its efforts to identify and
serve students with disabilities. The school provides both strategic and intensive targeted intervention as
needed for students. The school has implemented the Collaborative Learning Model (CLM) which
provides the range of service delivery through push in, some pull out, and Co-Teaching to meet the
unique learning and social needs of students with disabilities. This model includes regular collaboration
between special education and general education teachers to embed instructional strategies in the weekly
lessons and deliver specialized academic instruction to ensure access to the curriculum and services in
accordance with students IEPs.

CC1 2012
Lnrol l #
Sp Ld
Lnrol l #
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472 S1 11 9 2 S 0 0 0 0 1 0 S 1 36 2 0 1
369


February 11, 2014
English Learners

The tables below represent the number of English Leaners identified, served and reclassified by Valor
Academy Charter School. The school reported that they had an error in reporting their CALPADS data
for English Learners. Though the error has since been corrected, due to CALPADS reporting window
timeframes, the original data of 0% must continue to be reported. The school leadership reports the
school supported 128 or 27% English Learners. Therefore, the schools October 2012 CALPADS
English learner population of 0% was lower than the LAUSD Similar Schools from CDE Median of
10%. The schools 2012-13 reclassification rate of 0%was lower than the LAUSD Similar Schools from
CDE Median rate of 26%.

ESC BD
Loc
Code
School
T
o
t
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N 6 5162 Valor Academy Charter 472 89% 0% 0% 88% 5% 2% 0% 2%

RECLASSIFICATION

The table below indicates that as the number of English Learners has increased yearly throughout the
schools charter term. During the thrid year of the charter term, 2011-12, the school reclassified at a rate
25% higher than the District average 15.4%. During the remaining years of the charter term, the school
reclassified at a rate lower than the district average.

2012-13 2011-12 # LL
2012-13 #
kec|ass|f|ed
2012-13
kec|ass|f|cat|on
kate
Change from r|or
ear
val or Academy CharLer S0 0 0.0 -2S.0
LAuSu Sl ml l ar School s from CuL Medl an 100 26 26.0 9.9
8esl denL School s Medl an 371 74 17.0 -0.4
Comparl son School s l n CharLer Medl an 221 32 16.1 -4.0
ul sLrl cL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # LL
2011-12 #
kec|ass|f|ed
2011-12
kec|ass|f|cat|on
kate
val or Academy CharLer 28 7 2S.0
LAuSu Sl ml l ar School s from CuL Medl an 128 22 16.1
8esl denL School s Medl an 494 72 17.4
Comparl son School s l n CharLer Medl an 2S2 47 20.1
ul sLrl cL 194,904 29,9S6 1S.4
2010-11 2009-10 # LL
2010-11 #
kec|ass|f|ed
2010-11
kec|ass|f|cat|on
kate
val or Academy CharLer 18 0 0.0
LAuSu Sl ml l ar School s from CuL Medl an 142 28 16.3
8esl denL School s Medl an S12 79 16.4
Comparl son School s l n CharLer Medl an 306 43 13.7
ul sLrl cL 20S,312 26,080 12.7
370


February 11, 2014







School has achieved a rating of Excelling on the School Performance Framework.
For Academic Growth Over Time in English Language Arts the school performed above
predicted growth.
For Academic Growth Over Time in Mathematics the school performed far above predicted
growth.
The schools API is 880.

Continue to implement strategies to improve student achievement in Algebra performance on
Academic Growth Over Time in which the school performed below predicted growth.

371


February 11, 2014

Charter Schools Division oversight deemed Governance and Organizational Management at the
school to be Proficient.

The Governing Board effectively evaluates school leadership and holds staff accountable to law
and the charter.
The Governing Board has an effective stakeholder communication system and protocols for
resolving concerns.
The school has established many relationships with city and community organizations, including
the Neighborhood Council, Arleta Watchdogs, USC, Pepperdine, UCLA, and LMU, that provide
academic and leadership opportunities, resources, and safe school environment for students.

Continue monitoring of suspension rates.
Meet CALPADS guidelines for inputting student reclassification data.


Charter Schools Division oversight deemed Fiscal Operations at the Valor Academy Charter
School to be Proficient.

Per the 2012/2013 Audit
o The net income for the school is positive for the past four years and is trending upwards. The
net income for 2012/2013 was $687,405.
o The net assets for the school are positive for the past four years and are trending upwards.
The net assets for 2012/13 were $1,781,910.
o The school is strong fiscally.

The recommended cash reserve is 5% of the expenditures. The cash reserve for 2012/13 per the
audit is $66,701 which represents 1.9% of expenditures. It is recommended that the reserve be
5%.

The 2012/13 audit opinion was unmodified (unqualified).
There were no audit findings.
There were no material weaknesses.

372


February 11, 2014

Charter Schools Division oversight deemed Fulfillment of the Charters Educational Program at

The school analyzes individual, grade level, and subgroup student data and implements
intervention programs during and after school to address the specific learning needs of students.
Innovative features such as college-bound culture, student personal organization, language
starters, and focus on developing responsible citizens, is clearly evident; its implementation has
yielded high levels.
Delivery of instructional strategies center around Mastery, Inquiry, Student-driven learning,
Taking chances, Asking questions, Knowledge to grow, Everyone to show what they know in
their own special way, and Success for all.

Implement strategies for alternatives to suspension.
Continue monitoring the progress of English Learners toward ELD standards and reclassification
and ensure appropriate reporting to the CDE into the future.
373
120022
(API)
8aseAl
CrowLhAl
CrowLh1argeL
CrowLh
8aseAlSLaLe8ank
Subgroup API
CrowLh
1argeL
CrowLh MeL1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
CrowLh
1argeL
CrowLh
MeL
1argeL
Aslan -- -- --
llllplno -- -- --
PlspanlcorLaLlno A 14 ?es A 43 ?es A -4 ?es
WhlLe -- -- --
LngllshLearners -- -- --
SocloeconomlcallyulsadvanLaged A 12 ?es A 43 ?es A -1 ?es
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
valorAcademyCharLer 848 888 40 88S 880 -S
CuLSlmllarSchoolsMedlan 776 78S 9 798 808 10
8esldenLSchoolsMedlan 710 724 14 726 731 S
ComparlsonSchoolsMedlan 797 81S 18 81S 803 -12
8aslc,8elow
8aslc&lar
8elow8aslc
roflclenL&
Advanced
8aslc,
8elow8aslc
&lar
8elow8aslc
roflclenL&
Advanced
valorAcademyCharLer 34 67 18 83
CuLSlmllarSchoolsMedlan 44 S6 48 S2
8esldenLSchoolsMedlan 60 40 63 38
ComparlsonSchoolsMedlan 48 S3 38 61
valorAcademyCharLer 13 13 100 17 10 S9
CuLSlmllarSchoolsMedlan 2S 16 69 2S 1S 60
8esldenLSchoolsMedlan 21 12 SS 21 10 48
ComparlsonSchoolsMedlan 18 1S 76 17 12 61
AYP Comparison
2012 AYP 2013 AYP
?es ?es ?es
7 7 9
9 10 10
API Comparison
1S 40 -S
?es ?es ?es
8S0 888 880
A A A
boLhschoolwldeandforallgroupsofpupllsservedbyLhecharLerschool(S81290).1heacademlcperformanceofLhecharLerschoolmusLbeaLleasLequalLo
LheacademlcperformanceofLhepubllcschoolsLhaLLhecharLerschoolpupllswouldoLherwlsehavebeenrequlredLoaLLend,aswellasLheacademlc
performanceofLheschoolslnLheschooldlsLrlcLlnwhlchLhecharLerschoollslocaLed,LaklnglnLoaccounLLhecomposlLlonofpupllpopulaLlonservedaLLhe
charLerschool(Ld.Code47607).
2010-11 2011-12 2012-13
83S 848 88S
Valor Academy Charter
Loc.Code: S162
CuSCode:
CRITERIA SUMMARY
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a
LSC 8u
Loc
Code
School
1oLal
Lnroll#
l/8
Meal
CA1L LL LaLlno WhlLe
Af.
Amer.
Aslan llll.
Am
lndlan
aclflc
lsland
1woor
More
XR 6 5162 Valor Academy Charter 472 89% 0% 0% 88% 5% 2% 0% 2% 0% 1% 1%
x8 S 84S7 klLosAngelesCollegereparaLory 46S 94 11 11 96 1 1 1 0 0 0 0
n 6 8240 ML.CleasonMlddle 1132 63 22 9 SS 33 4 3 4 1 0 0
n 3 8174 aLrlckPenryMlddle 1032 6S 22 8 61 16 7 7 7 0 0 0
W 4 8123 8alphWaldoLmersonMlddle 64S S0 21 12 SS 19 18 S 2 1 1 0
n 4 8344 WoodlandPlllsAcademy 1212 S4 23 10 S2 2S 13 S 4 1 0 0
LAUSD Similar Schools from CDE Median 1032 63% 22% 10% 55% 19% 7% 5% 4% 1% 0% 0%
Resident Schools
n 6 8080 8lchardL.8yrdMlddle 1662 89 12 19 93 2 1 2 3 0 0 0
x 6 8142 8oberLlulLonCollegereparaLory 1949 67 10 2S 89 2 2 2 3 0 0 0
n 6 8321 acolmaMlddle 1SS9 84 14 19 94 3 1 1 1 1 0 0
n 6 8363 lranclscoSepulvedaMlddle 1629 87 18 24 8S 3 3 3 6 0 0 0
x 6 8117 vlsLaMlddle 1498 90 9 27 94 1 2 1 2 0 1 0
Resident Schools Median 1629 87% 12% 24% 93% 2% 2% 2% 3% 0% 0% 0%
n 6 220S ArmlnLaSLreeLLlemenLary S08 93 S 41 92 4 0 1 2 0 0 0
n 3 2630 8urbank8oulevardLlemenLary 406 86 6 34 S6 26 11 S 2 0 0 0
n 6 2726 CamelllaAvenueLlemenLary 7S6 90 7 47 98 1 1 0 0 0 0 0
n 3 31S1 ColdwaLerCanyonLlemenLary 742 91 7 S0 86 8 3 1 1 0 0 0
n 3 3164 ColfaxCharLerLlemenLary 6S6 26 10 8 21 63 7 7 1 1 0 0
x 6 8607 LasLvalleySenlorPlgh 917 87 7 20 89 4 3 1 1 0 0 0
n 6 3712 lalrAvenueLlemenLary 1010 86 S 44 94 2 1 1 1 0 0 0
n 3 4781 LankershlmLlemenLary 497 84 S 37 80 S 8 4 2 0 0 0
n 3 8230 !amesMadlsonMlddle 1S86 87 18 19 70 20 3 3 3 0 0 0
n 3 8786 norLhPollywoodSenlorPlgh 2966 72 29 12 70 17 S 7 2 1 0 0
n 6 S918 CxnardSLreeLLlemenLary 49S 74 8 37 90 4 3 2 0 1 0 0
n 3 83SS WalLer8eedMlddle 1667 S1 3S 7 47 31 8 11 1 1 0 0
n 3 6288 8lovlsLaLlemenLary 397 48 17 7 33 34 19 8 4 1 1 0
n 6 6S6S SaLlcoyLlemenLary S6S 90 9 44 46 44 1 4 3 1 2 0
n 6 3S74 MaurlceSendakLlemenLary 603 93 6 4S 90 S 3 1 1 0 0 0
n 6 69S9 SLraLhernSLreeLLlemenLary 722 84 6 30 86 8 1 1 3 0 0 0
n 4 7192 1olucaLakeLlemenLary 4S2 7S 6 21 76 14 6 2 2 0 0 0
Charter Comparison Schools Median 656 86% 7% 34% 80% 8% 3% 2% 2% 0% 0% 0%
OCTOBER 2012 CALPADS DEMOGRAPHICS WITH COMPARISON SCHOOLS
1hlspagedlsplaysk-12enrollmenLnumberandpercenLagesofselecLsubgroupsasofCcLober2012Censusuay.ofLngllshLearners
(LLs)lscalculaLedbydlvldlngLheLoLalnumberofLLsreporLedonLheMarch2013LanguageCensusbyLheCcLober2012Census
enrollmenLnumber.
School Demographic Characteristics
376
LSC 8u
Loc
Code
School
09-10
LL#
10-11
8eclass#
10-11
8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 6 5162 Valor Academy Charter 18 0 0% 28 7 25% 50 0 0%
x8 S 84S7 klLosAngelesCollegereparaL 132 20 1S 107 47 44 98 46 47
n 6 8240 ML.CleasonMlddle 172 28 16 144 18 13 13S 37 27
n 3 8174 aLrlckPenryMlddle 10S 16 1S 114 26 23 100 26 26
W 4 8123 8alphWaldoLmersonMlddle 142 29 20 137 22 16 90 18 20
n 4 8344 WoodlandPlllsAcademy 147 36 24 128 14 11 134 21 16
Resident Schools
n 6 8080 8lchardL.8yrdMlddle 422 77 18 384 86 22 342 74 22
x 6 8142 8oberLlulLonCollegereparaLory 669 87 13 6S0 71 11 S91 98 17
n 6 8321 acolmaMlddle 460 79 17 348 72 21 33S S7 17
n 6 8363 lranclscoSepulvedaMlddle S12 71 14 494 71 14 371 S0 13
x 6 8117 vlsLaMlddle 66S 109 16 S17 90 17 440 84 19
n 6 220S ArmlnLaSLreeLLlemenLary 230 43 19 184 37 20 170 10 6
n 3 2630 8urbank8oulevardLlemenLary 123 17 14 132 22 17 13S 9 7
n 6 2726 CamelllaAvenueLlemenLary 618 44 7 S30 63 12 431 72 17
n 3 31S1 ColdwaLerCanyonLlemenLary 462 49 11 390 S3 14 341 SS 16
n 3 3164 ColfaxCharLerLlemenLary S1 7 14 S3 7 13 SS 12 22
x 6 8607 LasLvalleySenlorPlgh 3S0 27 8 326 29 9 271 32 12
n 6 3712 lalrAvenueLlemenLary 646 104 16 60S 163 27 S43 93 17
n 3 4781 LankershlmLlemenLary 226 43 19 201 42 21 191 36 19
n 3 8230 !amesMadlsonMlddle 463 63 14 400 72 18 386 73 19
n 3 8786 norLhPollywoodSenlorPlgh S10 62 12 460 48 10 396 40 10
n 6 S918 CxnardSLreeLLlemenLary 22S 26 12 187 47 2S 16S 9 S
n 3 83SS WalLer8eedMlddle 192 47 24 176 43 24 147 33 22
n 3 6288 8lovlsLaLlemenLary 44 14 32 39 10 26 2S 1 4
n 6 6S6S SaLlcoyLlemenLary 306 2S 8 303 96 32 2S0 24 10
n 6 3S74 MaurlceSendakLlemenLary 387 73 19 372 67 18 33S 68 20
n 6 69S9 SLraLhernSLreeLLlemenLary 330 39 12 2S2 8S 34 221 23 10
n 4 7192 1olucaLakeLlemenLary 133 34 26 10S 26 2S 97 19 20
a
377
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
valorAcademyCharLer S0 0 0.0 -2S.0
LAuSuSlmllarSchoolsfromCuLMedlan 100 26 26.0 9.9
8esldenLSchoolsMedlan 371 74 17.0 -0.4
ComparlsonSchoolslnCharLerMedlan 221 32 16.1 -4.0
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
valorAcademyCharLer 28 7 2S.0
ComparlsonSchoolslnCharLerMedlan 2S2 47 20.1
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
valorAcademyCharLer 18 0 0.0
8esldenLSchoolsMedlan S12 79 16.4
ulsLrlcL 20S,312 26,080 12.7
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LSC 8u
Loc
Code
School
Susp.8aLe
2011-12
Susp.8aLe
2012-13
SlngleSLd.
2011-12 2012-13 2011-12 2012-13

XR 6 5162 Valor Academy Charter 1% 1% 1% 3 3 6 5
x8 S 84S7 klLosAngelesCollegereparaLory 6 4 4 2S 18 4S 39
n 6 8240 ML.CleasonMlddle 2 1 1 26 12 39 1S
n 3 8174 aLrlckPenryMlddle 10 6 S 120 67 1S8 94
W 4 8123 8alphWaldoLmersonMlddle 6 S 4 S2 31 S8 42
n 4 8344 WoodlandPlllsAcademy 4 3 2 S0 31 90 60
LAUSD Similar Schools from CDE Median 6% 4% 4% 50 31 58 42
Resident Schools
n 6 8080 8lchardL.8yrdMlddle S 2 2 93 40 110 61
x 6 8142 8oberLlulLonCollegereparaLory 6 4 3 13S 88 1S4 96
n 6 8321 acolmaMlddle 7 2 2 118 33 149 44
n 6 8363 lranclscoSepulvedaMlddle 11 7 S 188 117 243 138
x 6 8117 vlsLaMlddle 14 4 3 220 S4 364 82
Resident Schools Median 7% 4% 3% 135 54 154 82
Comparison Schools
n 6 220S ArmlnLaSLreeLLlemenLary 0 0 0 2 0 4 0
n 3 2630 8urbank8oulevardLlemenLary 0 0 1 0 2 0 4
n 6 2726 CamelllaAvenueLlemenLary 1 0 0 12 2 22 4
n 3 31S1 ColdwaLerCanyonLlemenLary 1 0 1 11 4 20 9
n 3 3164 ColfaxCharLerLlemenLary 0 0 0 0 0 0 0
x 6 8607 LasLvalleySenlorPlgh 7 2 2 70 16 111 28
n 6 3712 lalrAvenueLlemenLary 0 0 0 S 0 6 0
n 3 4781 LankershlmLlemenLary 1 0 0 S 1 S 1
n 3 8230 !amesMadlsonMlddle 4 2 2 S8 32 87 S4
n 3 8786 norLhPollywoodSenlorPlgh 3 1 1 101 34 111 41
n 6 S918 CxnardSLreeLLlemenLary 2 0 0 8 0 13 0
n 3 83SS WalLer8eedMlddle 3 2 2 S6 34 76 44
n 3 6288 8lovlsLaLlemenLary 0 0 0 1 0 2 0
n 6 6S6S SaLlcoyLlemenLary 0 0 0 2 0 2 0
n 6 3S74 MaurlceSendakLlemenLary 0 0 0 0 0 0 0
n 6 69S9 SLraLhernSLreeLLlemenLary 1 0 0 6 3 6 4
n 4 7192 1olucaLakeLlemenLary 0 0 0 1 0 2 0
Comparison Schools in Charter Median 1% 0% 0% 5 1 6 1
EVENTS DAYS
1hlspagedlsplaysLhesuspenslonevenLs,daysandraLefor2011-2012and2012-2013schoolyear.
COMPARISON DATA (ALL)
SUSPENSIONS WITH COMPARISON SCHOOLS
382
VALOR ACADEMY CHARTER SCHOOL
February 11, 2014


Final budget
Final petition


(213) 241-0399

383
TAB 15
Text FiIe
Sequence
Version: 1
Approval of the Renewal of the Charter for View Park Preparatory Accelerated Charter
Elementary School
Action Proposed:
StaII recommends approval oI the renewal oI the charter Ior View Park Preparatory Accelerated
Charter Elementary School Ior Iive (5) years, beginning July 1, 2014 until June 30, 2019 with
benchmarks Ior Iiscal operations to serve 575 students in grades K-5 in year 1, and up to 650
students in grades K-5 Ior years 2 through 5 oI its charter term.
Background:
On December 20, 2013, ICEF Public Schools submitted its charter renewal petition application
Ior View Park Preparatory Accelerated Charter Elementary School to the Charter Schools
Division. The charter petition and supporting documents were reviewed by the Charter Schools
Division, the OIIice oI the General Counsel, and other District staII. The 60-day statutory
timeline Ior Board action on this petition continues until February 18, 2014.
school:
achievement Ior all groups oI pupils served by the charter school as the most important
Iactor in determining whether to grant a charter renewal;
program;
on the Charter Schools Division oversight and the school`s achievement results on the
District`s School PerIormance Framework.
384
File Number: Rep-2-
StaII assesses that View Park Preparatory Accelerated Charter Elementary School has met the
above criteria.
View Park Preparatory Accelerated Charter Elementary School serves students in grades K-5 in
Board District 1, Educational Service Center West (ESCW), at multiple sites: 3855 Slauson
Avenue, 3751 W. 54th Street, and 3717 W. 54th Street, all in Los Angeles, CA 90043. The
school has reported its current enrollment as 554 students in grades K-5. The school is located
on private sites.

View Park Preparatory Accelerated Charter Elementary School was originally approved by the
Board oI Education in 1999. The school renewed Ior Iive year terms on July 13, 2004, and
again on June 23, 2009. The petition was materially revised and approved by the Board oI
Education on March 19, 2013 to increase enrollment Irom 420 to 540 students. For the
proposed 2014-19 charter term, the school plans to serve 575 students in year one oI the charter
term and up to 650 students in grades K-5 in each oI the remaining Iour years oI the charter
term.
The mission and vision oI ICEF Public Schools is to prepare all students to attend and compete
at the top 100 colleges and universities in the nation and to prepare students to be the next
generation oI leaders, teachers, proIessionals and supporters, that will help transIorm South Los
Angeles into a more stable and economically vibrant community. Since the time oI its
establishment, View Park Preparatory Accelerated Charter Elementary School`s target area has
been the Crenshaw area oI South Los Angeles, a community that has been traditionally
underserved. The school`s student body partially reIlects the changing demographics oI the
Crenshaw community in which it operates. According to October 2012 CDE data, the school`s
demographics are approximately 93 AIrican American and 3 Latino. 77 oI students
qualiIy Ior Iree and reduced lunch. Two oI the Iive resident LAUSD schools are also
predominantly AIrican American, while three oI the Iive resident LAUSD schools have
demographics which are approximately halI AIrican American and halI Latino. In accordance
with the ICEF Diversity Plan, View Park Preparatory Accelerated Charter Elementary School is
working to diversiIy its student population so that it supports the District`s ethnic goal oI 70:30
or 60:40 Ior each school operating in LAUSD. Outreach eIIorts as indicated in the petition will
include utilization oI Spanish speaking radio stations and newspapers, as well as recruitment
materials in both English and Spanish. View Park Preparatory Accelerated Charter Elementary
School has chosen to implement its own English Learner Master Plan and has provided
supporting documentation to the Charter Schools Division.

View Park Preparatory Accelerated Charter Elementary School is a charter school operated by
Inner City Education Foundation (ICEF) Public Schools, an independent non-proIit charter
management organization that currently operates two high schools, Iour middle schools, and
Iour elementary schools authorized by the LAUSD. Over the past Iew years, ICEF Public
Schools had experienced serious Iiscal challenges. Due to concerted action on the part oI the
ICEF Board oI Directors and a change in executive leadership, however, the organization has
signiIicantly improved its Iinancial position as oI the end oI 2012-2013. OI the ten currently
operating schools, the District`s School PerIormance Framework measure indicates that one
school is 'Achieving, Iive are 'Service and Support, three are 'Watch, and one is 'Focus.
The CSD continues to closely monitor the organization, including on-going review oI the Iiscal
385
File Number: Rep-2-
benchmarks set Ior the ICEF Board in the renewals oI Iour ICEF schools within the last two
years. The ICEF Board oI Directors has been, and will continue to be, required to meet at least
monthly to review its Iiscal position and must continue to provide monthly Iinancial reports to
the CSD.
View Park Preparatory Accelerated Charter Elementary School has met the minimum academic
perIormance criteria Ior renewal required under Education Code section 47607(b) as evidenced
below in the Summary oI School PerIormance. In 2012-13, the school achieved a school-wide
Growth API oI 816, an 18-point decrease Irom its Base API oI 834. The school`s three-year
API aggregate growth is (-76), however, the school has continued to meet its state assigned
growth target 'A oI scoring at or above the statewide perIormance target oI 800 in the 2012
Base. The school earned a 2012 Statewide Rank oI 6 and a Similar Schools Rank oI 9. Lastly,
the school`s API (816) has outperIormed the resident District schools median API (705). View
Park Elementary`s proIicient/advanced CST scores in ELA and Math are 59 and 54
respectively, while resident schools` median in CST English Language Arts and Math are 34
and 46 respectively. View Park Elementary has not outperIormed the District similar schools`
median in CST Math, 65.
View Park Preparatory Accelerated Charter Elementary School has been classiIied as a 'Service
and Support school, which is the middle tier oI Iive possible tiers oI perIormance. The
school`s placement in this tier is due to low levels oI student achievement on the Math portions
oI the CaliIornia Standards Tests coupled with Iar below predicted academic growth levels in
Math according to its three-year Academic Growth Over Time (AGT) results, and a lower
attendance rate oI 94.85. The classiIication oI Service and Support is also due to relatively
strong perIormance in English Language Arts including Third Grade reading proIiciency.
The school attributes its declining levels oI academic perIormance over the last Iew years to the
negative eIIects caused by the ICEF Public Schools` Iiscal crisis reIerenced above in addition to
meeting the needs oI an inIlux oI new students particularly at second and third grade levels.
(See Summary oI Charter School PerIormance below). However, the instructional leadership oI
View Park Preparatory Accelerated Charter Elementary School believes that recent changes at
the school and in the ICEF Public Schools organization as a whole will signiIicantly improve
student achievement.
ICEF Public Schools has added academic support personnel Ior schools through the hiring oI a
Vice President oI Instruction position along with ELA and Math Coaches. All oI these
positions work directly with school site staII Ior the purposes oI improving student
achievement, providing targeted interventions to meet students` needs, and providing
proIessional development. The school and organization have added programmatic resources
such as Istation Ior language arts support and Dreambox Ior mathematics support to assess,
identiIy, and monitor targeted needs oI students. Additionally in mathematics the school now
utilizes the MyMath program which also provides access to parents oI an online textbook. The
school also incorporates a Saturday School program to provide support Ior increasing student
achievement. The school leadership reports that these strategies coupled with the improving
position oI the ICEF home oIIice will reverse the declining pattern oI recent years.
386
File Number: Rep-2-
Ior all students.
The school has exhibited two promising practices:
Data Days - All ICEF school site leaders meet collectively with home oIIice instructional
staII to examine student perIormance data determining areas oI strength and areas Ior
improvement. These sessions involve identiIying successIul practices. The school site
leadership team then reviews school-wide, subgroup, grade level and classroom data to
Iacilitate determination oI utilization oI resources, modiIy the instructional program (i.e.
increased time Ior math, ELD pullout) and incorporate successIul practices acquired
Irom the organizational level data session.
Emphasis on Student Use oI Academic Language - As part oI the school`s culture, there are
high expectations that students speak and act like 'Scholars. This includes an emphasis
by staII on teaching students academic language Ior the various content areas with a
Iocus on reinIorcing students Ior using the language oI the discipline in classroom
discussions and activities.
Current View Park Preparatory Accelerated Charter Elementary School Governing Board
members completed questionnaires regarding conIlicts oI interest. A due diligence review oI the
View Park Preparatory Accelerated Charter Elementary School`s executives is being perIormed
by the OIIice oI the Inspector General (OIG). StaII will inIorm the Board oI any material
negative Iindings and take appropriate action.
Expected Outcomes:
View Park Preparatory Accelerated Charter Elementary School is expected to operate its charter
school in a manner consistent with local, state, and Iederal ordinances, laws and regulations and
with the terms and conditions set Iorth in its petition. The benchmarks Ior achievement are set
Iorth in the petition.
'Yes - The approval oI the renewal oI the charter term Ior Iive (5) years would grant View
Park Preparatory Accelerated Charter Elementary School the right to continue to operate as a
charter school under the terms oI the renewal petition Ior a Iive (5) year period beginning July
1, 2014.
387
File Number: Rep-2-
30, 2014, unless View Park Preparatory Accelerated Charter Elementary School appeals the
denial and the charter is granted by the Los Angeles County Board oI Education or the
CaliIornia State Board oI Education. This Board Report No. 244-13/14 and accompanying
documents shall constitute the Board oI Education`s adopted written Iindings oI Iact Ior the
denial oI the View Park Preparatory Accelerated Charter Elementary School renewal petition.
Budget Impact:
View Park Preparatory Accelerated Charter Elementary School is currently a member oI
LAUSD SELPA Option 3 (Charter Operated Programs). Under the current LAUSD SELPA
Option 3 Special Education MOU, the charter school`s Iair share contribution to special
education will be 10 oI charter schools` AB 602 (rate includes Base, COLA, and
Growth/Decline reduced by the amount withheld Ior Program Specialist/Regionalized Services)
and Federal IDEA revenues. The revenue rate will be adjusted to account Ior changes in the
State`s Iunding Iormula beginning Iiscal year 2013-14. The amount withheld by the District
Irom the Program Specialist/Regionalized Services in Iiscal year 2012-13 will continue to be
withheld and adjusted annually Ior COLA. The Iair share contribution will be paid Irom the
charter school`s Iunds Irom the Local Control Funding Formula and will be allocated to support
the existing District-wide administration oI special education supports and services. An
additional 10 oI special education revenues will be retained by the District and allocated as
directed by the Advisory Board and members oI the Charter-operated Program, with the
leadership oI the Charter-operated Program special education director. These Iunds will be
used to support the personnel Ior the Charter-operated Program section oI the SELPA; build
management and operating procedures to create an inIrastructure to support schools in meeting
the needs oI students with mild to severe disabilities; and, to create and implement new
programs that serve students in charter schools. At the conclusion oI each Iiscal year during the
entire charter petition period, any unspent special education revenues shall be returned to the
LAUSD SELPA.
renewal petition.
388
389


February 11, 2014
BENCHMARKS
VIEW PARK PREPARATORY ACCELERATED ELEMENTARY SCHOOL
February 11, 2014

FISCAL

1. Meet at least monthly to review its fiscal position.
2. Provide notice to the Charter Schools Division (CSD) of any regular or special meeting of the
Board of Directors for ICEF. The notice shall comply with the Brown Act. The notice shall
include the agenda and all attachments. The notice shall be posted on the ICEF website and
emailed to assigned CSD staff.
3. Require that the CFO provide the ICEF Board of Directors monthly financial reports. Those
reports will be for the prior month and will include but not be limited to:
a. Balance sheet
b. Income statement
c. Two year cash flow, current year and following year
d. Complete check register, excluding payroll
e. Most recent reconciled bank statement(s)
f. Listing of outstanding payables more than 45 days old
4. Forward all of the reports in item #3 to the CSD using the email addresses provided.

These requirements shall remain in place until ICEF provides the CSD with clear and convincing
evidence that there are no outstanding payables being aged beyond 45 days, the cash flow for the next
two years is positive each month, and the net assets each year for ICEF the foundation (without the
schools) and the aggregate schools (without ICEF the foundation) are positive.

390


February 11, 2014
VIEW PARK PREPARATORY ACCELERATED ELEMENTARY SCHOOL
February 11, 2014




years:

years; or
school.
following:
schools.

391


February 11, 2014
View Park Preparatory Accelerated Charter Elementary School has met the minimum
statutory requirement as evidenced in the Data Summary Report.

Student Discipline

that are put forth in the Charter Schools Divisions Required Language for Charter Petitions. View Park
Preparatory Accelerated Elementary Schools grounds for student suspension and expulsion are aligned
with those listed in Education Code Section 48900 et seq. As the data below shows, in 2011-12, the
school reported 44 suspensions and 0 expulsions. View Park Preparatory Accelerated Charter
Elementary School had 42 suspensions and 0 expulsions for the 2012-13 school yearAs of the date of
this report, the school reports 3 suspensions and 0 expulsions for the current school year. The school
reports that it has recently revised its suspension and expulsion policies and procedures to ensure a more
cohesive, clear, and effective process for all stakeholders. The school has implemented a number of
measures as alternatives and supports to reduce suspensions schoolwide.

Name of
School
Location
Code
Suspension
2013-14
As of the
date of this
report
Expulsion
2013-14
As of the
date of this
report
Suspension
2012-13
Expulsion
2012-13
Suspension
2011-12
Expulsion
2011-12
View Park
Preparatory
Accelerated
Charter EL
2016 3 0 42 0 44 0

Special Education

According to the December 2012 CASEMIS report, View Park Preparatory Accelerated Elementary
School enrolled Special Education students at a rate that is below the District average. View Park
Preparatory Accelerated Charter Elementary School had a special education enrollment rate of 6%. The
school reports that special education enrollment lower than the District average is due to the schools
concerted effort to implement and monitor RTI strategies. Implementation of RTI has resulted in fewer
students needing to be assessed for special education. After proceeding through the RTI and SST
process, there are currently twelve students who are scheduled to have initial IEP meetings. The school
is committed to continuing its efforts to identify and serve students with disabilities. The school provides
both strategic and intensive targeted intervention as needed for students. The school has implemented
the Collaborative Learning Model (CLM) to meet the unique learning and social needs of students with
disabilities. This model includes regular collaboration between special education and general education
teachers to embed instructional strategies in the weekly lessons to ensure access to the curriculum, and
specialized academic instruction to meet student services and needs in their IEP. The school
administrator and special education team meet weekly for ongoing progress monitoring.
392


February 11, 2014
OCT
2012
Enroll #
Sp Ed
Enroll #
Sp Ed
Enroll
%
% High
Incidenc
% Low
Incidenc
#

A
U
T

#

D
B

#

D
E
A
F

#

E
D

#

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D

#

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O
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#

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#

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#

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I

#

S
L
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*

#

S
L
I
*

#

T
B
I

#

V
I

514 29 6% 5% 1% 4 0 0 0 0 0 0 7 0 5 13 0 0

English Learners

The tables below represent the number of English Leaners identified, served and reclassified by View
Park Preparatory Accelerated Charter Elementary School. The schools October 2012 CALPADS
English learner population of 0% was lower than the LAUSD Similar Schools from CDE Median of
21%. The schools 2012-13 reclassification rate of 0% was lower than the LAUSD Similar Schools
from CDE Median rate of 12%. As indicated in the Board report, ICEF Public Schools is implementing
an outreach plan to increase its diversity utilizing Spanish speaking radio stations and newspapers, as
well as recruitment materials in both English and Spanish.

ESC BD
Loc
Code
School
T
o
t
a
l

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n
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o
l
l

#

%

F
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%

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XR 1 2016
View Park Preparatory Accelerated
EL
514 77% 0% 0% 3% 0% 93% 0% 1%

RECLASSIFICATION

2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
View Park Preparatory Accelerated Charter EL 3 0 0.0% 0.0%
District 180,618 24,697 13.7% -1.7%
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
View Park Preparatory Accelerated Charter EL 3 0 0.0%
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate

View Park Preparatory Accelerated Charter EL 0 0 --
District 205,312 26,080 12.7%
393


February 11, 2014






the school to be Developing.

School has achieved an API of 816.
In English Language Arts the schools CST proficient/advanced score of 59% far exceeds the
Resident Schools Median of 34%.

In Mathematics, the schools Academic Growth over Time is below predicted growth.
Continue the schools focus on targeted intervention to increase student achievement particularly
in the area of Math.
Strive to meet academic measures to increase the Schools Performance Framework Rating
above Service and Support.

394


February 11, 2014


The Governing Board implements an effective process for evaluating school leadership.
The Governing Board has made new investments in talent to directly support schools by
expanding its Home Office instructional team, with the addition of ELA and Math coaches and a
Vice President of Instruction.

Increase the Board level monitoring of academic achievement to continue to examine ways to
reverse the trend of declining in scores in student achievement.



The net income has been positive for the last four years and is to be positive this year. The net
income for 2012/13 was $400,046.
Net assets are trending upward. The net assets for 2012/13 were $467,576.

The cash reserve should be increased to 5% of expenditures.
The 2012/13 audited cash balance is $166,525, which represents 3/88% of expenditures.

There were no material weaknesses noted in the audit.
Audit opinion is unqualified.
There were no findings or deficiencies noted in the audit.


at the school to be Proficient.

The school administration and staffs use of data and the self-reflection process has helped the
school effectively identify areas of strengths, challenges in meeting school-wide goals, and then
implementing strategies for classrooms, grade levels, and individual students.
395


February 11, 2014
Teachers structure lessons so that students engage in academic discourse and utilize the language
of the discipline.
Parents are constantly informed about their childs progress through PowerSchool and through
information sent home about the weekly assessments.

Continue to implement planned Common Core State Standards professional development to
examine strategies for writing across the curriculum.
Continue implementing instructional strategies to increase student achievement in mathematics.
396
6117048
(API)
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Subgroup API
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AfrlcanAmerlcanor8lack A -3 ?es A -SS ?es A -17 ?es
Aslan -- -- --
llllplno -- -- --
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LngllshLearners -- -- --
SocloeconomlcallyulsadvanLaged -- A -60 ?es A -9 ?es
2011
8aseAl
2012
CrowLhAl
11-12
CrowLh
2012
8aseAl
2013
CrowLhAl
12-13
CrowLh
vlewarkreparaLoryAcceleraLedCharLe 887 833 -S4 834 816 -18
CuLSlmllarSchoolsMedlan 784 810 26 811 804 -7
8esldenLSchoolsMedlan 710 691 -19 692 70S 13
ComparlsonSchoolsMedlan 747 707 -40 716 703 -14
8aslc,8elow
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8elow8aslc
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vlewarkreparaLoryAcceleraLedCharLe 41 S9 47 S4
CuLSlmllarSchoolsMedlan 4S SS 3S 6S
8esldenLSchoolsMedlan 66 34 S4 46
ComparlsonSchoolsMedlan 63 38 66 3S
vlewarkreparaLoryAcceleraLedCharLe 13 7 S4 13 8 62
CuLSlmllarSchoolsMedlan 21 14 82 21 1S 76
8esldenLSchoolsMedlan 21 11 48 21 12 60
View Park Preparatory Accelerated Charte
Loc.Code: 2016
CuSCode:
CRITERIA SUMMARY
boLhschoolwldeandforallgroupsofpupllsservedbyLhecharLerschool(S81290).1heacademlcperformanceofLhecharLerschoolmusLbeaLleasLequalLo
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2010-11 2011-12 2012-13
891 887 834
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A A A
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10 10 9
API Comparison
AYP Comparison
2012 AYP 2013 AYP
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Loc
Code
School
09-10
LL#
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8eclass#
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8eclass
8aLe
10-11
LL#
11-12
8eclass#
11-12
8eclass
8aLe
11-12
LL#
12-13
8eclass#
12-13
8eclass
8aLe
XR 1 2016 View Park Preparatory Accelerate 0 0 -- 3 0 0% 3 0 0%
L S 21S1 AnnandaleLlemenLary 73 13 18 76 18 24 73 9 12
W 1 3002 Charnock8oadLlemenLary 161 21 13 1S9 34 21 1S6 9 6
W 1 3288 CrescenLPelghLs8oulevardLleme S3 3 6 70 10 14 68 14 21
n 6 6096 lalnvlewAcademlcCharLerAcade 67 8 12 79 12 1S 74 S 7
S 7 6148 resldenLAvenueLlemenLary 86 9 10 78 1S 19 69 13 19
Resident Schools
x 1 39S9 lorLy-SecondSLreeLLlemenLary S9 9 1S 49 S 10 42 12 29
W 1 3781 llfLy-lourLhSLreeLLlemenLary 20 7 3S 23 4 17 24 2 8
W 1 379S llfLy-nlnLhSLreeLLlemenLary 134 22 16 112 16 14 11S 7 6
W 1 2123 AngelesMesaLlemenLary 127 8 6 129 29 22 106 12 11
x 1 4S28 PlllcresLurlveLlemenLary 299 24 8 288 32 11 283 13 S
W 1 3781 llfLy-lourLhSLreeLLlemenLary 20 7 3S 23 4 17 24 2 8
W 1 379S llfLy-nlnLhSLreeLLlemenLary 134 22 16 112 16 14 11S 7 6
W 1 8028 AudubonMlddle 103 12 12 91 14 1S 96 18 19
x8 1 86S4 CrenshawArLs-1echnologyCharLe 0 1 -- 0 3 -- 0 3 --
x 1 8600 SusanMllleruorseySenlorPlgh 324 24 7 283 30 11 233 30 13
W 1 7822 WlndsorPlllsMaLhSclence 18 3 17 26 3 12 18 8 44
a
400
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
vlewarkreparaLoryAcceleraLedCharLe 3 0 0.0 0.0
LAuSuSlmllarSchoolsfromCuLMedlan 73 9 12.3 -6.9
8esldenLSchoolsMedlan 106 12 8.3 -6.0
ComparlsonSchoolslnCharLerMedlan 60 8 12.9 -1.4
ulsLrlcL 180,618 24,697 13.7 -1.7
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
vlewarkreparaLoryAcceleraLedCharLe 3 0 0.0
LAuSuSlmllarSchoolsfromCuLMedlan 78 1S 19.2
ulsLrlcL 194,904 29,9S6 1S.4
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
vlewarkreparaLoryAcceleraLedCharLe 0 0 --
8esldenLSchoolsMedlan 127 9 1S.3
ulsLrlcL 20S,312 26,080 12.7
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405
VIEW PARK PREPARATORY ACCELERATED CHARTER ELEMENTARY SCHOOL
February 11, 2014


Final budget
Final petition


(213) 241-0399

406
TAB 16
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: ntensive Support and ntervention
Submission of Carl D. Perkins Career and Technical Education Application for 2013-2014
Action Proposed:
The Division oI Intensive Support and Intervention proposes that the Board oI Education
authorize staII to submit the 2013-2014 application to the CaliIornia Department oI Education
(CDE) Ior secondary education Iunding Irom the Carl D. Perkins Career and Technical
Education Act in the amount oI $6.392 million.
Background:
The purpose oI Carl D. Perkins Career and Technical Education Iunds is to initiate, expand,
improve, and modernize career technical education (CTE) programs and pathways that
instruct and prepare secondary school students Ior postsecondary education and career
readiness. Every year, LAUSD submits an application to the CaliIornia Department oI
Education (CDE) Ior Perkins Iunding. The CDE allocates Perkins Iunds to the District based
on the state's Iormula Ior the number oI youth in LAU SD who can beneIit Irom this
supplemental Iunding. For 2013-2014, the District will receive $6.392 million.
The Federal Act was established to improve career-technical education programs, integrate
academic and career-technical instruction, serve special populations, and meet gender equity
needs. The Carl D. Perkins Career and Technical Education Improvement Act oI 2006 also
requires local educational agencies (LEAs) to implement strategies to overcome barriers that
may be lowering special population students' rates oI access to or success in Career Technical
Education (CTE) Programs assisted with the Iunds. CTE programs must be designed to enable
special population students to meet the perIormance level targets established Ior the programs.
These programs must also provide the activities needed to prepare these students Ior high-skill,
high-wage, or high-demand occupations that lead to selI-suIIiciency.
Expected Outcomes:
Continue to increase the number oI CTE students who have met the proIicient or
advanced level on the English-language arts portion oI the CaliIornia High School
Exit Exam (CAHSEE.)
Continue to increase the number oI CTE students who have met the proIicient or
advanced level on the mathematics portion oI the CaliIornia High School Exit
Exam (CAHSEE.)
Continue to increase the number oI CTE students completing the second level oI a
program who receive a grade oI A, B, or C, or receive an industry-recognized
certiIication, or passed an end oI program assessment aligned with
407
File Number: Rep-2-
industry-recognized standards.
Continue to increase the number oI 11th grade CTE students who earn a high school
diploma (including recognized alternative standards Ior individuals with disabilities.)
Continue to increase the number oI 12th grade CTE students who leave secondary
education during the reporting year and enter postsecondary education, advanced
training, military service, or employment as reported on a survey six months Iollowing
graduation.
Continue to increase the number oI CTE students Irom under- represented gender
groups who are enrolled in a program sequence that leads to employment in
nontraditional Iields.
Continue to increase the number oI CTE students Irom under- represented gender groups
enrolled in a "capstone" (advanced) course that leads to employment in a
nontraditional Iield who received a grade oI A, B, or C, received an
industry-recognized certiIication, or passed an end oI program assessment aligned
with industry- recognized standards.
Review & rewrite CTE courses to align with New CTE Standards and CCSS standards
and Iramework and delete obsolete courses.
Target Ior revision all CTE courses which can be rewritten Ior a-g approval.
IdentiIy all pathways and students at each school site to comply with CDE requirements.
Establish CTE Demonstration Sites Ior proIessional development.
Expand CTE programs to middle schools.
Approval oI the Carl D. Perkins application Ior Iunding will ensure the continuance oI CTE
programs in LAUSD high schools.
CTE programs support the A-G Resolution and the Multiple Pathway Resolution.
Budget Impact:
Funding in the amount oI $6.72 million Ior CTE programs.

408

I
N
F
O
R
M
A
T
I
V
E

409
410
411
TAB 17
Text FiIe
Sequence
Version: 1
..Title
Work Experience Education (WEE) Program Secondary District Plan Renewal/Update
Action Proposed:
The Work Experience Education (WEE) oIIice is proposing that the Board oI Education approves the
WEE Secondary District Plan.
Background:
Per EC 51775, every three years Local Educational Agencies (LEA) are required to submit their
Secondary Plan Ior Work Experience Education (WEE) programs to the CaliIornia Department oI
Education (CDE). Attached Ior your review and approval are LAUSD`s assurances Ior compliance
with appropriate Iederal and state laws, CaliIornia Labor Code and CaliIornia Code oI Regulations-
Title 5 in regards to our WEE programs across the school district.
LAUSD has a robust Work Experience Education (WEE) program and plan throughout its high schools.
Students may participate in a variety oI Work Experience (General, Exploratory and Vocational) and
receive supplementary support and instruction in the Work Experience classes taught at the school sites.
Students who participate in WEE tend to transition better and have more positive and productive
experiences in the adult world oI work. By providing employers with school-based teachers who can
supplement the job-site training, WEE creates a true partnership with the business community in order
to develop the workIorce oI the Iuture.
Expected Outcomes:
With the Board`s approval, the school district can continue to oIIer work experience education courses
and credits Ior students who work aIter school.
Approve the WEE plan so that schools can continue to oIIer work experience education courses Ior
credit. A consequence Ior not approving the plan would be that work experience education cannot be
oIIered at LAUSD high schools. As a result oI this consequence, students will not be able to participate
in work experience education activities.
None
Budget Impact:
None- schools that oIIer WEE will be able to continue to oIIer the courses.
The WEE plan has been analyzed Ior this request and no issues arose Irom our review.
412
413
414
415
416
417
418

I
N
F
O
R
M
A
T
I
V
E

419
420
TAB 18
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Facilities
Amendment to the Facilities Services Division Strategic Execution Plan to DeIine, RedeIine,
and Approve School InIormation Technology Network InIrastructure and Equipment Upgrade
Projects

Action Proposed:
StaII proposes that the Board oI Education amend the Facilities Services Division (FSD)
Strategic Execution Plan (SEP) to approve the Iollowing actions associated with school
InIormation Technology (IT) network inIrastructure and equipment upgrade projects executed
by FSD:

DeIine and approve projects to design and construct school IT network inIrastructure
and equipment upgrades, including the installation oI scalable Iiber at six sites, as listed in
Attachment A.

RedeIine projects previously deIined and approved to design (only) school IT network
inIrastructure and equipment upgrades (BOE #317-12/13), to include the installation oI
scalable Iiber and construction at 60 sites, as listed in Attachment B.

RedeIine projects previously deIined and approved to design (only) school IT network
inIrastructure and equipment upgrades (BOE #317-12/13), to include the installation oI
scalable Iiber at 102 sites, as listed in Attachment C.

DeIine and approve projects to design school IT network inIrastructure and equipment
upgrades and install scalable Iiber (only) at 127 sites, as listed in Attachment D.

Cancel two projects previously deIined and approved to design and construct school IT
network inIrastructure and equipment upgrades (BOE #317-12/13), as listed in Attachment
E.

Authorize the ChieI Facilities Executive and/or his designee to execute all instruments
necessary to execute the Board-approved scope associated with each project, including the
purchase oI equipment and materials necessary to execute the projects.
Background:
Advancements in technology are increasing the options available to teachers to deliver
instructional initiatives as well as changing the way that students learn and perIorm. However,
421
File Number: Rep-2-
the vast majority oI Local Area Network (LAN) projects undertaken over the past decade
occurred prior to the introduction oI the high throughput and wireless technologies that are used
today, and upon which current instructional technologies depend.

As part oI the ongoing plan to upgrade the District's technology network inIrastructure, the
Board approved BOE #317-12/13 on June 18, 2013, deIining 236 new IT network inIrastructure
and equipment upgrade projects to be executed as part oI the FSD-SEP. Funding was allocated
Ior the design and construction oI 74 oI these projects and the remaining 162 were Iunded
through design only.

This action provides the Iunding necessary to move Iorward with the projects that were only
Iunded through design and additionally deIines network inIrastructure upgrade projects (some
with complete scopes and others with limited scopes, i.e., design and installation oI Iiber only)
at all remaining school sites District-wide. Future actions will Iocus on the allocation oI Iunds
necessary to complete construction at these sites.

Expected Outcomes:
Approval oI the proposed action and the subsequent investment in upgrades to aging IT network
inIrastructure and obsolete equipment at District schools.

Approval oI the proposed action will provide Iunding Ior the next phase oI investments in the
IT network inIrastructure and equipment at District schools. II the proposed action is not
approved, the upgrades to the IT network inIrastructure and equipment at District schools listed
in the attachments will not be executed.

This action is consistent with the District's long-term goal to address unmet school Iacilities
needs and as described in Proposition BB and Measures K, R, Y, and Q.

Budget Impact:
This proposed action impacts Bond Program Iunds only. Funding will be provided by Bond
Program Iunds allocated to IT School Network InIrastructure Upgrades Executed by FSD in the
School Upgrade Program (SUP). II approved:

- $7,115,610 oI Bond Program Iunds will be allocated to design and construct projects at
six school sites.

- $39,587,780 oI Bond Program Iunds will be allocated to 60 projects previously
approved Ior design only. These projects will now be constructed.

- $5,201,340 oI Bond Program Iunds will be allocated to 102 projects previously
approved Ior design only. These projects will be Iunded through design and installation oI
scalable Iiber.

- $14,256,550 oI Bond Program Iunds will be allocated to deIine 127 projects at the
remaining school sites District-wide in need oI a network upgrade. These projects will be
422
File Number: Rep-2-
Iunded through design and installation oI scalable Iiber.

In total, this proposed action allocates $66,161,280 in Bond Program Iunds to school IT
network inIrastructure and equipment upgrades. Additionally, the cancellation oI two projects
will return approximately $644,500 oI Bond Program Iunds Ior Iuture use on school IT network
inIrastructure upgrade projects executed by FSD.
Project Iunding has been prioritized according to greatest need, which was determined using the
Iollowing Iactors: OIIice oI Civil Rights school, critical need oI bandwidth capacity requiring
an upgrade Irom copper to scalable Iiber; and age oI the last upgrade. Upgrades will be
undertaken at each oI the school sites listed in Attachments A, B and C, and will be executed on
a site-wide basis regardless oI whether there are multiple co-located operators.

Bond Oversight Committee Recommendations:
This item was considered by the School Construction Bond Citizens' Oversight Committee
(BOC) at its meeting on January 30, 2013. The BOC's adopted resolution, including the vote oI
the Committee, will be Iorwarded under separate cover. StaII has concluded that this proposed
SEP Amendment will Iacilitate implementation oI the FSD-SEP, and thereIore, it will not
adversely aIIect the District's ability to successIully complete the FSD-SEP.

423
Attachment A
Define and Approve School IT Network Infrastructure and Equipment Upgrades
February 11, 2014

Project Description: Define and approve projects to design and construct IT network
infrastructure and equipment upgrades, including the installation of scalable fiber at six sites.
Project scopes include the replacement of obsolete and failing equipment and deteriorating
cabling, installation of wireless network infrastructure and fiber to increase bandwidth, and
associated IT upgrades.

Budget: The combined project budget for all six school sites is $7,115,610.

BD ESC

Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
3 N 1857101 Canoga Park HS 2/25/11 $1,596,540 $1,596,540 Q1-2014 Q3-2014
3 N 1868301 Grant HS 7/8/05 $1,987,000 $1,987,000 Q1-2014 Q3-2014
7 S 1877901 Narbonne HS 3/10/08 $2,128,720 $2,128,720 Q1-2014 Q3-2014
7 XP 1823701 Markham MS 1/1/01 $246,620 $246,620 Q1-2014 Q3-2014
1 XS 1892801
Washington
Preparatory HS
6/14/01 $246,620 $246,620 Q1-2014 Q3-2014
4 W 1848101 Webster MS 9/8/10 $910,110 $910,110 Q1-2014 Q3-2014
424
Attachment B
Redefine Projects Previously Approved to Design School IT Network Infrastructure and
Equipment Upgrades to Include Installation of Scalable Fiber and Construction
February 11, 2014
Project Description: Redefine projects previously defined and approved to design (only) school
IT network infrastructure and equipment upgrades (BOE #317-12/13), to include the installation
of scalable fiber and construction at 60 sites. Project scopes include the replacement of obsolete
and failing equipment and deteriorating cabling, installation of wireless network infrastructure
and fiber to increase bandwidth, and associated IT upgrades.

Budget: The combined project budget for all 60 schools is $41,412,780. In June of 2013, as
part of BOE #317 12/13, the Board approved an initial allocation of $1,825,000 to design these
60 IT network infrastructure and equipment upgrade projects. As we move to the construction
phase, $39,587,780 of additional funding is necessary to complete construction, including
installation of scalable fiber.
BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
2 E 10363857 1st St. ES 3/29/07 $655,490 $625,490 Q1-2014 Q3-2014
2 E 10363861 4th St. ES 11/20/06 $681,450 $651,450 Q1-2014 Q3-2014
2 E 10363874 Alexandria ES 7/7/05 $908,600 $878,600 Q1-2014 Q3-2014
5 E 10363875 Allesandro ES 8/16/05 $499,730 $469,730 Q1-2014 Q3-2014
2 E 10363880 Arroyo Seco
Museum Science
Magnet
3/8/07 $356,950 $316,950 Q1-2014 Q3-2014
3 N 10363883 Bassett ES 5/20/05 $785,290 $755,290 Q1-2014 Q3-2014
6 N 10363884 Beachy ES 7/18/05 $752,390 $722,390 Q1-2014 Q3-2014
4 W 10363887 Brentwood Science
Magnet
1/18/05 $1,024,520 $994,520
Q1-2014 Q3-2014
1 W 10363889 Bright ES 3/1/07 $720,390 $690,390 Q1-2014 Q3-2014
3 N 10363892 Burbank ES 9/8/05 $499,730 $469,730 Q1-2014 Q3-2014
6 N 10363894 Burton ES 6/10/05 $603,570 $573,570 Q1-2014 Q3-2014
5 E 10363895 Bushnell Way ES 8/30/05 $564,630 $534,630 Q1-2014 Q3-2014
6 N 10363898 Cantara ES 3/2/07 $642,510 $612,510 Q1-2014 Q3-2014
7 S 10363900 Carson ES 4/26/07 $629,530 $599,530 Q1-2014 Q3-2014
7 S 10363904 Chapman ES 4/18/07 $486,750 $456,750 Q1-2014 Q3-2014
6 N 10363908 Cohasset ES 8/10/05 $746,350 $716,350 Q1-2014 Q3-2014
425
Attachment B
February 11, 2014

BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
3 N
10363909 Coldwater Canyon
ES
2/21/07 $772,310 $742,310 Q1-2014 Q3-2014
5 S 10363913 Corona ES 3/13/07 $947,540 $917,540 Q1-2014 Q3-2014
2 E 10363932 Del Olmo ES 6/6/05 $629,530 $599,530 Q1-2014 Q3-2014
5 E 10363920 Eastman ES 4/16/07 $1,142,240 $1,112,240 Q1-2014 Q3-2014
3 N 10363926 Erwin ES 8/1/05 $947,540 $917,540 Q1 2014 Q3 2014
2 E 10363927 Euclid ES 5/21/07 $973,500 $943,500 Q1 2014 Q3 2014
6 N 10363928 Fernangeles ES 9/13/05 $759,330 $729,330 Q1 2014 Q3 2014
5 E 10363931 Ford ES 5/10/07 $1,116,280 $1,086,280 Q1 2014 Q3 2014
4 W 10363937 Gardner ES 7/20/05 $523,730 $493,730 Q1-2014 Q3-2014
5 E 10363939 Glassell Park ES 6/27/05 $629,530 $599,530 Q1-2014 Q3-2014
6 N 10363940 Gledhill ES 6/24/05 $821,530 $791,530 Q1-2014 Q3-2014
6 N 10363943 Glenwood ES 6/30/05 $668,470 $638,470 Q1-2014 Q3-2014
6 N 10363945 Gridley ES 6/21/05 $798,270 $768,270 Q1-2014 Q3-2014
2 W 10363949 Harvard ES 5/7/05 $486,750 $456,750 Q1-2014 Q3-2014
6 N 10363951 Hazeltine ES 5/10/07 $733,370 $703,370 Q1-2014 Q3-2014
4 N 10363953 Hesby Oaks School 8/14/06 $259,600 $219,600 Q1-2014 Q3-2014
4 W 10363955 Hollywood PC 6/4/05 $330,990 $305,990 Q1-2014 Q3-2014
5 S 10363958 Hughes ES 2/22/07 $824,230 $794,230 Q1-2014 Q3-2014
5 E 10363960 Kennedy ES 3/12/07 $564,630 $534,630 Q1-2014 Q3-2014
3 N 10363961 Kittridge ES 4/16/07 $746,350 $716,350 Q1-2014 Q3-2014
2 E 10363964 Lanterman Special
Education HS
3/9/07 $434,830 $384,830 Q1-2014 Q3-2014
5 S 10363966 Liberty ES 2/8/07 $681,450 $651,450 Q1-2014 Q3-2014
426
Attachment B
February 11, 2014

BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
6 N 10363967 Liggett ES 4/11/07 $707,410 $677,410 Q1-2014 Q3-2014
5 E 10363968 Loreto ES 9/28/05 $551,650 $521,650 Q1-2014 Q3 2014
2 E 10363970 Marianna ES 1/30/07 $525,690 $495,690 Q1-2014 Q3-2014
2 XS
10363973
Metropolitan
Continuation HS
1/29/07 $214,170 $189,170 Q1-2014 Q3-2014
5 S 10363975 Middleton PC 6/3/05 $330,990 $305,990 Q1-2014 Q3-2014
3 N 10363976 Monlux ES 7/19/05 $1,166,270 $1,136,270 Q1-2014 Q3-2014
3 N 10363978 Newcastle ES 3/13/07 $447,810 $417,810 Q1-2014 Q3-2014
6 N 10363979 Noble ES 9/29/05 $987,540 $957,540 Q1-2014 Q3-2014
1 W 10363980 Normandie ES 2/15/07 $642,510 $612,510 Q1-2014 Q3-2014
6 N
10363991
Parks Learning
Center
8/8/05 $642,510 $612,510 Q1-2014 Q3-2014
6 N 10363985 Plainview ES 3/22/07 $590,590 $560,590 Q1-2014 Q3-2014
6 N
10363986
Primary Academy
PC
8/17/05 $318,010 $293,010 Q1-2014 Q3-2014
6 N 10363988 Ranchito ES 3/15/07 $499,730 $469,730 Q1-2014 Q3-2014
6 N 10363995 Saticoy ES 3/1/07 $642,510 $612,510 Q1-2014 Q3-2014
2 E 10363997 Sheridan ES 11/9/06 $1,090,320 $1,060,320 Q1-2014 Q3-2014
6 N 10364002 Sylvan Park ES 7/29/05 $908,600 $878,600 Q1-2014 Q3-2014
6 N 10364004 Van Nuys ES 9/24/05 $902,590 $872,590 Q1-2014 Q3-2014
1 E 10364005 Vermont ES 2/7/07 $934,560 $904,560 Q1-2014 Q3-2014
1 W 10364006 Vine ES 4/7/05 $655,490 $625,490 Q1-2014 Q3-2014
5 S 10364008 Walnut Park ES 4/25/07 $973,500 $933,500 Q1-2014 Q3-2014
1 S 10364009 Washington PC 4/25/05 $330,990 $305,990 Q1-2014 Q3-2014
1 W 10364010 Weemes ES 2/7/07 $999,460 $969,460 Q1-2014 Q3-2014
427
Attachment C
Equipment Upgrades to Include Installation of Scalable Fiber

February 11, 2014

Project Description: Redefine projects previously defined and approved to design (only) school
IT network infrastructure and equipment upgrades (BOE #317-12/13), to include the installation
of scalable fiber at 102 sites. Project scopes include the replacement of obsolete copper data
lines and failing fiber with scalable fiber required to increase bandwidth.

Budget: The combined project budget for all 102 school sites listed below is $68,641,780. In
June of 2013, as part of BOE #317 12/13, the Board approved an initial allocation of $3,165,000
to design these 102 IT network infrastructure and equipment upgrade projects. Additional
funding in the amount of $5,201,340 is required to complete the installation of scalable fiber at
these schools. With this action, a total of $8,366,340 will be approved for design and installation
of scalable fiber.

BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
7 S 10363851 109th St. ES 1/2/07
$551,650 $35,450
Q1-2014 Q1 2015
7 S 10363852 135th St. ES 12/18/07
$551,650 $35,450
Q1-2014 Q1 2015
7 XP 10363853 153rd St. ES 10/25/07
$642,510 $46,230
Q1-2014 Q1 2015
7 S 10363854 156th St. ES 10/29/08
$473,770 $26,210
Q1-2014 Q1 2015
7 S 10363855 15th St. ES 12/30/09
$733,370 $57,010
Q1-2014 Q1 2015
7 S 10363856 186th St. ES 8/17/07
$908,600 $77,800
Q1-2014 Q1 2015
2 E 10363858 20th St. ES 6/12/07
$681,450 $50,850
Q1-2014 Q1 2015
2 E 10363859 28th St. ES 1/31/08
$960,520 $83,960
Q1-2014 Q1 2015
2 E 10363860 2nd St. ES 3/12/08
$668,470 $49,310
Q1-2014 Q1 2015
1 W 10363862 52nd St. ES 10/13/06
$921,580 $79,340
Q1-2014 Q1 2015
1 W 10363863 61st St. ES 12/18/08
$720,390 $55,470
Q1-2014 Q1 2015
1 S 10363864 66th St. ES 11/20/08
$1,012,440 $90,120
Q1-2014 Q1 2015
1 S 10363865 68th St. ES 12/23/09
$577,610 $38,530
Q1-2014 Q1 2015
1 S 10363866 75th St. ES 12/24/08 $1,051,380 $94,740 Q1-2014 Q1 2015
7 S 10363867 92nd St. ES 11/30/06 $759,330 $60,090 Q1-2014 Q1 2015
7 S 10363868 93rd St. ES 1/23/07 $1,064,360 $96,280 Q1-2014 Q1 2015
7 S 10363869 96th St. ES 12/11/06 $947,540 $82,420 Q1-2014 Q1 2015
7 XP 10363870 99th St. ES 12/22/06 $603,570 $41,610 Q1-2014 Q1 2015
3 XS 10363871
Aggeler
Opportunity HS
9/11/06 $292,050 $14,850 Q1-2014 Q1 2015
2 E 10363872 Albion ES 10/27/06 $486,750 $27,750 Q1-2014 Q1 2015
5 E 10363873 Aldama ES 11/9/06 $512,710 $30,830 Q1-2014 Q1 2015
7 S 10363876 Amestoy ES 7/13/07 $746,350 $58,550 Q1-2014 Q1 2015
2 E 10363877 Ann ES 10/16/06 $356,950 $18,150 Q1-2014 Q1 2015
6 N 10363878 Apperson ES 7/27/09 $538,670 $33,910 Q1-2014 Q1 2015
6 N 10363879 Arminta ES 9/9/08 $707,410 $53,930 Q1-2014 Q1 2015
428
Attachment C

February 11, 2014

BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
5 E 10363881 Atwater ES 10/20/06 $473,770 $26,210 Q1-2014 Q1-2015
7 S 10363882 Barton Hill ES 2/11/08 $694,430 $52,390 Q1-2014 Q1-2015
3 XR 10363885
Birmingham
Community
Charter HS
7/31/09 $4,413,200 $473,600 Q1-2014 Q1-2015
6 N 10363886 Brainard ES 4/3/08 $447,810 $23,130 Q1-2014 Q1-2015
2 E 10363888 Bridge ES 12/14/09 $473,770 $26,210 Q1-2014 Q1-2015
5 E 10363890 Brooklyn ES 2/1/08 $434,830 $22,110 Q1-2014 Q1-2015
5 E 10363891 Buchanan ES 10/20/06 $577,610 $38,530 Q1-2014 Q1-2015
5 E 10363893 Burbank MS 6/19/09 $1,732,830 $165,590 Q1-2014 Q1-2015
7 S 10363896 Cabrillo ES 10/30/09 $564,630 $36,990 Q1-2014 Q1-2015
6 N 10363897 Camellia ES 9/13/06 $811,250 $66,250 Q1-2014 Q1-2015
2 E 10363901 Castelar ES 12/17/08 $564,630 $36,990 Q1-2014 Q1-2015
2 XS 10363902
Central
Continuation HS
6/27/07 $224,200 $11,400 Q1-2014 Q1-2015
3 N 10363903 Chandler ES 10/23/09 $525,690 $32,370 Q1-2014 Q1-2015
5 E 10363906 City Terrace ES 11/1/06 $499,730 $29,290 Q1-2014 Q1-2015
5 E 10363907 Clifford ES 7/3/07 $240,130 $12,210 Q1-2014 Q1-2015
3 N 10363910 Colfax Charter ES 7/27/09 $538,670 $33,910 Q1-2014 Q1-2015
6 N 10363911 Columbus ES 4/8/08 $538,670 $33,910 Q1-2014 Q1-2015
2 E 10363912 Commonwealth ES 11/16/06 $629,530 $44,690 Q1-2014 Q1-2015
3 N 10363914 Danube ES 12/14/07 $525,690 $32,370 Q1-2014 Q1-2015
5 E 10363915 Dayton Heights ES 5/20/08 $564,630 $36,990 Q1-2014 Q1-2015
5 E 10363916 Delevan ES 2/3/09 $447,810 $23,130 Q1-2014 Q1-2015
2 E 10363917 Dena ES 3/14/08 $681,450 $50,850 Q1-2014 Q1-2015
5 E 10363918 Dorris ES 10/23/06 $356,950 $18,150 Q1-2014 Q1-2015
5 E 10363921 El Sereno ES 10/10/06 $603,570 $41,610 Q1-2014 Q1-2015
2 E 10363922 El Sereno MS 5/6/09 $2,141,700 $214,100 Q1-2014 Q1-2015
2 E 10363923 Elysian Heights ES 10/7/04 $408,870 $20,790 Q1-2014 Q1-2015
4 N 10363924 Emelita ES 2/8/08 $486,750 $27,750 Q1-2014 Q1-2015
4 N 10363925 Enadia Way ES 10/28/08 $246,620 $12,540 Q1-2014 Q1-2015
5 E 10363929 Fletcher ES 7/10/08 $655,490 $47,770 Q1-2014 Q1-2015
5 XP 10363933 Franklin HS 7/6/05 $2,063,820 $194,860 Q1-2014 Q1-2015
1 XP 10363934 Fremont HS 3/20/09 $2,297,460 $222,580 Q1-2014 Q1-2015
7 S 10363935 Gardena ES 3/27/08 $551,650 $35,450 Q1-2014 Q1-2015
2 E 10363899 Garza PC 10/7/2004 $253,110 $12,870 Q1-2014 Q1-2015
2 E 10363938 Gates ES 10/25/06 $759,330 $60,090 Q1-2014 Q1-2015
2 E 10363941 Glen Alta ES 11/30/06 $460,790 $24,670 Q1-2014 Q1-2015
5 E 10363942 Glenfeliz ES 5/29/07 $538,670 $33,910 Q1-2014 Q1-2015
7 S 10363944 Graham ES 1/12/07 $837,210 $69,330 Q1-2014 Q1-2015
7 XP 10363930 Griffith-Joyner ES 11/20/06 $947,540 $82,420 Q1-2014 Q1-2015
6 N 10363946 Haddon ES 10/7/04 $1,038,400 $93,200 Q1-2014 Q1-2015
6 N 10363947 Harding ES 10/28/09 $668,470 $49,310 Q1-2014 Q1-2015
5 E 10363948 Harrison ES 3/20/08 $668,470 $49,310 Q1-2014 Q1-2015
3 N 10363950 Haskell ES 1/30/08 $603,570 $41,610 Q1-2014 Q1-2015
6 N 10363952 Herrick ES 9/23/06 $642,510 $46,230 Q1-2014 Q1-2015
429
Attachment C

February 11, 2014

BD ESC
Project
Number
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
2 E 10363954 Hillside ES 10/9/06 $486,750 $27,750 Q1-2014 Q1-2015
5 E 10363956 Hooper PC 10/7/04 $330,990 $16,830 Q1-2014 Q1-2015
2 E 10363957 Hoover ES 12/13/06 $1,038,400 $93,200 Q1-2014 Q1-2015
5 S 10363959
Huntington Park
ES
10/7/04 $460,790 $24,670 Q1-2014 Q1-2015
2 E 10363987 Jones ES 10/13/09 $551,650 $40,450 Q1-2014 Q1-2015
1 W 10363919 Jones PC 1/30/08 $246,620 $12,540 Q1-2014 Q1-2015
2 E 10363905 Kim ES 10/7/04 $538,670 $33,910 Q1-2014 Q1-2015
2 E 10363962 Lake PC 10/7/04 $330,990 $16,830 Q1-2014 Q1-2015
3 N 10363963 Lankershim ES 9/15/06 $538,670 $33,910 Q1-2014 Q1-2015
2 E 10363965 Latona ES 9/27/06 $369,930 $18,810 Q1-2014 Q1-2015
2 E 10363969 Malabar ES 11/30/06 $785,290 $63,170 Q1-2014 Q1-2015
2 E 10363971 Mariposa-Nabi PC 10/7/04 $246,620 $12,540 Q1-2014 Q1-2015
5 E 10363972 Mayberry ES 7/22/08 $447,810 $23,130 Q1-2014 Q1-2015
5 E 10363974 Micheltorena ES 10/18/06 $460,790 $24,670 Q1-2014 Q1-2015
7 XS 10363936
Moneta
Continuation HS
9/28/09 $246,620 $12,540 Q1-2014 Q1-2015
3 XP 10363977 Monroe HS 1/20/09 $246,620 $12,540 Q1-2014 Q1-2015
6 N 10363981 Oxnard ES 11/30/06 $577,610 $38,530 Q1-2014 Q1-2015
6 N 10363982 Panorama City ES 10/7/04 $246,620 $12,540 Q1-2014 Q1-2015
7 S 10363983 Parmelee ES 7/30/07 $908,600 $77,800 Q1-2014 Q1-2015
3 N 10363984 Parthenia ES 4/14/08 $590,590 $40,070 Q1-2014 Q1-2015
1 W 10363989 Raymond ES 9/19/06 $694,430 $52,390 Q1-2014 Q1-2015
5 E 10363990 Rockdale ES 6/1/07 $382,910 $19,470 Q1-2014 Q1-2015
6 N 10363992 Roscoe ES 9/13/06 $668,470 $49,310 Q1-2014 Q1-2015
5 S 10363993 San Antonio ES 6/30/08 $629,530 $44,690 Q1-2014 Q1-2015
6 N 10363994 San Jose ES 8/7/07 $642,510 $46,230 Q1-2014 Q1-2015
6 N 10363996 Sharp ES 8/17/04 $746,350 $58,550 Q1-2014 Q1-2015
5 E 10363998 Sierra Vista ES 10/5/06 $330,990 $16,830 Q1-2014 Q1-2015
2 E 10363999 Solano ES 10/4/06 $292,050 $14,850 Q1-2014 Q1-2015
2 E 10364000 Soto ES 11/16/06 $473,770 $26,210 Q1-2014 Q1-2015
6 N 10364001 Strathern ES 8/17/04 $707,410 $53,930 Q1-2014 Q1-2015
2 E 10364003 Trinity ES 2/15/08 $720,390 $55,470 Q1-2014 Q1-2015
6 N 10364007 Vinedale ES 9/18/06 $369,930 $18,810 Q1-2014 Q1-2015
2 W 10364001 Wilshire Park ES 6/6/04 $473,770 $26,210 Q1-2014 Q1-2015
5 E 10364012 Yorkdale ES 7/16/08 $551,650 $35,450 Q1-2014 Q1-2015

430
Attachment D
Define and Approve Projects to Design School IT Network Infrastructure and Equipment
Upgrades and Install Scalable Fiber (Only)

February 11, 2014

Project Description: Define and approve projects to design school IT network infrastructure and
equipment upgrades and install scalable fiber (only) at 127 sites. Project scopes include project
design and the replacement of obsolete copper data lines and failing fiber with scalable fiber
required to increase bandwidth.

Funding Allocation Request: The combined project budget for all 127 schools is $121,506,350.
Of this, $14,256,550 is necessary to complete the project design and install scalable fiber.

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
7 XP 1585701 107th St. ES 5/26/10 $934,560 $110,880 Q1-2014 Q1-2015
4 W 1550701 98th St. ES 6/30/04 $337,480 $40,040 Q1-2014 Q1-2015
2 E 1800901 Adams MS 6/30/08 $1,181,180 $140,140 Q1-2014 Q1-2015
2 E 1642601 Amanecer PC 8/5/05 $318,010 $37,730 Q1-2014 Q1-2015
7 XS 1885201
Angel's Gate
Continuation HS
1/25/10 $175,230 $20,790 Q1-2014 Q1-2015
5 E 1217801 Aragon ES 6/25/10 $564,630 $66,990 Q1-2014 Q1-2015
6 N 1860901 Arleta HS 10/2/05 $1,116,280 $132,440 Q1-2014 Q1-2015
7 E 1468501 Aurora ES 6/19/05 $246,620 $29,260 Q1-2014 Q1-2015
1 S 1402001 Bakewell PC 8/1/05 $330,990 $39,270 Q1-2014 Q1-2015
4 W 1803801 Bancroft MS 8/5/10 $1,155,220 $137,060 Q1 2014 Q1-2015
7 XP 1852901 Banning HS 9/16/09 $1,609,520 $190,960 Q1-2014 Q1-2015
5 E 1237901 Bellevue PC 6/30/04 $25,960 $3,080 Q1-2014 Q1-2015
6 N 1357701 Bellingham PC 8/30/10 $201,190 $23,870 Q1-2014 Q1-2015

431
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
2 XP 1854301 Belmont HS 8/9/05 $246,620 $29,260 Q1-2014 Q1-2015
2 E 1804701 Belvedere MS 6/8/10 $1,635,480 $194,040 Q1-2014 Q1-2015
2 E 1805701 Berendo MS 6/4/10 $1,414,820 $167,860 Q1-2014 Q1-2015
4 XP 1869601 Bernstein HS 8/14/08 $1,505,680 $178,640 Q1-2014 Q1-2015
6 N 1808601 Byrd MS 6/26/07 $246,620 $29,260 Q1-2014 Q1-2015
2 E 1269901 Cahuenga ES 6/8/10 $577,610 $68,530 Q1-2014 Q1-2015
4 N 1271201 Calvert ES 4/12/05 $725,690 $62,370 Q1-2014 Q1-2015
2 XR 1215701
Camino Nuevo ES
#3:
6/30/04 $298,540 $35,420 Q1-2014 Q1-2015
5 XR 1225101
Camino Nuevo
Academy #4
6/30/04 $454,300 $53,900 Q1-2014 Q1-2015
5 XP 1809401 Carver MS 3/31/10 $1,220,120 $144,760 Q1-2014 Q1-2015
1 W 1287701 Castle Heights ES 8/9/05 $590,590 $70,070 Q1-2014 Q1-2015
3 N 1858301 Chatsworth HS 2/15/11 $1,908,060 $226,380 Q1-2014 Q1-2015
2 E 1764001 Chavez ES 5/4/05 $473,770 $56,210 Q1-2014 Q1-2015
1 W 1809901 Clay MS 6/30/04 $1,077,340 $127,820 Q1-2014 Q1-2015
2 E 1806201 Clinton MS 7/29/05 $1,168,200 $138,600 Q1-2014 Q1-2015
3 N 1810201 Columbus MS 4/29/10 $1,090,320 $129,360 Q1-2014 Q1-2015
2 XP 1851701
Contreras Learning
Complex
5/28/06 $986,480 $117,040 Q1-2014 Q1-2015
2 XP 1851601
Cortines School of
Visual and
Performing Arts
1/21/09 $986,480 $117,040 Q1-2014 Q1-2015
7 S 1230101 De La Torre ES 12/14/05 $246,620 $29,260 Q1-2014 Q1-2015
432
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
2 E 1873801
Downtown
Magnets HS:
Downtown
Business Magnet
2/8/05 $655,490 $77,770 Q1-2014 Q1-2015
5 E 1861401 Eagle Rock HS 8/16/10 $1,726,340 $204,820 Q1-2014 Q1-2015
6 XP 1860701 East Valley HS 6/30/06 $1,064,360 $126,280 Q1-2014 Q1-2015
7 S 1811301 Edison MS 3/19/09 $1,181,180 $140,140 Q1-2014 Q1-2015
5 S 1354801
Elizabeth Learning
Center
9/23/10 $1,609,520 $190,960 Q1-2014 Q1-2015
4 W 1812301 Emerson MS 7/24/07 $785,290 $93,170 Q1-2014 Q1-2015
5 S 1322001 Escutia PC 2/5/05 $330,990 $39,270 Q1-2014 Q1-2015
2 E 1369901 Evergreen ES 11/14/06 $785,290 $93,170 Q1-2014 Q1-2015
6 XR 1374701 Fenton ES 6/30/04 $863,170 $102,410 Q1-2014 Q1-2015
7 XP 1382201 Figueroa ES 6/15/10 $538,670 $63,910 Q1-2014 Q1-2015
1 W 1813201
Foshay Learning
Center
4/10/09 $1,544,620 $183,260 Q1-2014 Q1-2015
5 E 1398601 Franklin ES 3/1/05 $382,910 $45,430 Q1-2014 Q1-2015
7 S 1401401 Fries ES 10/23/08 $590,590 $70,070 Q1-2014 Q1-2015
3 N 1813701 Frost MS 8/12/09 $1,038,400 $123,200 Q1-2014 Q1-2015
2 E 1867901 Garfield HS 6/25/10 $2,193,620 $260,260 Q1-2014 Q1-2015
3 XR 1868101
Granada Hills
Charter HS
6/30/04 $1,940,510 $230,230 Q1-2014 Q1-2015
2 E 1816801 Griffith MS 5/7/09 $1,479,720 $175,560 Q1-2014 Q1-2015
5 E 1468101 Harmony ES 11/15/10 $499,730 $59,290 Q1-2014 Q1-2015
7 S 1446601 Hawaiian ES 7/15/10 $707,410 $83,930 Q1-2014 Q1-2015
433
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
2 XP 1817901 Hollenbeck MS 5/6/10 $1,531,640 $181,720 Q1-2014 Q1-2015
3 N 1818201 Holmes MS 9/16/10 $1,025,420 $121,660 Q1-2014 Q1-2015
5 S 1692001 Hope ES 8/9/05 $499,730 $59,290 Q1-2014 Q1-2015
5 XP 1870001
Huntington Park
HS
9/3/09 $246,620 $29,260 Q1-2014 Q1-2015
5 E 1818901 Irving MS 3/19/09 $1,194,160 $141,680 Q1-2014 Q1-2015
2 XS 1877701
Kahlo
Continuation HS
10/20/06 $246,620 $29,260 Q1-2014 Q1-2015
3 N 1872501 Kennedy HS 3/3/05 $2,119,980 $232,540 Q1-2014 Q1-2015
3 N 1472601 Kester ES 1/11/05 $1,323,250 $96,250 Q1-2014 Q1-2015
2 E 1806401 Kim Academy 8/28/08 $629,530 $74,690 Q1-2014 Q1-2015
6 N 1743901
Kindergarten
Learning Academy
6/30/04 $64,900 $7,700 Q1-2014 Q1-2015
5 E 1820801 King MS 6/8/09 $1,414,820 $167,860 Q1-2014 Q1-2015
5 W 1617901 Kingsley ES 11/17/06 $473,770 $56,210 Q1-2014 Q1-2015
3 N 1821701 Lawrence MS 10/30/09 $1,207,140 $143,220 Q1-2014 Q1-2015
4 W 1822601 LeConte MS 7/28/10 $1,401,840 $166,320 Q1-2014 Q1-2015
3 N 1190801
Leichman Special
Educ HS
3/28/07 $447,810 $53,130 Q1-2014 Q1-2015
5 E 1517001 Lexington PC 4/19/05 $201,190 $23,870 Q1-2014 Q1-2015
2 E 1805801 Liechty MS 11/13/06 $1,064,360 $126,280 Q1-2014 Q1-2015
2 E 1872901 Lincoln HS
4/12/10 $1,972,960 $234,080
Q1-2014 Q1-2015
7 XR 1873301 Locke Charter HS 6/30/04 $1,628,990 $193,270 Q1-2014 Q1-2015
2 E 1254401
MacArthur Park
PC
8/18/10 $266,090 $31,570 Q1-2014 Q1-2015
434
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
1 W 1511301 Mack ES 6/4/05 $603,570 $71,610 Q1-2014 Q1-2015
6 XP 1822801 Maclay MS 6/29/09 $1,025,420 $121,660 Q1-2014 Q1-2015
5 E 1875001 Marshall HS 6/8/05 $1,987,160 $218,680 Q1-2014 Q1-2015
5 S 1888201
Maywood
Academy HS
9/5/06 $246,620 $29,260 Q1-2014 Q1-2015
5 S 1238101 Maywood ES 8/11/05 $246,620 $29,260 Q1-2014 Q1-2015
2 XP 1861101
Mendez Learning
Center: School of
Math/Science
6/25/09 $616,550 $73,150 Q1-2014 Q1-2015
3 N 1823801 Millikan MS 8/11/10 $1,194,160 $141,680 Q1-2014 Q1-2015
6 XR 1537001
Montague Charter
Academy
6/30/04 $655,490 $77,770 Q1-2014 Q1-2015
6 N 1824001
Mount Gleason
MS
5/25/07 $1,142,240 $135,520 Q1-2014 Q1-2015
3 XR 1547701
N.E.W. Academy
Canoga Park
6/30/04 $240,130 $28,490 Q1-2014 Q1-2015
5 E 1826401 Nightingale MS 7/8/09 $1,362,900 $161,700 Q1-2014 Q1-2015
3 N 1878601
North Hollywood
HS
1/25/11 $1,825,200 $215,600 Q1-2014 Q1-2015
3 N 1878603
North Hollywood
HS Zoo Magnet
6/30/04 $240,130 $28,490 Q1-2014 Q1-2015
3 N 1851301
Northridge
Academy HS
1/25/10 $246,620 $29,260 Q1-2014 Q1-2015
3 N 1828301 Northridge MS 8/18/10 $1,181,180 $140,140 Q1-2014 Q1-2015
5 S 1237201
Ochoa Learning
Center
1/11/11 $499,730 $59,290 Q1-2014 Q1-2015
3 XR 1590201
Our Community
Charter School
1/1/01 $499,730 $59,290 Q1-2014 Q1-2015
5 S 1464201 Pacific ES 5/1/07 $499,730 $59,290 Q1-2014 Q1-2015
6 XR 1597301
Pacoima Charter
ES
6/30/04 $967,010 $114,730 Q1-2014 Q1-2015
435
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
6 N 1832101 Pacoima MS 1/24/06 $1,648,460 $195,580 Q1-2014 Q1-2015
4 XR 1879801
Palisades Charter
HS
6/30/04 $1,473,230 $174,790 Q1-2014 Q1-2015
6 XP 1861001 Panorama HS 4/3/06 $1,674,420 $198,660 Q1-2014 Q1-2015
5 S 1600501 Park ES 5/3/10 $655,490 $77,770 Q1-2014 Q1-2015
3 N 1835401 Porter MS 3/28/08 $1,181,180 $140,140 Q1-2014 Q1-2015
4 N 1810701 Portola MS 5/22/09 $1,344,940 $158,620 Q1-2014 Q1-2015
3 N 1835501 Reed MS 3/23/05 $1,314,160 $141,680 Q1-2014 Q1-2015
6 N 1881401 Reseda HS 3/23/05 $2,118,920 $237,160 Q1-2014 Q1-2015
5 E 1538501 Riordan PC 10/25/10 $318,010 $37,730 Q1-2014 Q1-2015
6 N 1811601 Romer MS 8/3/07 $1,246,080 $147,840 Q1-2014 Q1-2015
4 W 1638401 Rosewood ES 2/7/05 $480,870 $48,510 Q1-2014 Q1-2015
2 XP 1854401
Roybal Learning
Center
1/17/08 $1,804,220 $214,060 Q1-2014 Q1-2015
6 XP 1884301 San Fernando HS 10/21/08 $2,037,860 $241,780 Q1-2014 Q1-2015
7 S 1885001 San Pedro HS 6/25/10 $2,725,800 $323,400 Q1-2014 Q1-2015
4 XR 1654801
Santa Monica
Community
Charter ES
6/30/04 $733,370 $87,010 Q1-2014 Q1-2015
2 XP 1871601
Santee Education
Complex
10/20/06 $1,713,360 $203,280 Q1-2014 Q1-2015
7 S 1195601
Sellery Special
Education Center
4/1/08 $395,890 $46,970 Q1-2014 Q1-2015
6 N 1357401 Sendak ES 6/22/05 $590,590 $70,070 Q1-2014 Q1-2015
6 N 1836301 Sepulveda MS 7/8/10 $1,921,040 $227,920 Q1-2014 Q1-2015
436
Attachment D

February 11, 2014

BD ESC
Cost
Center
Site Name
Last
Network
Upgrade
Project
Budget
Funding
Allocation
Request
Anticipated
Start Date
Anticipated
Completion
Date
5 S 1888101 South East HS 2/28/05 $292,050 $34,650 Q1-2014 Q1-2015
5 S 1815301 Southeast MS 6/23/08 $246,620 $29,260 Q1-2014 Q1-2015
5 S 1690501 Stanford PC 9/7/10 $246,620 $29,260 Q1-2014 Q1-2015
6 XP 1809301 Sun Valley HS 8/5/09 $1,012,440 $120,120 Q1-2014 Q1-2015
6 XP 1839601 Sun Valley MS 7/31/09 $1,570,580 $186,340 Q1-2014 Q1-2015
4 N 1840601 Sutter MS 7/7/10 $1,142,240 $135,520 Q1-2014 Q1-2015
6 XP 1887801 Sylmar HS 1/10/11 $1,998,920 $237,160 Q1-2014 Q1-2015
7 XR 1225401
Tate ES: Aspire
Tate Academy
6/30/04 $480,260 $56,980 Q1-2014 Q1-2015
4 W 1842501 Twain MS 8/27/10 $1,025,420 $121,660 Q1-2014 Q1-2015
5 S 1726001 Tweedy ES 11/8/10 $246,620 $29,260 Q1-2014 Q1-2015
6 N 1889301 Van Nuys HS 9/15/05 $1,869,120 $221,760 Q1-2014 Q1-2015
6 XR 1745201
Vaughn Next
Century Learning
Center
6/30/04 $577,610 $68,530 Q1-2014 Q1-2015
4 W 1890701 Venice HS 1/5/11 $1,947,000 $231,000 Q1-2014 Q1-2015
6 XP 1811701 Vista MS 7/18/04 $921,580 $109,340 Q1-2014 Q1-2015
2 XP 1874801
West Adams
Preparatory HS
2/5/07 $246,620 $29,260 Q1-2014 Q1-2015
2 E 1254201 White ES 9/15/10 $408,870 $48,510 Q1-2014 Q1-2015
7 S 1848701 White MS 8/21/09 $1,246,080 $147,840 Q1-2014 Q1-2015
7 S 1849001 Wilmington MS 3/26/10 $1,440,780 $170,940 Q1-2014 Q1-2015

437
Attachment E
Cancel Projects Previously Approved to Design and Construct School IT Network Infrastructure
and Equipment Upgrades

February 11, 2014

Description: In June of 2013, the Board of Education defined and approved projects to design
and construct school IT network infrastructure and equipment upgrades at 74 school sites
(BOE #317-12/13). Upon further evaluation, staff is proposing that the projects at Carlson
Hospital and Youth Opportunities Unlimited Alternative High School be cancelled.

Budget: In June of 2013, as part of BOE #317-12/13, the Board of Education approved the two
projects with a total combined budget of $644,500. Upon cancellation of these projects, any
unspent funds will be made available for other/new IT school network infrastructure upgrades
executed by the Facilities Services Division as part of the School Upgrade Program.

BD ESC

Project
Number Site Name
Last
Network
Upgrade
Project
Budget
3 XS 10364022
Carlson Home/Hospital
School
1/1/2001 $313,000
1 XS 10364086 Youth Opportunities HS 1/1/2001 $331,500

438

I
N
F
O
R
M
A
T
I
V
E

439
440
441
442
TAB 19
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Facilities
Authorization to Execute a Long-Term Lease Ior the Harbor Teacher Preparation Academy
Facilities Located on the Los Angeles Community College District's Harbor College Campus

Action Proposed:
StaII proposes that the Board oI Education authorize the ChieI Facilities Executive, and/or his
designee(s), to execute a long-term lease Ior the Harbor Teacher Preparation Academy (HTPA)
Iacilities located on the Los Angeles Community College District's Harbor College campus
located at 1111 Figueroa Place, in the city oI Wilmington, Ior a period oI up-to 45 years.

The terms oI the proposed long-term lease include provisions Ior the portable classrooms
currently utilized by HTPA, and the permanent Iacilities to be constructed on the college
campus as part oI the District's Harbor Teacher Preparation Academy Redevelopment Project.
The proposed lease period oI up-to 45 years includes up-to Iive years Ior the District-owned
portable classroom Iacilities currently utilized by the HTPA program. The remaining 40 years
are associated with the LAUSD permanent Iacilities being constructed on the Los Angeles
Harbor College (LAHC) campus Ior the HTPA program.

Background:
HTPA has been housed in portable classrooms on the LAHC campus since its inception in
2002. HTPA is a District educational program that places high school students on the campus
oI LAHC. HTPA students receive standard high school instruction Irom LAUSD teachers in
LAUSD Iacilities. HTPA students also receive college credits Ior attending classes taught by
college Iaculty. LAUSD reimburses the Los Angeles Community College District (LACCD)
via LAUSD's Contract Education payments Ior these services.

On April 13, 2010, the Board oI Education approved the HTPA Redevelopment project to
provide permanent school Iacilities Ior HTPA at LAHC (BOE #303-09/10). On August 21,
2012, the Board oI Education authorized staII to enter into development and lease agreements
with LACCD Ior a term oI approximately 40 years (BOE #016-12/13). The Redevelopment
Project is currently anticipated to be completed Ior occupancy in the Iourth quarter oI 2017.
Until construction oI the permanent Iacilities is complete, it is necessary Ior HTPA to continue
operating in the District-owned portable classrooms on the LAHC campus, which requires a
lease agreement with LACCD.

On May 14, 2013, the Board oI Education authorized the ChieI Facilities Executive, and/or his
designee(s), to extend the lease associated with the portable classrooms Ior a period oI
443
File Number: Rep-2-
up-to-Iive years beginning on July 1, 2013 (BOE #293-12/13). The previous lease expired on
June 30, 2013, and a new lease agreement has yet to be signed. However the previous lease
included a holdover tenancy clause, and LACCD provided written approval Ior HTPA to
continue operating on the LAHC site while the lease associated with the portable classrooms,
and the long-term lease associated with the to-be-constructed permanent Iacilities was being
negotiated by all parties. StaII worked with representatives oI LACCD to complete the lease
and development agreements. Both parties reached the conclusion that it would be more
practical to execute one lease agreement inclusive oI terms Ior both the portable classrooms and
the to-be-constructed permanent school Iacilities, instead oI two separate leases.
The proposed terms associated with the permanent school Iacilities eIIectively remain
unchanged Irom the inIormation considered and approved by the Board oI Education in August
2012 (BOE # 016-12/13). Under the proposed lease agreement Ior the permanent Iacilities,
LAUSD will pay LACCD up-to $276,500 annually. The overall cost Ior occupancy include
Contract Education instruction, a part-time counselor, security, and minimal Iees Ior shared use
oI LAHC Iacilities (rent costs have been eliminated). Costs are paid Ior by General Funds and
are subject to annual adjustments Ior escalation.

While the terms associated with the 40 year period oI the long-term lease remain unchanged,
the cost Ior the up-to Iive year period oI the portable classroom Iacilities is increasing. The
additional costs are attributed to security and Contract Education, both oI which have remained
relatively unchanged Ior at least six years. During the up-to Iive year period that the HTPA
program operates in temporary portable classrooms, LAUSD will pay LACCD $418,000
annually Ior the lease, an increase oI $89,000. Currently the District has a grant that Iunds a
part-time counselor to the end oI the 2016-17 school year. II the District is unable to renew this
grant, the District may be required to Iund the counselor Ior approximately $40,000, which
would result in a lease cost oI $458,000 Ior one year.

HTPA and LAHC are located in Educational Service Center South and Board District 7
(Vladovic).

Expected Outcomes:
Approval oI this proposed long-term lease will allow HTPA to continue to operate on the
LAHC campus Ior approximately 45 years.

II the Board approves this action, staII will proceed with the execution oI the lease agreement
Ior a period oI up-to 45 years. In the event that the permanent school Iacilities are not
developed in accordance with the development agreement, the term shall not extend past June
30, 2018.

II the Board does not approve the proposed action, the District may be required to vacate the
LAHC campus and the HTPA program could cease to exist.

This requested action does not impact current District policies. This action helps Iacilitate the
Board-adopted Facilities Services Division Strategic Execution Plan.

444
File Number: Rep-2-
Budget Impact:
The costs associated with the proposed long-term lease are Iunded by the General Fund,
Program Code 3114. The annual cost Ior the up-to Iive year lease period associated with the
temporary portable classrooms is $418,000. However, iI a grant is not awarded Ior a counselor,
the total lease cost Ior 2017/18 may increase to $458,000.

The annual cost Ior the up-to 40 year lease period associated with the LAUSD permanent
school Iacilities being constructed on the LAHC campus is estimated at $276,500 and is subject
to annual adjustments Ior escalation.

StaII has completed negotiations with LACCD regarding the material terms oI the long-term
lease agreement. The agreement is inclusive oI the District's lease oI land at LAHC Ior
temporary and permanent school Iacilities Ior the HTPA program. The terms oI the lease are as
Iollows:

1. Lease Term
- Temporary Portable Classrooms - July 1, 2013, until 90 days aIter substantial
completion oI the permanent site, not to extend past June 30, 2018.

- Permanent School Facilities - Beginning 90 days aIter substantial completion oI the
permanent site, and continuing Ior up to an additional 40 years.

2. Rent
- Temporary Portable Classrooms - $418,000 annually, which includes $154,000 Ior
rent, $110,000 Ior other Iacilities costs, plus a minimum oI $154,000 Ior educational
programming costs. The total anticipated cost oI this lease over the possible maximum
Iive-year term is $2,090,000. However, iI a grant is not awarded Ior a counselor, the
total lease cost Ior 2017/18 may increase to $458,000. Funding Ior this lease will be
provided Irom the General Fund Program Code 3114.

- Permanent School Facilities - $276,500 annually, which includes costs Ior shared
Iacilities, security and a part-time counselor, plus a minimum oI $154,000 Ior
educational programming costs which are subject to annual escalation. Funding Ior this
lease will be provided Irom the General Fund Program Code 3114.

445
TAB 20
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: Accounting and Disbursement - Controllers Office
Report oI cash disbursements
Reimbursement oI the Controller's Revolving Cash Fund
Donations oI money

Action Proposed:
1. Report oI cash disbursements: The Controller reports having disbursed the Iollowing
payments oI approved demands, and recommends that the Board approve the disbursements
against Iunds oI the District.

"A" Warrants dated November 1, 2013 through November 30, 2013.

Warrant Numbers:
9892462-9897874
9897882-9914349
9919497

Net total oI "A" Warrants issued: $ 21,923,955.16
Net total oI direct deposit payroll
(Automated Clearing House -ACH) issued: $198,001,269.73
Total net Amount oI Payroll Disbursements: $219,925,224.89

"B" Warrants dated November 1, 2013 through November 30, 2013.

"B" Warrants
Warrant Numbers:
20916737-20916852 20956365-20956592
20919132-20919247 20958761-20958881
20921840-20922075 20961687-20961862
20933612-20933876 20964515-20964675
20940728-20941114 20967522-20967686
20944279-20944470 20971130-20971258
20946772-20946941 20973663-20973797
20949607-20949829 20977649-20977743
20952596-20952907

446
Net total oI "B" Warrants issued: $ 89,297,358.19
Net total oI ACH payments issued: $126,825,887.64
Total net oI disbursements: $216,123,245.83

Total Amount oI Report: $436,048,470.72

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

2. Reimbursement oI the Controller's Revolving Cash Fund: Disbursements have been
made Irom the Revolving Cash Fund in accordance with Board Authorization (Board oI
Education Report No. 160-07/08, dated December 11, 2007) in the amount oI $279.88 Ior
check number 1206 issued in January 2014. It is recommended the Board approve
reimbursement oI the Revolving Cash Fund in the amount oI $279.88.

3. Donation oI Money: It is recommended that the donations be accepted; that
appreciation be expressed to the donors Ior their contributions; the Iunds in the amount
shown be deposited; and the Controller be authorized to draw checks Ior the purposes
shown below:

Date: 12/16/2013
Donor: The Bitty Foundation
Donation: $32,000.00
For use at: 42nd Street Elementary School
Purpose: To provide Iunding Ior the school's Playworks program.

Date: 12/12/2013
Donor: Gwendolyn Sexton Foundation
For use at: Eagle Rock Senior High School
Purpose: To provide Iunding Ior purchase oI 45 computers and soItware, and partial
Iunding Ior the school's McDonald's basketball tournament.

Date: 12/16/2013
Donor: Friends oI Wonderland
For use at: Wonderland Avenue Elementary School
Purpose: To provide Iunding Ior 6-hour Teacher Assistants and Library Aides.

Date: 12/18/2013
Donor: Friends oI Ivanhoe
For use at: Ivanhoe Elementary School
Purpose: To provide Iunding Ior day-to-day substitutes.

Date: 01/07/2014
Donor: The Philanthropy Roundtable
447
Donation: $250,000.00
For use at: Cortines High School oI Visual & PerIorming Arts
Purpose: To provide Iunding Ior materials and supplies Ior Arts classrooms.

Background:
This is a recurring monthly board report Ior the board to approve various Iinancial
transactions that occur as part oI school business.

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

A yes vote:
1. Approves the previously disbursed payments;
2. Approves the reimbursement oI the Controller's Revolving Cash Fund; and
3. Accepts the donations oI money.

A no vote could cause the cancellation oI previously issued payments, non-replenishment oI
Controller's revolving account, and decline cash donations made to the District.

This board report does not change any school policy.

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

The Board will be approving routine District Iinancial transactions.

448
TAB 21
Text FiIe
Sequence
Version: 2
Youth CareerConnect Grant Application Approval
Action Proposed:
The Board oI Education approves the district`s request to submit the Youth CareerConnect
grant application Ior a potential $7 million award Irom the Department oI Labor.
Background:
The Youth CareerConnect grant program is designed to encourage America`s school districts,
institutions oI higher education, the workIorce investment system, and their partners to scale up
evidence-based high school models that will transIorm the high school experience Ior
America`s youth. Youth CareerConnect schools will strengthen America`s talent pipeline
through:
Integrated Academic and Career-Focused Learning: Grants will provide students
with education and training that combines rigorous academic and career-Iocused
curriculum to increase students` employability in in-demand industries and prepare them
Ior employment, post-secondary education, long-term occupational skills training, or
registered apprenticeships.
Work-Based Learning and Exposure to the World of Work: Strong partnerships will
provide work-based learning opportunities. In addition to actual work experience, youth
participants will also participate in Iield trips, job shadowing, or other types oI
opportunities that provide students with exposure to diIIerent career paths and prepare
them Ior the world oI work.
Robust Employer Engagement: Employer partners will provide work-based learning
and mentoring, creating a path Ior students to in-demand industries and occupations
including those in inIormation technologies, advanced manuIacturing and other science,
technology, engineering and math (STEM) Iields. Employers will also work closely with
schools on proIessional development and training Ior staII to drive the sustainability oI
the program over the long term.
Individualized Career and Academic Counseling: As an integral part oI the program
design, students will be provided with individualized career and academic counseling
experiences to strengthen their career and post-secondary awareness and explore
opportunities beyond high school.
449
Integration of Post-secondary Education and Training: Students will participate in
education and training, while they are still in high school, that leads to credit toward a
post-secondary degree or certiIicate and an industry recognized credential, where
appropriate.
LAUSD is applying Ior this grant to strength and expand its Linked Learning high school
pathways as the Iour core elements oI LL are aligned to the Iocus oI the Youth CareerConnect
grant: a strong academic component; a challenging technical element (tied to one oI
CaliIornia`s 15 industry sectors) linked to academics; a spectrum oI work-based learning
experiences (WBL); and support services.
LAUSD has established a total oI 21 small high school 'pathways, three oI which are Arts,
Media and Entertainment Linked Learning certiIied pathways (Los Angeles High School oI the
Arts at RFK, Los Angeles School oI Global Studies at Miguel Contreras, and New Media at
Hollywood High School), and one which is a certiIied STEM pathway (STEM Academy oI
Hollywood at Helen Bernstein). These schools serve as models Ior Iuture pathways, as Linked
Learning is a major secondary reIorm strategy.

Expected Outcomes:
LAUSD is proposing to implement a Youth CareerConnect program Iocused on three Linked
Learning STEM pathways and three Business and Finance pathways that will, aIter 2-4 years,
serve as models and practitioner centers Ior other career-alike pathways. Two pathways, STEM
Academy and School oI Business and Tourism, will serve as mentors Ior the other two
pathways in their industry sector, creating support networks. The program will also build the
capacity oI the two lead pathways
STEM Pathways
STEM Academy of Hollywood at Bernstein H.S.,
Mentor Pathway, Pilot School, Promise Zone School
Sylmar Biotech Academy at Sylmar H.S.,
Promise Zone School
School of Medical Sciences, Art and Technology, Manual Arts H.S.,
Small Learning Community in a Comprehensive High School
Business & Finance Pathways
School of Business & Tourism, Miguel Contreras H.S.,
Mentor Pathway, Pilot School
International Trade Academy, Banning H.S.,
Small Learning Community in a Comprehensive High School
Responsible Indigenous Social Entrepreneurs, Augustus Hawkins Community
450
School,
Pilot School
'Yes- The approval would allow the district to move Iorward with submitting the Youth
CareerConnect Grant proposal. II successIul, the district would
receive a
projected $7 million.
'No - The denial oI the application would prevent LAUSD Irom submitting the Youth
CareerConnect Grant proposal and as a result the district will not be considered Ior a $7 million
grant Irom the Department oI Labor.
None
Budget Impact:
No general Iund, unrestricted impact. The $7 million grant will be used Ior personnel,
equipment, materials, parent and student college visits, and proIessional development.
None
Attachments:
None
451
TAB 22
Text FiIe
Sequence
Version: 1
FiIe Type: BOE Report In ControI: ntensive Support and nnovation
:
Closure oI ArtLAB and Civitas High Schools
..Action Proposed:
Approve the request to close ArtLAB High School at Sonia Sotomayor Learning Academies and
Civitas School oI Leadership at the Edward R. Roybal Learning Center campus due to low
enrollment and Iinancial, programmatic and staIIing constraints.
..Background:
Both the Sotomayor and Roybal campuses house small high schools that have been negatively
impacted by a steady pattern oI declining enrollment. ArtLAB and Civitas each currently have
well below 300 students enrolled. As a result, the schools are struggling to remain Iiscally
solvent, maintain adequate staIIing, and provide an A-G curriculum Ior their students.
Additionally, there is a lack oI academic progress at each school.
In order to address the issue oI declining enrollment in the attendance area and to ensure
programmatic and Iinancial sustainability, it is recommended that ArtLAB and Civitas high
schools be closed beginning in the 2014-2015 school year. Currently enrolled students at these
schools will have the opportunity to select Irom other schools on their campus or in their
respective attendance areas.
ArtLAB
StaII at all three pilot schools on the Sotomayor campus have been severely impacted by low
enrollment, and each school has needed signiIicant oII-norm resources to provide basic program
requirements. Closing one oI the three schools will allow ongoing support and additional
enrollment Ior the remaining two schools that are on an upward trajectory.
Based upon declining enrollment patterns, perIormance indicators, and three years oI school
reviews, ArtLAB High School on the Sotomayor campus is recommended to be closed Ior the
Iollowing reasons.
Enrollment Challenges
Norm Day enrollment at ArtLAB has declined Irom 294 students in 2012-13 to 274
students this school year. Meanwhile, the other two LAUSD schools on the campus
have maintained their 2012-13 enrollment levels.
452
Ninth grade enrollment at ArtLAB has decreased by more than halI, declining Irom 108
students when it opened in 2011-12 to just 50 students in 2013-14.
As oI the 2013 Iall Norm Day, there were only 50 students enrolled in 9th grade, 82
students in10th grade, 80 students in11th grade, and 47 students in12th grade at
ArtLAB.
E-Cast projections have consistently been under 400 students and enrollment Ior the
entire campus increased Ior 2013 by only 3 (less than 50 students total campus-wide)
Low enrollment prevents the school Irom providing the required A - G instructional
program Ior all students. Further, the school required signiIicant oII-norm resources in
2012-13 and 2013-14 to implement basic instructional program requirements.
Acaaemic Progress
PerIormance indicators show ArtLAB to have the poorest overall perIormance oI the 5
high schools at the Sonia Sotomayor Learning Academies.
ArtLAB`s 2013 growth API oI 634 is the lowest oI the Sotomayor Learning Academies
and declined Irom an API oI 649 in 2012. Meanwhile, the API scores oI the two other
pilot schools increased Irom 720 to 755 and Irom 650 to 658 during the same period.
A review oI ArtLAB`s 2012-13 data showed a lack oI progress, with declining
proIiciency rates in both ELA and Mathematics Irom the prior year. Meanwhile, the
rates oI students scoring below and Iar below basic increased Irom 74 to 85 in
mathematics and Irom 27 to 33 in ELA between 2012 and 2013.
Just 2.7 oI students scored proIicient or advanced in mathematics and 29 oI students
scored proIicient or advanced in ELA, signiIicantly lower than the District averages.
CAHSEE pass rates Ior 10th graders at ArtLAB decreased Irom 67 to 51 between
2012 and 2013, while rates at the other two pilot schools increased.
Civitas School of Leadership (CSL) High School
Civitas is one oI 17 school choices in the Belmont Zone oI Choice. Opened in 2007, the school
has been experiencing declining enrollment since 2010 and has struggled academically.
Based upon declining enrollment patterns, perIormance indicators, and Iour years oI school
reviews, Civitas School oI Leadership High School on the Roybal campus is recommended to
be closed Ior the Iollowing reasons.
Enrollment Challenges
Enrollment at Civitas has steadily declined over the last Iour years, dropping Irom a peak
oI 402 students in 2010 to 247 students this school year.
Ninth grade enrollment at Civitas has decreased by almost two-thirds, declining Irom
158 students in 2010-11 to just 57 students in 2013-14.
As oI the 2013 Iall Norm Day, there were 57 students enrolled in 9th grade, 65 students
in10th grade, 79 students in11th grade, and 62 students in12th grade at Civitas.
Low enrollment prevents the school Irom providing the required A - G instructional
program Ior all students.
Acaaemic Progress
Four years oI school reviews have identiIied a continued pattern oI lack oI rigorous,
standards-based instruction and low student achievement. The most recent review was
453
conducted on January 14, 2014.
A review oI Civitas` Iall, 2013 summative data showed incremental progress on CST`s,
yet only 5 oI students are proIicient in mathematics and 23 oI students are proIicient
in ELA, signiIicantly lower than the LAUSD average.
Just 46 oI 10th graders at Civitas passed CAHSEE in 2012-13, a slight decrease Irom
the prior year and well below the LAUSD average oI 71.
The percentage oI students graduating in Iour years decreased Irom 55 in 2011-12 to
51 in 2012-13, markedly below the LAUSD average oI 66.
PerIormance indicators show Civitas to have the poorest overall perIormance oI all the
17 school choices within the Belmont Zone oI Choice.
While Civitas` 2013 API score increased to 605, it remains the lowest oI all schools in
the Belmont Zone oI Choice.
Expected Outcomes:
Board approval will allow the District to close ArtLAB and Civitas, which will allow per-pupil
allocations to Iollow students to the remaining high schools at Sotomayor and the Belmont
Zone oI Choice. The inIlux oI students Irom the closed schools will bolster the academic
programs and Iiscal sustainability oI the existing schools on the Sotomayor campus and in the
Belmont Zone oI Choice.
A 'yes vote will allow LAUSD staII to proceed with transition planning and the closure oI
ArtLAB and Civitas high schools.
A 'no vote will prevent LAUSD staII Irom proceeding with transition planning Ior closure,
perpetuating the Iiscal insolvency and programmatic deIiciencies at Civitas and the Sotomayor
campus.
No policy implications are projected.
Budget Impact:
No budget impact is projected due to the closure oI Civitas high school.
During the 2013-2014 school year, LAUSD provided $583,565 in supplemental Iunding Ior 5
oII-norm teacher FTE positions, Operations Coordinator, Librarian and Athletic Director to
oIIset the staIIing shortage caused by low enrollment.
In order to support the remaining two LAUSD schools on the Sotomayor campus, an estimated,
oI $220,070 in additional oII-norm resources will be committed Ior a three-year period in order
to provide the Iollowing services to Sotomayor students:
Full-time Counselor
Campus Aide
454
Psychiatric Social Worker
Pupil Services and Attendance Counselor
Providing these additional resources to the two Sotomayor schools will allow the teaching staII
to Iocus on strengthening their instructional program. StaII will also have time to collaborate
and plan lessons together, which can improve rigor in teaching and create the space needed Ior
teacher support.
The decision to close ArtLAB at Sotomayor and Civitas at Roybal was largely based on the
Iinancial and programmatic implications oI declining enrollment and relative academic
perIormance to other schools on the campuses. Closure is a way to ensure long-term Iinancial
sustainability and allow the remaining schools on the Sotomayor campus and in the Belmont
Zone oI Choice to accelerate student achievement.
II the LAUSD Board does not approve the closure oI ArtLAB and Civitas pilot schools, the
three LAUSD schools on the Sotomayor campus and Civitas will continue to struggle without
adequate Iunding and the inability to appropriately staII the respective schools to provide an
A-G curriculum. Closure is a cost-savings investment strategy to enroll students in higher
perIorming schools that provide a Iull A-G curriculum Ior every student.
Attachments:
X- Informative
Desegregation
Impact Statement
455

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Board of Education
Report No. 256-13/14
For 2.11.2014, Board Meeting

Intensive Support and Innovation (ISIC)

INFORMATIVE



SUBJECT: CLOSURE OF TWO PILOT SCHOOLS AND TRANSITION TIMELINE

ArtLAB

ArtLAB is one of three pilot schools co-located on the Sotomayor Learning Academies
campus that opened in 2011-12 through the Public School Choice 2.0 process. Since
opening, the area has been challenged by declining enrollment and E-Cast projections
have consistently been under 400 students; enrollment for the entire campus increased for
2013 by only 3% (less than 50 students total campus-wide). To help address the negative
fiscal impact of low enrollment, significant off-norm resources have been provided to each
of the three schools to implement basic instructional program requirements.

Two of the pilot schools on the Sotomayor campus (the School of History and Dramatic
Arts and the LA River School) have maintained their enrollment between 2012-13 and
2013-14. However, ArtLAB decreased from 294 students to 274 students over this same
period. Additionally, ArtLABs 9
th
grade enrollment has decreased by more than half
since it opened, dropping from 108 students in 2011-12 to just 50 students in 2013-14,
greatly impacting the schools short and long term financial sustainability.

As part of the PSC process, annual School Quality Reviews were conducted at each of the
schools to gauge progress towards instructional goals. The qualitative process is self-
reflective and consists of focus groups and classroom observations by key stakeholders,
along with a review of school performance data. Compared with the other schools on the
Sotomayor campus, ArtLAB is the lowest performing and has struggled to increase
proficiency rates and make progress on other performance indicators.

Between 2012 and 2013, ArtLABs API score decreased 15 points to 634, which was the
lowest of all the schools at Sotomayor. In contrast, API scores for the two other pilot
schools increased from 720 to 755 (at SoHDA) and from 650 to 658 (at LARS) during the
same period. The rates of ArtLAB students scoring below and far below basic increased
from 27% to 33% in ELA and from 74% to 85% in math; and, just 2.7% of students
scored proficient or advanced in mathematics and 29% in ELA. CAHSEE pass rates for
457

10th graders at ArtLAB decreased from 67% to 51%, while rates at the other two pilot
schools increased.

Despite the provision of off-norm positions, the staff at all three schools have been
severely impacted by the lack of adequate financial resources and each of the schools are
struggling to provide the robust education and support services their students deserve.
Closing ArtLAB, which has declined in both enrollment and academic performance, will
provide a boost in enrollment to the two schools on an upward trajectory and will better
serve students by providing the resources needed to create a strong instructional
program. The District is committed to providing additional resources for three more years
(including a full-time counselor, campus aide, psychiatric social worker, and pupil
services and attendance counselor) to help SoDHA and LARS continue to strengthen their
academic programs. Additionally, all remaining schools on the campus are committed to
working together to develop a music program, Wellness Center, and College Center.

Following is a table that shows the various activities and stakeholder engagement that
ISIC has undertaken to present the closure recommendation for ArtLAB, as well as the
transition plan to transfer students and provide them with information on their school
choices. The transition plan also includes support for school staff.

Date Activity
December 10, 2013 A parent information packet consisting of a letter,
flyer with schedule of parent, student and
community meetings, and Q&A distributed to all
students, and mailed home. Initial meeting with
parents, students and community to inform of the
recommendation.
December 13 & 17, 2013 Coffee with the Principal hosted for parents.
December 16, 2013 Student Listening Campaign hosted to hear student
feelings, concerns and school choice interests for
the 2014-15 school year in small focus groups.
December 20, 2013 Meeting with teachers to discuss their transition
and HR.
Jan 15, 16, 21, 22, 2014 Parent, student, and community meeting to discuss
closure. Counselors visit students in Advisory
classes to present academic programs for the 2 two
other pilot schools (LARS and SOHDA) on
campus.
January 17, 2014 Student Listening Campaign hosted to address
teacher questions and support requested.
January 25, 2014 Parent and student meeting and information fair
for students and parents to learn about and visit
LARS and SoHDA prior to the Zone of Choice
Process.
Week of January 27 Zone of Choice application process for current 9
th
,
10
th
, and 11
th
grade students.

458

Civitas School of Leadership

Civitas opened in 2007 on the campus of Belmont High School, as one of the ten initial
pilot schools under Local District 4. Now in its seventh year of operation, the school
moved to the Roybal Learning Center campus in 2008. After reaching a peak of 402
students in 2010, total enrollment at Civitas has declined steadily, with only 247 students
enrolled in 2013-14. Ninth grade enrollment has decreased even more markedly since
2010, dropping from 158 students to just 57 students, greatly impacting the schools short
and long term financial sustainability.

The Pilot School Steering Committee conducted in-depth reviews of the school in 2011,
2012 and a follow-up review in the Spring of 2013. The reviews consisted of an analysis
of summative data, classroom observations, focus-group interviews with the principal,
students and teachers, and a presentation from the schools Instructional Leadership Team.
In each review, Steering Committee members and the schools ISIC Instructional Director
assessed the schools progress towards their stated goals and indicated a lack of adequate,
sustained progress. Reviewers identified numerous areas of concern, including:
Academic rigor and real world relevance
Differentiation for English Learners
Use of instructional time and time on task
Standards based instruction and use of rigorous, standards-based assessments to
inform instruction

The most recent review was conducted on Tuesday, January 14, 2014. Overall, the
reviews of the school over the past four years have identified a continued pattern of lack
of rigorous, standards based instruction and low student achievement. Declining
enrollment, coupled with the findings from the school performance reviews, minimal
academic growth, and a lack of progress in meeting the schools identified goals supports
the recommendation to close Civitas. Students at Civitas will have the opportunity to
attend one of the 16 other school options in the Belmont Zone of Choice.

The following table shows the various activities and stakeholder engagement that ISIC has
undertaken to present the closure recommendation for Civitas to the school community, as
well as the transition plan to transfer students and provide them with school choices. The
transition plan also includes support for school staff.

Date Activity
January 15, 2014 A parent information packet consisting of a
letter, flyer with schedule of parent, student
and community meetings, and Q&A
distributed to all students, and mailed home.
Initial meeting with parents, students and
community to inform of the
recommendation.
January 15-16, 2014 Crisis team and HR available to school.
January 16, 2014 Coffee with the principal hosted for parents.
January 22, 2014 Student Listening Campaign hosted to hear
student feelings, concerns and school choice
459

interests for the 2014-15 school year in
small focus groups.
January 23 & 24, 2014 Information Fair of the Belmont Zone of
Choice, with an opportunity for parents and
students to make their new school selections
on the spot.
Week of January 27th Zone of Choice application process for
current 9
th
, 10
th
, and 11
th
grade students.


c: Michelle King
David Holmquist
Donna Muncey
Jefferson Crain

460

Board of Education
Report No. 256-13/14
For 2.11.2014, Board Meeting

Intensive Support and Innovation (ISIC)

INFORMATIVE



SUBJECT: CLOSURE OF TWO PILOT SCHOOLS AND TRANSITION TIMELINE

ArtLAB

ArtLAB is one of three pilot schools co-located on the Sotomayor Learning Academies
campus that opened in 2011-12 through the Public School Choice 2.0 process. Since
opening, the area has been challenged by declining enrollment and E-Cast projections
have consistently been under 400 students; enrollment for the entire campus increased for
2013 by only 3% (less than 50 students total campus-wide). To help address the negative
fiscal impact of low enrollment, significant off-norm resources have been provided to each
of the three schools to implement basic instructional program requirements.

Two of the pilot schools on the Sotomayor campus (the School of History and Dramatic
Arts and the LA River School) have maintained their enrollment between 2012-13 and
2013-14. However, ArtLAB decreased from 294 students to 274 students over this same
period. Additionally, ArtLABs 9
th
grade enrollment has decreased by more than half
since it opened, dropping from 108 students in 2011-12 to just 50 students in 2013-14,
greatly impacting the schools short and long term financial sustainability.

As part of the PSC process, annual School Quality Reviews were conducted at each of the
schools to gauge progress towards instructional goals. The qualitative process is self-
reflective and consists of focus groups and classroom observations by key stakeholders,
along with a review of school performance data. Compared with the other schools on the
Sotomayor campus, ArtLAB is the lowest performing and has struggled to increase
proficiency rates and make progress on other performance indicators.

Between 2012 and 2013, ArtLABs API score decreased 15 points to 634, which was the
lowest of all the schools at Sotomayor. In contrast, API scores for the two other pilot
schools increased from 720 to 755 (at SoHDA) and from 650 to 658 (at LARS) during the
same period. The rates of ArtLAB students scoring below and far below basic increased
from 27% to 33% in ELA and from 74% to 85% in math; and, just 2.7% of students
scored proficient or advanced in mathematics and 29% in ELA. CAHSEE pass rates for
461

10th graders at ArtLAB decreased from 67% to 51%, while rates at the other two pilot
schools increased.

Despite the provision of off-norm positions, the staff at all three schools have been
severely impacted by the lack of adequate financial resources and each of the schools are
struggling to provide the robust education and support services their students deserve.
Closing ArtLAB, which has declined in both enrollment and academic performance, will
provide a boost in enrollment to the two schools on an upward trajectory and will better
serve students by providing the resources needed to create a strong instructional
program. The District is committed to providing additional resources for three more years
(including a full-time counselor, campus aide, psychiatric social worker, and pupil
services and attendance counselor) to help SoDHA and LARS continue to strengthen their
academic programs. Additionally, all remaining schools on the campus are committed to
working together to develop a music program, Wellness Center, and College Center.

Following is a table that shows the various activities and stakeholder engagement that
ISIC has undertaken to present the closure recommendation for ArtLAB, as well as the
transition plan to transfer students and provide them with information on their school
choices. The transition plan also includes support for school staff.

Date Activity
December 10, 2013 A parent information packet consisting of a letter,
flyer with schedule of parent, student and
community meetings, and Q&A distributed to all
students, and mailed home. Initial meeting with
parents, students and community to inform of the
recommendation.
December 13 & 17, 2013 Coffee with the Principal hosted for parents.
December 16, 2013 Student Listening Campaign hosted to hear student
feelings, concerns and school choice interests for
the 2014-15 school year in small focus groups.
December 20, 2013 Meeting with teachers to discuss their transition
and HR.
Jan 15, 16, 21, 22, 2014 Parent, student, and community meeting to discuss
closure. Counselors visit students in Advisory
classes to present academic programs for the 2 two
other pilot schools (LARS and SOHDA) on
campus.
January 17, 2014 Student Listening Campaign hosted to address
teacher questions and support requested.
January 25, 2014 Parent and student meeting and information fair
for students and parents to learn about and visit
LARS and SoHDA prior to the Zone of Choice
Process.
Week of January 27 Zone of Choice application process for current 9
th
,
10
th
, and 11
th
grade students.

462

Civitas School of Leadership

Civitas opened in 2007 on the campus of Belmont High School, as one of the ten initial
pilot schools under Local District 4. Now in its seventh year of operation, the school
moved to the Roybal Learning Center campus in 2008. After reaching a peak of 402
students in 2010, total enrollment at Civitas has declined steadily, with only 247 students
enrolled in 2013-14. Ninth grade enrollment has decreased even more markedly since
2010, dropping from 158 students to just 57 students, greatly impacting the schools short
and long term financial sustainability.

The Pilot School Steering Committee conducted in-depth reviews of the school in 2011,
2012 and a follow-up review in the Spring of 2013. The reviews consisted of an analysis
of summative data, classroom observations, focus-group interviews with the principal,
students and teachers, and a presentation from the schools Instructional Leadership Team.
In each review, Steering Committee members and the schools ISIC Instructional Director
assessed the schools progress towards their stated goals and indicated a lack of adequate,
sustained progress. Reviewers identified numerous areas of concern, including:
Academic rigor and real world relevance
Differentiation for English Learners
Use of instructional time and time on task
Standards based instruction and use of rigorous, standards-based assessments to
inform instruction

The most recent review was conducted on Tuesday, January 14, 2014. Overall, the
reviews of the school over the past four years have identified a continued pattern of lack
of rigorous, standards based instruction and low student achievement. Declining
enrollment, coupled with the findings from the school performance reviews, minimal
academic growth, and a lack of progress in meeting the schools identified goals supports
the recommendation to close Civitas. Students at Civitas will have the opportunity to
attend one of the 16 other school options in the Belmont Zone of Choice.

The following table shows the various activities and stakeholder engagement that ISIC has
undertaken to present the closure recommendation for Civitas to the school community, as
well as the transition plan to transfer students and provide them with school choices. The
transition plan also includes support for school staff.

Date Activity
January 15, 2014 A parent information packet consisting of a
letter, flyer with schedule of parent, student
and community meetings, and Q&A
distributed to all students, and mailed home.
Initial meeting with parents, students and
community to inform of the
recommendation.
January 15-16, 2014 Crisis team and HR available to school.
January 16, 2014 Coffee with the principal hosted for parents.
January 22, 2014 Student Listening Campaign hosted to hear
student feelings, concerns and school choice
463

interests for the 2014-15 school year in
small focus groups.
January 23 & 24, 2014 Information Fair of the Belmont Zone of
Choice, with an opportunity for parents and
students to make their new school selections
on the spot.
Week of January 27th Zone of Choice application process for
current 9
th
, 10
th
, and 11
th
grade students.


c: Michelle King
David Holmquist
Donna Muncey
Jefferson Crain

464
TAB 23
Text File
Agenda Date: 2/11/2014 Status: Draft Version: 1
File Type: BOE Report In Control: Board of Education
Agenda Number:

Process to Appoint an Interim Representative For Board District 1

Action Proposed:
That the Board approve the process detailed in Attachment A and the areas of responsibility and
preferable qualifications detailed in Attachment B for the appointment of an interim representative
for Board District 1 to serve until an elected representative is certified and sworn in by the City of
Los Angeles.

Background:
Following the passing of Board Member Marguerite LaMotte, the Board of Education requested the
City of Los Angeles schedule an election consolidated with the already scheduled June 3, 2014
election, and a runoff, if necessary, on August 12, 2014. The Los Angeles City Council approved
this request at the January 10, 2014 City Council meeting.

On January 21, 2014, the Board of Education approved a resolution to establish an Ad Hoc Board
Committee, led by Board Member Zimmer, to work with Legal Counsel and the Board Secretariat
to outline job duties, to receive input from the community, establish a process for application, a
rubric for evaluation of applications and a process for making an interim representative
recommendation to the Board.

The intent will be to identify an interim representative to be approved and installed at the Regular
Board meeting to be scheduled for March 4, 2014.

Expected Outcomes:
The Board will approve a process to allow for a representative to be selected and approved by the
Board on March 4, 2014.

A yes vote will approve the process that will be followed to implement the selection of an interim
representative for Board District 1. A no vote will slow the process and possibly make it
impossible to fulfill the Board adopted action to allow for the installation of an interim
representative on March 4, 2014.

The Board of Education has not installed an interim representative to serve a Board District in the
past.


Budget Impact:
No changes to the District budget will be required since it is anticipated that the existing budget
supporting the operation of Board District 1 will be used to fund the interim representative position.
It is expected that the application and appointment process will use existing resources and not
require additional funding.

Attachments:
Attachment A - Interim Representative Appointment Timeline
Attachment B - Interim Representative Responsibilities and Qualifications


RESOLUTIONS
TAB 24
Text FiIe
FiIe Number: Res-034-11/12
Agenda Date: 2/11/2014 Status: Old Business Version: 1
FiIe Type: Board Resolution In ControI: Board Secretariat Office
Mr. Zimmer-Investing Priorities Ior Equitable Learning Environments Ior All LAUSD
Students (Noticed September 10, 2013 and Postponed Irom Previous Board Meetings)
Whereas, The passage oI Proposition 30 and the Governor`s Local Control Funding
Formula (LCFF) proposal present the Los Angeles UniIied School District an
opportunity to stabilize schools, invest in programs that support improved student
achievement, restore essential positions and restore some oI the sacriIices made by
employees so the District could survive the budget crisis;
Whereas, Declining enrollment, Federal sequestration, and an unstable long-term
Iinancial picture require the District to make balanced, strategic and inIormed budget
decisions to ensure school community stability in the coming years;
Whereas, Five years oI devastating cuts to basic programs and services at school sites
have dramatically aIIected the resources available to students and Iamilies and have
negatively aIIected academic experiences;
Whereas, District employees have not been able to receive Cost OI Living Adjustment
(COLA) increases throughout the budget crisis; and
Whereas, Governing Board oI the Los Angeles UniIied School District resolutions have
directed the Superintendent and the Board to engage parents, community and our
bargaining unit representatives in soliciting input on priorities Ior the Board to use when
implementing the LCFF; now, thereIore, be it
Resolved, That the Superintendent, in accordance with District goals, policies and
mandates, prioritize stabilizing schools, re-hiring staII to Iill needed positions and
restoring programs as the Iirst round oI LCFF Iunding is delivered to the District and the
Superintendent delivers budget priorities to the Board;
Resolved Iurther, That the Superintendent be guided by the Iollowing principles as he
develops stabilization, re-hiring and program restoration plans:
Increasing student achievement and graduation
Bringing the District in line with national averages Ior class size, counselor
ratios, administrator ratios, and clerical and classiIied ratios;
Eliminating the statutory rehire lists and returning severed employees working in
467
File Number: Re--
temporary status to permanent status;
Increasing student, staII and community saIety in and around our school
communities;
Seeing input on Iunding priorities Irom parents, students, staII, and community
members and bargaining units;
Resolved Iurther, That the Superintendent also prioritize incremental salary restoration
Ior all employees to meet at least the State statutes Ior COLA Ior the 2012-13 Iiscal year
and work with our bargaining unit partners to develop a strategy Ior District-wide
restoration over time; and, be it Iinally
Resolved, That the Superintendent work with parents, students, community and
bargaining units to develop immediate priority issues to be considered Ior Iunding,
should Local Control Funding Formula Iunding be released during the 2013-14 school
year.
468
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INTER-OFFICE CORRESPONDENCE
Transmittal Form

TO: Michelle King, Deputy Superintendent DATE: 9/6/13

FROM: Tony Atienza, Director
Budget Services and Financial Planning

SUBJECT: Investing Priorities for Equitable Learning Environments for all LAUSD Students:
BUDGET IMPACT STATEMENT

Budget Impact
Prioritize stabilizing schools, re-hiring staff to fill needed positions and restoring programs as the
first round of LCFF funding is delivered to the District and the Superintendent delivers budget
priorities to the Board
No budget impact, since this resolve is only asking the Superintendent to prioritize the funding we
receive.

Increase student achievement and graduation
No budget impact; the assumption is that we will use available funding to increase student
achievement.

Reduction of Staffing Ratios to National Averages:
National
Averages
Change in Staffing
Required to Achieve Ratio
Cost based on average
salary + benefits
Elementary Class Size* 21.2 +2,368 FTEs $229.7 million
Middle Class Size* 26.8 +477 FTEs $46.3 million
High School Class Size* 26.8 +752 FTEs $72.9 million
Counselor 470.9:1 +199 FTEs $19.7 million
Administrator Ratios** 299.8:1 +1,194 FTEs $157.4 million
Clerical Ratios*** Unknown Unknown Unknown
Classified Ratios*** Unknown Unknown Unknown

Eliminate Statutory Rehiring Lists; Return Severed Employees Working in Temporary Status to
Permanent Status
Implementation time frame directly impacts the cost to eliminate current statutory rehire lists as normal
employee attrition via retirements and other departures are backfilled with employees from the rehire
list over time, thereby reducing the cost to rehire the remaining employees on the list. Assuming the
current lists were retired today, the costs are reflected below:
Estimated cost to eliminate current Human Resources rehiring lists is $95.9 million, restoring 1,013
positions.

Estimated cost to eliminate current Personnel Commission rehiring lists is $411.1 million, restoring
7,190 positions.

The cost to return severed employees working in temporary status is included in the costs above since
470
these employees are on the rehire lists being eliminated. There will be an unknown budget impact
related to day-to-day substitutes as a result of teachers moving out of the substitute pool, while demand
for substitute teachers across the district may remain constant, increase or decrease.

Increase Student, Staff and Community Safety in and around school communities
As a guiding principle, this item has no cost unless a specific action is taken to augment or enhance
staffing or services. Those costs will be identified in the Budget Impact Statement attached to a
resolution or Board Report when the action is taken by the Board.

Incremental salary restoration, equivalent to 12-13 COLA of 3.24% and develop a strategy for
district-wide restoration over time with bargaining unit partners.
A 3.24% increase in salaries would cost approximately $129.6 million at full implementation, and
would be an ongoing annual increase in operating costs. Incremental implementation of a
compensation increase would incur a portion of the $129.6 million total cost each year, and ongoing,
until full implementation of the total $129.6 million increase is achieved. The cost increase in each
year of a phased implementation plan will depend on the timeline identified for implementation.

Seek input on funding priorities from parents, students, staff, and community members and
bargaining units. Develop immediate funding priorities should LCFF funding be released in FY
13-14
This information has already been gathered by Budget Services and Financial Planning in response to
Board Resolution To Engage the Los Angeles Unified School District Community and Establish Fiscal
Priorities.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
Tony.Atienza@lausd.net
*Class size is available in the NCES 2011-12 data set, other ratios are currently available for 2010-11.
**Includes only Principals and Assistant Principals
***A comparison to national clerical ratios is not possible because NCES data aggregate school district
administrative support staff, school and library support staff, student support staff, and other support services staff
into a single ratio, whereas LAUSD clerical ratios are solely school-level clerical staff ratios. A national average
for classified staff to student ratio could not be identified.
Source: National Center for Education Statistics, 2011-12 Table 209.30 & 2010-11 Table 92.
http://nces.ed.gov/programs/digest/d13/tables/dt13_209.30.asp
http://nces.ed.gov/programs/digest/d12/tables/dt12_092.asp

471
TAB 25
Text FiIe
FiIe Type: Board Resolution In ControI: Board Secretariat Office
Mr. Zimmer - Examining Recruitment and StaIIing Challenges within LAUSD Special
Education and Early Childhood Divisions (Noticed November 12, 2013)
Whereas, The Los Angeles UniIied School District (District) is committed to providing
every student with a quality education in a saIe learning environment;

Whereas, Special Education Assistants, Special Education Trainees, Health Care
Assistants, Special Needs Assistants, Sign Language Interpreters, and other Special
Education classiIications accepted reductions in work hours in 2012 to assist the District
in balancing its budget and to avoid layoIIs;

Whereas, Special Education employees report that this reduction oI hours has resulted in
negative impacts to student health, saIety, and learning; and

Whereas, The Division oI Special Education is experiencing numerous challenges
related to Iunding and recruitment oI employees; now, thereIore, be it

Resolved, That the Governing Board oI the Los Angeles UniIied School District
recognizes that employees working in the Division oI Special Education help provide
services that assist in assuring the health and saIety oI students throughout the District;
Resolved Iurther, That the Board directs the Superintendent to work with parents, staII
and others that have been aIIected by cuts to the Division oI Special Education to
evaluate the impacts the reduction in staII hours has had on student health, saIety, and
learning;
Resolved Iurther, That the Board also directs the Superintendent to identiIy recruitment
and training strategies to Iill certiIicated and classiIied positions in the Divisions oI
Early Childhood Education and Special Education that have been diIIicult to staII;
Resolved Iurther, That the Board directs the Superintendent to report back to the Board
on the potential advantages and Ieasibility oI re-instituting a career ladder training
partnership and other tuition reimbursement programs Ior classiIied employees seeking
Special Education credentials and/or certiIication; and, be it Iinally
Resolved, That the Board directs the Superintendent to report back in 90 days on the
impact oI Division oI Special Education staII hours reductions on student health, saIety,
472
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and learning and recruitment and training methods Ior Divisions oI Early Childhood
Education and Special Education staII.
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INTER-OFFICE CORRESPONDENCE
Transmittal Form

TO: Michelle King, Deputy Superintendent DATE: 11/13/13

FROM: Tony Atienza, Director
Budget Services and Financial Planning

SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT

Resolution Title:
Resolution to Examine Recruitment and Staffing
Challenges within LAUSD
Special Education and Early Childhood
Divisions
Presented By: Board Member Steve Zimmer
Date Noticed: November 12, 2013

Date Presented for Action: Scheduled for Action at
the December 10, 2013, Board Meeting

Budget Impact

The resolution calls for a report in 90 days, which addresses staffing & recruitment strategies, training and
tuition reimbursement, and training partnerships. There is no direct general fund budget impact resulting
from this action. Subsequent Board action to implement strategies identified in the requested report are
likely to have a fiscal impact, as identified within the report.

Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
Tony.Atienza@lausd.net
475
TAB 26
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FiIe Type: Board Resolution In ControI: Board of Education
Ms. Galatzan, Ms. Garcia - Local Control Funding Formula Strategy and Implementation
(Noticed June 4, 2013 and Postponed Irom Previous Board Meetings)
Whereas, Governor Jerry Brown`s proposed Local Control Funding Formula (LCFF)
attempts to rectiIy longstanding Iunding disparities between school districts across
CaliIornia;
Whereas, The LCFF aims to simpliIy education Iunding, and create a system that is
transparent, clear and equitable;
Whereas, The LCFF does away with categorical Iunding, much oI which no longer
serves its intended purpose;
Whereas, The LCFF aims to make education Iunding equitable, but not equal, and to
leave no student in the state behind;
Whereas, To make sure Iunding is equitable, and recognizing that some students need
more services than others, the LCFF allocates additional Iunding to students who live in
poverty, are Ioster children, or are English Learners ('supplemental Iunding), and
Iurther Iunding on top oI that to districts where more than halI the students Iall in one oI
those categories ('concentration grants); and
Whereas, Every child in the Los Angeles UniIied School District is entitled to a certain
level oI basic services to support his or her education; now, thereIore be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District will
continue to advocate Ior Governor Brown`s proposed Local Control Funding Formula in
Sacramento;
Resolved Iurther, That when education Iunds come to the District in the Iorm oI
'supplemental Iunding and a 'concentration grant, that money will Iollow the child to
the school site;
Resolved Iurther, That the Superintendent and his staII will come back in 90 days with
diIIerent allocation models where the dollars Iollow the child;
477
File Number: Re--/
Resolved Iurther, That those models will take into consideration the base level oI
Iunding every school needs to survive and thrive-regardless oI zip code, size or
composition;
Resolved Iurther, That the Superintendent will bring back a timeline to the Board Ior
determining what that base level oI Iunding is; and, be iI Iinally
Resolved, That the above process to determine what services and programs are part oI a
school`s base Iunding will include parent, school, and community participation.
478
TAB 27
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Agenda Number:
Ms. Garcia, Ms. Galatzan - Recommitting to 21st Century Learning Ior Students (Noticed
December 17, 2013)
Whereas, The Governing Board oI the Los Angeles UniIied School District understands the
urgency and importance oI 21st century learning and the responsibility it has to students to act
immediately on related matters;
Whereas, The week oI December 9th through the 15th marked Computer Science Education
Week, a Ilash point Ior highlighting the clear need Ior more exposure to technology, programing
and digital media to all students;
Whereas, Common Core instructional curriculum standards require that students use computing
devices Ior acquiring skills Ior digital presentations and web based research;
Whereas, The Board recognizes the importance oI a timely and eIIective deployment oI
computing devices in order to accelerate student Iamiliarity with the testing devices Ior the
2015-2016 Common Core Curriculum;
Whereas, On November 12, 2013, the Board voted 6-1 to move Iorward with Phase 2 oI the
Common Core Technology Project aIter many meetings and hours oI discussion;
Whereas, A delayed vote could hinder the eIIective deployment oI Phase 2; tablets, exploratory
laptop projects and Iuture related evaluations and slow the deployment to 38 oI the districts
neediest schools registered with the OIIice oI Civil Rights Ior oversight; and
Whereas, Various trainings and proIessional development have been diligently calendared and
planned out Ior teachers and District staII and would have to be canceled; now, thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District authorizes the
Superintendent to proceed on approved Board action oI November 12, 2013, Ior the Common
Core Technology Plan.
481
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Text FiIe
Agenda Date: 1/14/2014 Status: For Action Version: 1
Ms. RatliII - Supporting Educational Equity and Student Achievement through Expanded Access to
Libraries
Whereas,TheLosAngeles UniIied School District and Governing Board are committed to creating
academic environments Ior students to Ilourish and to build a culture oI curiosity and a community oI
liIe-long learners;
Whereas, The Common Core State Standards emphasize that 'To be ready Ior college, workIorce
training, and liIe in a technological society, students need the ability to gather, comprehend, evaluate,
synthesize, and report on inIormation and ideas, to conduct original research in order to answer
questions or solve problems, and to analyze and create a high volume and extensive range oI print and
nonprint texts in media Iorms old and new;
Whereas, In 2012-2013, less than halI (48 percent) oI District students were proIicient or advanced in
English Language Arts, 9 percentage points below the state average;
Whereas, Research studies show that access to print materials improves children`s reading skills and
improves attitudes toward reading and learning;
Whereas, Reading at grade-level by the end oI third grade is the most important predictor oI school
success and high school graduation;
Whereas, A study oI CaliIornia school library programs and student achievement shows that test scores
tend to be signiIicantly higher Ior schools that have Iull-time certiIicated librarians;
Whereas, Librarians and library aides cultivate and curate inIormation resources, teach inIormation
literacy skills, collaborate with Iaculty, and work with students to establish a Ioundation Ior liIe-long
learning; and
Whereas, Currently, the District has only 98 out oI a total oI 726 school libraries staIIed by a
certiIicated teacher-librarian, and only 296 schools have at least one library aide; now, thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District promotes and supports
student achievement through the development oI textual and digital literacy skills, and by ensuring
equitable access to texts in diverse media;
Resolved Iurther, That the Board recognizes the importance oI libraries as resource centers that provide
the space and opportunity Ior students to both learn at an individual and cooperative level within and
outside oI the assigned curriculum;
Resolved Iurther, That the Board recognizes the importance oI librarians and library aides as integral to
schools to help students learn to access, explore, utilize and appreciate ideas, inIormation, and
literature, both textual and digital;
482
File Number: Re--/
Resolved Iurther, That the Board directs the Superintendent to establish a Modern Libraries Task Force
comprised oI a representative Irom each oI the Iollowing:
Integrated Library and Textual Support Services
OIIice oI Curriculum, Instruction and School Support
Parent and Community Services Branch
United Teachers Los Angeles - Library ProIessionals Committee
CaliIornia School Employees Association
Los Angeles Public Library
University oI CaliIornia, Los Angeles Graduate School oI Education and InIormation Studies
At least one literacy-Iocused not-Ior-proIit entity Ior the purpose oI developing a Iramework by
which the District can guarantee all students access to an adequately stocked and staIIed
modern school library; and, be it Iinally
Resolved, That the Superintendent and Task Force will issue a report within 90 days and/or prior to the
creation oI the 2014-2015 budget outlining recommendations Ior achieving the aIorementioned goals.
The report shall Iocus on:
Outlining the current state oI school libraries in the District, with regards to staIIing, book
collections, and technical capabilities.
DeIining the role oI libraries, librarians, and library aides in support oI the Common Core State
Standards and the District`s Common Core Technology Project.
Funding sources Ior staIIing libraries and increasing access to high quality resources Ior
students throughout the District.
Exploring potential collaboration with the Los Angeles Public Library system and charitable
organizations.
Proposing alternative plans Ior making libraries accessible to students at schools throughout the
District.
IdentiIying and prioritizing communities with highest need Ior library services.
'LAUSD Strategic Plan, 2012-2015. Los Angeles Unifiea School District. Web. 18 Dec. 2013.
http://www.lausd.net/lausd/oIIices/OIIiceoICommunications/LAUSDStrategicPlan2012-2015.pdI~
'English Language Arts Standards. Common Core State Stanaaras Initiative. Web. 18 Dec. 2013.
http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration~
'2013 STAR Test Results Ior LAUSD. Stanaarai:ea Testing ana Results. CaliIornia Department oI Education.
Web. 18 Dec. 2013.
http://star.cde.ca.gov/star2013/ViewReport.aspx?pstrue&lstTestYear2013&lstTestTypeC&lstCounty19&lst
District64733-000&lstSchool&lstGroup1&lstSubGroup1~
Lindsay, Jim, Ph.D. 'Children`s Access to Print Material and Education-related outcomes. Reaaing is
Funaamental. Aug. 2010. Web. 18 Dec. 2013.
http://www.riI.org/documents/us/RIFandLearningPointMeta-FullReport.pdI~
Achterman, Douglas L. Haves, Halves, ana Have-Nots. School Libraries ana Stuaent Achievement in California.
Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/~. Accessed December
18, 2013.
483
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Text FiIe
Agenda Date: 2/11/2014 Status: raft Version: 1
FiIe Type: Board Resolut!on In ControI: Board of Educat!on
Mr. Kayser - Creating Equitable Classrooms WITHDRAWN
Whereas, The Los Angeles UniIied School District (LAUSD) is the second largest
school district in the nation with over 650,000 students;
Whereas, The LAUSD and the Governing Board are committed to creating the most
equitable and productive learning environments Ior all students;
Whereas, The LAUSD has over 600 schools consisting oI more than 375,000 students
currently eligible Ior Title I Iunding;
Whereas, The LAUSD has historically Iunded schools with Title I populations oI 40
and above; and
Whereas, The LAUSD only currently Iunds schools with student populations oI 50 or
greater which deIunded over 20 schools Ior the 13-14 school year; now, thereIore, be it
Resolved, That the Board oI Education oI the City oI Los Angeles directs the
Superintendent to approve the Title I distribution Ior any school with a population oI
40 or greater Ior the academic year 2014-2015 and the subsequent years.
485
TAB 30
Text FiIe
Agenda Date: Status: Draft Version: 1
Mr. Kayser - Extending Transparency to All Schools ND
Whereas, The Los Angeles UniIied School District (LAUSD) is the second largest school
district in the nation with over 650,000 students;
Whereas, The LAUSD and the Governing Board are committed to creating the most
accountable, accessible, and transparent schools Ior all constituents;
Whereas, The LAUSD in 2008 enacted a policy, the LAUSD School Accountability Report
Card (Iirst distributed in January 2009), which brought accountability, access, and
transparency to all stakeholders in regards to the perIormance and environment oI local
LAUSD schools;
Whereas, Vast partnerships were built in 2008, including the OIIice oI Mayor Antonio
Villaraigosa, The CaliIornia Community Foundation, The United Way oI Los Angeles and
many more to support the implementation and distribution oI the report card;
Whereas, All LAUSD schools, including all independent, conversion, and aIIiliated
charters were participants in the initial roll out oI LAUSD School Accountability Report
Card program;
Whereas, Since the inception oI the LAUSD School Accountability Report Card
program, independent and conversion charter schools have not provided complete
inIormation; and
Whereas, All parents, students, community members and stakeholders deserve to have
the most complete inIormation Irom their school oI choice; now, thereIore, be it
Resolved, That the Board oI Education directs the Superintendent to mandate that all
LAUSD approved charters, including independent, conversion, and aIIiliated submit all
required inIormation as their non-charter LAUSD peers have done since 2009;
Resolved Iurther, That the Board oI Education oI the City oI Los Angeles directs the
Superintendent to require the Iollowing language in each new charter petition and
charter renewal petition:
486
File Number: Re--
A charter seeking approval, renewal, or material revision by the Board oI
Education will adhere to deliver the required inIormation set Iorth by the
LAUSD School Accountability Report Card by the same date as the local
LAUSD non-charter school in their respective area. Failure to do so, will
invoke the process oI revocation.
and, be it, Iinally
Resolved, That this be incorporated into the Charter Authorizing Policy as reIerred to in Board
Rule 1008.
487
TAB 31
Text File
File Number: Res-053-11/12
Agenda Date: 2/11/2014 Status: Draft Version: 1
File Type: Board Resolution In Control: Board of Education
Galatzan-IncreasingAccesstoComputerScienceEducation:TakingtheNextStepsinPreparing
andEducatingOurStudentsIortheir21stCenturyCareers
Whereas,ABureauoILaborStatisticsstudypredictsthatby2018CaliIorniawillhave517,890
vacantpositionsinthecomputer/technologyindustry-andonly40,000CaliIornianworkerswiththe
educationrequiredtoIillthoseopenings;
Whereas,ComputerandtechnologyjobshaveIorthepastdecadebeenrankedamongthetopIive
highest-paidentry-levelpositions;
Whereas,Computerscience,throughtheteachingoIcomputercoding,developsthecriticalskills
necessaryIorimagining,creating,andproducingtodaysandtomorrowstechnology;
Whereas,Computerscience,asaninterdisciplinarysubjectthatrequirescriticalthinkingand
language-developmentskills,teachesIundamentalknowledgethatwillpreparestudentsIor21st
centurylivesandcareers,regardlessoItheirultimateIieldoIstudyoroccupation;
Whereas,98oIindividualswhohavecompletedorarepursuingcomputersciencemajorsincollege
reporthavingaccesstocomputerscienceeducationinhighschoolorearliergrades;
Whereas,Chicagoandothermajorpublicschooldistrictsacrossthecountryhavemadecomputer
scienceeducationpartoItheircorecurriculum;
Whereas,StudentinterestincomputerscienceeducationinLosAngelesisincreasingrapidly.Thisis
demonstratedinprogramssuchasCode.orgwhich,inDecember2013,hadmorethan165,000
LAUSDstudentsparticipate-with46percentIemalerepresentation,18higherthanthenational
average-inanationaleIIortthatproduced770millionlinesoIcode;
Whereas,TheDistrictscurrentcomputerscienceoIIeringsinclude40highschoolsoIIering
ExploringComputerSciencecourses(inpartnershipwiththeUniversityoICaliIorniaLosAngeles)
and13highschoolsoIIeringAdvancedPlacementComputerSciencecourses;
Resolved,ThattheBoardoIEducationiscommittedtopreparingitsstudentsIorthe21stcenturyby
expandingaccesstocomputerscienceeducation;
488
Revised 2/5/14
Resolved,ThattheSuperintendentreturntotheBoard,inaperiodnottoexceed90days,withareport
that:
a. providesoptionsIorhowtheDistrictcanbuilduponandexpandongoinghighschool
computersciencelearningopportunities;
b. examinescurrentandpotentialpartnershipswithuniversities,nonproIits,andother
organizations;
c. deIinesIundingneedsassociatedwithexpandingcomputerscienceandlearning
opportunities;and
d. exploreshowtheDistrictcouldexpandcomputerscienceeducationtomiddleandelementary
schoolstudents.
02/05/14 Version
488
Revised 2/5/14
TAB 32
Text FiIe
Ms. Garcia - Celebrating March as Women`s History Month
Whereas, Women have made signiIicant contributions to all aspects oI society, including
education, politics, science, entertainment, the arts, and Iamily health and development;
Whereas, Women oI every race, class, and ethnic background served as early leaders in
the IoreIront oI every major progressive social change movement;
Whereas, The contributions oI well-known women are highlighted in literature,
recordings and Iilm;
Whereas, A tremendous number oI lesser-known women have also contributed in
important areas, including medicine, mathematics, aviation and women`s rights;
Whereas, The contributions oI women have been celebrated in the United States since
1980, as a result oI the advocacy oI the National Women`s History Project;
Whereas, Children, as well as adults, have been encouraged and inspired by exposure to
the accomplishments oI countless women;
Whereas, Women have been leaders, not only in securing their own rights oI suIIrage
and equal opportunity, but also in the abolitionist movement, the emancipation
movement, the industrial labor movement, the civil rights movement, and other
movements, especially the peace movement, which create a more Iair and just society
Ior all;
Whereas, Despite these contributions, the role oI women in history has been consistently
overlooked and undervalued, in the literature, teaching and study oI history; and
Whereas, Additional education is needed in order to increase the knowledge oI all
citizens relative to the contributions oI women to the development oI society; now,
thereIore, be it
Resolved, That the Governing Board oI the Los Angeles UniIied School District
celebrates March as Women`s History Month; and be it Iinally
490
File Number: Re--
Resolved, That the Superintendent work with all schools and encourage students to learn more
about the contributions oI women in their particular Iields oI interest.
491
TAB 33
Text FiIe
Ms. Garcia, Ms. RatliII - Honoring the LiIe and Legacy oI Cesar E. Chavez
Whereas, A passionate advocate Ior social justice and civil rights Ior the poor and
disenIranchised, Cesar E. Chavez was a true American hero, and the anniversary oI his birth on
March 31, 2014, provides a Iitting opportunity to remember and honor his many contributions;
Whereas, In 1962 Cesar E. Chavez coIounded the United Farm Workers Union to contest the
poor treatment oI the workers in the Iields, and sought to empower those workers by organizing
the Iirst union to acquire labor contracts Ior Iarm workers in the grape Iields;

Whereas, Cesar E. Chavez changed the attitudes oI the workers in the Iields and the nation Iar
beyond by leading them to live the La Causa slogan, "Si Se Puede," by empowering all to Iight
Ior civil rights and to strive Ior justice Ior all minorities;
Whereas, For more than three decades, Cesar E. Chavez led this groundbreaking organization
by eIIecting social change through peaceIul tactics such as Iasts, boycotts, strikes, and
pilgrimages; his union's eIIorts inIluenced and inspired millions oI Americans, Iorging a diverse
national coalition oI students, middle-class consumers, religious groups, and minorities in a
hard-won struggle to achieve Iair wages, medical coverage, pension beneIits, humane living
conditions, and perhaps most important, dignity and respect Ior the hundreds oI thousands oI
Iarmworkers across the country;
Whereas, Cesar E. Chavez espoused the "Education oI the Heart" Ior all students because he
believed that it is not enough to teach our young people to be successIul, to seek achievement,
and to make progress as individuals while Iorgetting about progress and prosperity Ior their
community and while leaving Iriends and neighbors behind; he believed that our ambitions
must be broad enough to include the aspirations and needs oI others;

Whereas, In 2000, the Senate established March 31st as Cesar E. Chavez statewide holiday in
recognition oI the liIe oI this outstanding Mexican-American labor leader and the contributions
he has made to the State oI CaliIornia;
Whereas, the Cesar Chavez Day oI Service and Learning was created Ior public school children
to promote service to the communities oI CaliIornia in honor oI the liIe and work oI Cesar
Chavez;
492
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Whereas, even aIter his death in 1993, his message oI non-violence, unity, and justice oI all
people continues on today,
Whereas, To honor his work and the millions he has inspired, Takepart.com in association with
Participant Media and Pantelion Films, have initiated a petition urging President Obama to
declare a National Day oI Service Ior Cesar E. Chavez; now, thereIore, be it
Resolved, That the governing Board oI the Los Angeles UniIied School District celebrates
March 31st as Cesar E. Chavez Day to honor his legacy and urges the President to declare this
day as National Day oI Service; and, be it Iurther
Resolved, That the Superintendent encourages students, staII, school administrators, teachers,
and community members to implement service-learning projects based on his liIe, work, and
values, and realize the Iull intent oI the State-established Cesar Chavez Day oI Service and
Learning; and be it Iinally
Resolved, That the Board instructs the Superintendent and the OIIice oI Government Relations
to communicate this resolution to Congress and the President in support oI a National Day oI
Service Ior Cesar E. Chavez.
493
TAB 34
Text FiIe
Agenda Number:
Mr. Kayser - Support of Assemly Bill 659 - Armenian Genocide Oral History Component
Whereas, The Los Angeles UniIied School District is committed to educating students on the
topics oI civil rights, human rights violations, and genocide to inIorm students on the struggles
Iaced by survivors living in their communities;
Whereas, In the past 150 years, millions oI men, women, and children have lost their lives in
genocide or mass atrocities.

Whereas, CaliIornia is home to the largest number oI reIugees and immigrants in the US, many
oI whom are descendants oI genocide survivors or survivors themselves;
Whereas, Between 1915 and 1923, 1.5 million ethnic Armenians living in the Turkish Ottoman
Empire were killed due to massacres, Iorced deportations, and disease in concentration camps;
Whereas, The Nazi Party planned the persecution and murder oI so-called 'undesirables, Jews,
Slavs, Roma, the disabled, Jehovah`s Witnesses, and homosexuals, as well as political and
religious dissidents. It is estimated that six million Jews, two out oI every three living in
Europe, and another Iive million people had been killed by 1945;
Whereas, In 1975 the Khmer Rouge ordered the evacuation oI Cambodia`s cities and Iorced
residents to labor without enough Iood or rest, while also targeting suspected political dissidents
and those who were educated. Between 1.7 and 2 million Cambodians died in Iour years;
Whereas, AIter the death oI Rwanda`s President Habyarimanas, an organized campaign oI
violence against Tutsi and moderate Hutu civilians started across the country, resulting in an
estimated 800,000 to 1 million deaths across the country in only 100 days;
Whereas, The current 'DarIur Genocide in Western Sudan began in 2003. It reIers to the mass
slaughter and rape oI DarIuri men, women, and children;
Whereas, An oral history component - in-person testimony, video, or a multimedia options,
such as a DVD or online video - added to existing curriculum would engage students by
capturing the voices oI victims not included in traditional historical records; now, thereIore, be
it
494
File Number: Re--
Resolved, That the Board oI Education oI the Los Angeles UniIied School District supports
Assembly Bill 659 as currently written.
495
TAB 35
Appointment of Member to the School Construction Bond Oversight Committee
UResolvedU, That Board of Education of the City of Los Angeles ratifies the reappointment
of Quynh Nguyen as Parent Members to the School Construction Bond Citizens
Oversight Committee for a two-year term, commencing February 14, 2014.

496
TAB 36
Appointment of Member to the School Construction Bond Oversight Committee
UResolvedU, That the Governing Board of the Los Angeles Unified School District ratifies the
nomination of Mr. Scott Pansky, Los Angeles Chamber of Commerce, as member to the School
Construction Bond Oversight Committee for a two-year term, commencing immediately, and
determines that Mr. Pansky is not an employee, official, vendor, contractor, or consultant of the
District.
497
Scott Pansky
Co-Founder and Senior Partner
Scott Pansky, Senior Partner and Co-Founder, is a recognized expert on cause-related
marketing and strategic philanthropy. He is known for his ability to build strong
associations between corporations and their core causes, and for creating strategic
platforms for internal and external programs that strengthen reputation and brand
loyalty. As a public relations practitioner for more than 20 years, Scott has counseled
and led teams in creative strategy and partnership marketing efforts. His ability to
develop campaigns that deliver clients' best assets to their key audiences and create
long-term branding opportunities has made him a trusted counselor to executives at
some of the world's leading brands.
Scott has created award-winning programs for Allison+Partners clients ranging from
Hyundai to Hasbro, and is a frequent speaker on strategic philanthropy, cause
marketing, sponsorship and branding. He teaches courses on these topics at UCLA and
frequently writes opinion and strategy articles for major public relations, branding and
philanthropic publications. In addition, he is an active member of the Academy of
Television Arts and Sciences, the Los Angeles Chamber of Commerce, the Los Angeles
chapter of the March of Dimes and the President of the Los Angeles Unified School
District Partnership Council.
His client experience includes: Hyundai's Hope on Wheels, Hasbro, Career Education
Corporation, the Disney Channel, Paramount Home Video, Sony Pictures, Boost
Mobile, HOK, San Diego Hard Rock Hotel, Real Mex Restaurants, Nestl, The Vitamin
Shoppe, HomeGoods, YouTube, eUniverse, American Express, Platinum Studios,
Barrington Associates, 4H Council, Affinity, Association of Hole in the Wall Camps, the
Leukemia & Lymphoma Society, Corday Productions, Mr. Holland's Opus Foundation
and The Daniel Pearl Foundation, among many others.
498
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TAB 37
Text FiIe
FiIe Number: 11/12-0050
FiIe Type: Mis"ellaneous
Business
In ControI: Board of Edu"ation
Re"eipt of 2012-2013 Comprehensive Annual Finan"ial Report
500
500a
500b
500c
500d
500e
500f
500g
500a
TAB 38
REPORT OF CORRESPONDENCE - 1 - FEBRUARY 11, 2014

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES
Governing Board of the Los Angeles Unified School District
FEBRUARY 11, 2014
REPORT OF CORRESPONDENCE

The following correspondence addressed to the Board of Education is submitted with the recommended
Disposition, Refer to Superintendent for referral to Office of the General Counsel to take all steps
necessary to protect the interests of the Board of Education, including assignment to outside counsel;
Controller to draw warrants in such amounts as may be necessary for the payment of costs and fees upon
invoices as approved by the Office of the General Counsel:

FROM LEGAL ACTION

1. Edward M. Chavez Complaint for Damages, Injunctive Relief and Restitution. Case
No. BC 529314; Los Angeles Superior Court of the State of
California. Sonia Engers, Plaintiff, v. Los Angeles Unified
School District, a public entity; Jim Canelas, an individual;
Claudette Davis, an individual; and Does 1 Through 50,
Inclusive, Defendants.

2. Fulbright & Jaworski [Proposed] Judgment; Declaration of William Kaholokula in
Support of Plaintiffs Request for Court Judgment; Declaration of
John C. Gray in Support of Plaintiffs Request for Court Judgment;
Proof of Service. Case No. 34-2013-00146710-CU-WM-GDS;
Superior Court of the State of California, County of Sacramento.
Successor Agency to the Bell Gardens Community Development
Commission, Plaintiff, v. Kamala Harris, in her official capacity as
the California Attorney General; Ana Matosantos, in her official
capacity as the California State Director of Finance; John Chiang,
in his official capacity as the California State Controller; Wendy L.
Watanabe, in her official capacity as the Los Angeles Couunty
Auditor-Controller; Los Angeles County; Los Angeles County
Accumulated Capital Outlay; Los Angeles County Library; Los
Angeles Consolidated Fire Protection Disrict; et al., Defendants.

3. Fulbright & Jaworski Request for Entry of Default. Case No. 34-2013-00146710-CU-
WM-GDS; Los Angeles Superior Court of the State of California.
Successor Agency to the Bell Gardens Community Development
Commission, Plaintiff, v. Kamala Harris, et al., Defendant.
4. K&L Gates Summons and Complaint by Suffolk Construction Company, Inc.,
for Breach of Contract. Case No. BC 530857; Los Angeles
Superior Court of the State of California. Suffolk Construction
Company, Inc., a Massachusetts corporation, Plaintiff, v. Los
Angeles Unified School District, a public entity; and Does 1
Through 100, Defendants.

501

5. Kane, Ballmer & Berkman Notice of Order Re Ex Parte Application for Temporary Restraining
Order and OSC Re: Preliminary Injunction;Application for
Temporary Restraining Order and OSC Re: Preliminary Injunction
and Peremptory Writ; and Memorandum of Points and Authorities;
Declaration of Guillermo A. Frias in Support of Ex Parte Application
for Temporary Restraining Order and OSC Re: Preliminary
Injunction; Declaration of Jeff Muir in Support of Ex Parte
Application for Temporary Restraining Order and OSC Re:
Preliminary Injunction. Case No. 34-2013-80001719; Sacramento
Superior Court of the State of California City of Culver City, a
municipal corporation; and City of Culver City in its capacity as
Successor Agency to the Culver City Redevelopment Agency,
Petitioner and Plaintiff, v. Michael Cohen, in his official capacity as
Director of the State of California Department of Finance; and
Wendy Watanabe, in her official capacity as the Auditor-Controller
of the County of Los Angeles; and Does 1 Through 50, Inclusive,
Respondents and Defendants. County of Los Angeles, a taxing
entity; et. al., Real Parties in Interest.

6. Law Offices of Amir Sam
Dibaei
Summons and First Amended Complaint: 1) Title VI of the Civil
Rights Act of 1964; 2) Unruh Civil Rights Act; 3) Deprivation of
Rights Act; 4) California Student Civil Rights Act; 5) Parent
Rights Act of 2002; 6) Conspiracy to Interfere with Civil Rights;
7) Conspiracy; 8) Negligence; 9) Intentional Infliction of
Emotional Distress. Case No. LC 100810; Los Angeles Superior
Court of the State of California. Corey Randall, an individual;
Hamilton Linton, an individual; Nicholas Mitchell Woods, an
individual; and Devaughn Williams, an individual, Plaintiffs, v.
Birmingham Community Charter High School, a Califonrnia
corporation; Nicholas Hauselman, an individual; Lawrence Schapiro,
an individual; Bill Parks, an individual; Marsha Coates, an individual;
Rick Prizant, an individual; Frank Treece, an individual; Eileen
Harte, an individual; Pat Dwyer, an individual; Charles Masterson, an
individual; Brian Heider, an individual; Oracle Investigations Group,
a California corporation; Los Angeles Unified School District, entity
form unknown; Matt Mawry, an indivdual; and Does 1 Through 100,

7. Law Offices of Robert R. Shiri Summons and Complaint for Damages for Personal Injury for:
1) Negligence; 2) Negligent Supervision, Hiring, Training and
Retention of Employees; 3) Assault and Battery. Case No.
BC 521000; Los Angeles Superior Court of the State of California.
Jayneace Milner, a minor, by and through her Guardian Ad Litem,
Kelly Parks, Plaintiff, v. Los Angeles Unified School District; and
Does 1 Through 50, Inclusive, Defendants.

8. Law Offices of Richard L. Trejo Summons and Complaint for Damages on the Following Causes of
Action: 1) Negligence; 2) Assault and Battery; 3) Intentional
Infliction of Emotional Distress; 4) Negligent Infliction of
Emotional Distress; and 5) Violation of Civil Rights Under
502

Education Code Section 220 and Unruh Civil Rights Act. Case No.
Nick Alexander Rodriguez, a minor, by and through his Guardian Ad
Litem, Dulce Rodriguez, Plaintiff, v. Los Angeles Unified School
District, a school district duly organized and existing under the laws
of the State of California; Principal Maria Tovares; Assistant
Principal Doe; Teacher Ms. Sims; and Does 1 Through 10, Inclusive,
Defendants.

9. Mancini & Associates Summons and Plaintiffs Complaint for Damages for Personal Injury
for: 1) Perceived and/or Physical Disability Discrimination,
Harassment, and Retaliation in Violation of Cal. Gov. Code
12940 et seq.; 2) Perceived and/or Mental Disability
Discrimination, Harassment, and Retaliation in Violation of Cal.
Gov. Code 12940 et seq.,; 3) Violation of California Family
Rights Act, Cal. Gov. Code 12945.2 et seq.; 4) Race Harassment,
Discrimination and Retaliation in Violation of Cal. Gov. Code
12940 et seq.; 5) Harassment, Discrimination and Retaliation for
Engaging in Protected Activity in Violation of Cal. Gov. Code
12940 et seq.; 6) Declaratory Relief (Permanent Injunction
Requested). Case No. BC 529866; Los Angeles Superior Court of
the State of California. Lani Tachera, Plaintiff, v. Los Angeles
Unified School District; County of Los Angeles; and Does 1 Through
100, Inclusive, Defendants.

10. The Shamsi Law Firm Summons and Complaint for Damages. Case No. BC 522378; Los
Angeles Superior Court of the State of California. Jesus Orellana,
Plaintiff, v. Erick James Thompson; Los Angeles Unified School
District; and Does 10 Through 50, Defendants.
11. Lisa Weston Summons and Complaint for Damages: 1) Race Discrimination
(Cal. Gov. Code 12940(a)); 2) Disability Discrimination
(Cal. 12940(a),(m),(n)); 3) Retaliation for Opposing
Discrimination (Cal. Gov. Code 12940(h)); 4) Failure to Take
Steps to Prevent Discrimination (Cal. Gov. Code 12940(k));
5) Wrongful Termination; 6) Intentional Infliction of Emotional
Distress. Case No. BC 528170; Los Angeles Superior Court of the
State of California. Lisa A. Weston, Plaintiff v. Los Angeles Unified
School District; and Does 1 Through 10, Inclusive, Defendants.

The recommended disposition of the following item is Refer to Superintendent for referral to the
Office of the Risk Management and Insurance Services:

12. Kramer Holcomb Sheik Summons and Complaint for Damages: 1) Neglicence; 2)
Negligent Infliction of Emotional Distress; and 3) Violation of
Education Code 234.1; Demand for Jury Trial. Case No.
BC 532973; Los Angeles County Superior Court of the State of
California. T.C.,

503

by and through her Guardian Ad Litem, Mildred Thomas, Plaintiff,
v. Los Angeles Unified School District, a public entity; and Does 1
Through 50, Inclusive, Defendants.

13. Law Offices of Glenn D.
Hamovitz
Summons and Complaint for Damages; Amended General Order Re
Personal Injury Court (PI Court) Procedures (Effective as of July 10,
2013). Case No. BC 524637; Los Angeles County Superior Court of
the State of California. Arlinda Crystal Massey-Rhodes, Plaintiff, v.
Los Angeles Unified School District; and Does 1 Through 100,
Defendants.

14. The Law Offices of Jura A.
Hartley
Summons and Complaint. Case No. BC 529494; Los Angeles
County Superior Court of the State of California. Bryan Contreras,
an individual, Plaintiff, v. Los Angeles Unified School District, a
public entity, and Does 1 Through 30, Defendants.

15. Mahoney Law Group Summons and Complaint for Damages; Demand for Jury Trial;
Application and Order for Appointment of Guardian Ad Litem;
Jane Doe by and Through Her Mother and Guardian Ad Litem,
Erika Zepetas Application and Memorandum of Points and
Authorities to Proceed Under Fictitious Name; Declaration of
Erika Zepeta, Mother and Guardian Ad Litem in Support of
Petitioners Application and Memorandum of Points and
Authorities to Proceed under Fictitious Name. Case No. BC
531412; Los Angeles Superior Court of the State of California.
Jane Doe, minor by and through her Mother and Guardian Ad
Litem, Erika Zepeta, Plaintiff, v. Los Angeles Unified School
District, as governmetal entity; Editha Ragonjan, as an individual;
Marta Contreras, as an individual; and Does 1 Through 50,
Defendants.

16. Mahoney Law Group Summons and Complaint for Damages; Declaration of Maria
Caceres, Mother and Guardian Ad Litem in Support of Petitioners
Application and Memorandum of Points and Authorities in
Support of Application to Proceed Under Fictitious Name;
Application and Order for Appointment of Guardian Ad Litem;
Jane Doe by and Through Her Mother and Guardian Ad Litem,
Maria Caceres Application and Memorandum of Points and
Authorities to Proceed Under Fictitious Name. Case No.
John Doe, minor by and through her mother and Guardian Ad
Litem, Maria Caceres, Plaintiff, v. Los Angeles Unified School
District, as a governmental entity; Editha Ragonjan, as an
individual; Marta Contreras, as an individual; and Does 1 Through
50, Defendants.

17. McElfish Law Firm Summons and Complaint for Damages for: 1) Negligence;
2) Gross Negligence; 3) Negligent Hiring; 4) Negligent
Supervision; 5) Negligent Retention of Unfit Employee;
6) Assault; 7) Battery; 8) Willful Misconduct; 9) Conspiracy;
504

10) Negligent Infliction of Emotional Distress - Bystander;
12) Intentional Infliction of Emotional Distress; 13) Intentional
Infliction of Emotional Distress - Bystander; 14) Vicarious
Liability; Demand for Jury Trial. Case No. BC 526911; Los
Angeles County Superior Court of the State of California.
Meshach Betts, a minor, by and through his Guardian Ad Litem,
Nicole Brown; Nicole Brown, an individual; Jabari Betts, an
individual, Plaintiffs, v. Los Angeles Unified School District, a
governmental public entity; Peggy Baxter, an individual;
Genevieve Shepherd, an individual; and Does 1 Through 200,

18. Perez & Caballero Summons and Complaint for Damages: 1) Negligence. Case
No. BC 532800; Los Angeles Superior Court of the State of
California. A.B., a minor, by and through his Guardian Ad Litem,
Juana Gomez, Plaintiff, v. Los Angeles Unified School District, a
public entity; Cora Watkins, an individual; and Does 1 Through
100, Inclusive, Defendants.

19. Sanford Jossen Summons and Complaint for Damages for: 1) Violation of Civil
Rights (Civ. Code 51.7, 52, 52.1); 2) Negligence (Gov. Code
815.2, 820(A)); 3) Negligent Hiring, Training and Supervision;
4) Battery; 5) Assault; 6) Infliction of Emotional Distress. Case
No. BC 528562; Los Angeles County Superior Court of the State of
California Marquis Bush, a minor by and through his Guardian Ad
Litem, Tamisha Bush; Damond D. Williams, Jr., a minor by and
through his Guardian Ad Litem; Sheree Jones, Individually and on
behalf of all others similarly situated, Plaintiffs, v. Los Angeles
Unified School District; Los Angeles Unified School District
School Police; Los Angeles Police Department; City of Los
Angeles; Officer Perkins; and Does 1 Through 100, Inclusive,
Defendants.

Office of the Risk Management and Insurance Services:

No.

Received From

Type of Damage

Claimant
Date of
Damage

20. Varinia Lopez Damages Jose Carlos Andrade 10/09/12
21. Ofelia Garca Damages Jasmine Garca 10/17/13
22. Law Offices of Sanford Jossen
Sanford Jossen
Damages Oscar Santoyo 12/13/13
23. Law Offices of Sanford Jossen
Sanford Jossen
Damages Vanessa Santoyo 12/13/13
24. The Law Offices of Richard M. Katz
Richard M. Katz
Damages Lemus Ramirez 10/07/13
505

25. Law Offices of Gregory G. Kennedy
Gregory G. Kennedy

Damages Sylvia I. Kennedy 6/30/10
6/30/11
6/30/12
26. Law Offices of Richard I. Kinjo
Irma Castro Dungan
Damages Irma Castro Dungan 7/16/13
27. Henry M. Lee Law Corporation
Jin Ok Hyun
Damages Jaden (Young Jin) Hyun
Jin Ok Hyun
12/20/13
28. Minerva Lopez Damages Minerva Lopez
Diego Cervantes
9/20/13
29. Newman, Aaronson, Vanaman
David W. German
Damages Myra Ramos Approx
9/30/13
30. S.E.A.A. for Families Incorporated
Sandra R.H. Crawford
Damages James, Christyan 2010/2011
2011/2012
31. Dalton Cole Vehicle Damages Dalton Cole 10/31/13
32. Esurance, an Allstate Company
Sean Corbitt
Vehicle Damages Jennifer Simon
Karla Khorsland-Mashhadi
12/17/13
33. Law Offices of Gregory G. Kennedy
Alma Quinn
Vehicle Damages Wawanesa Insurance as
subrogee for Susannah Yorke
11/21/13
34. Marie Marcial Vehicle Damages Marie Marcial 10/21/13
35. Araceli N. Martinez Vehicle Damages Araceli N. Martinez 11/06/13
36. Mercury Insurance Group
Clay Gibson
Vehicle Damages Mercury Insurance Group
Irma Dungan
7/16/13
37. Mercury Insurance Group
Mark Schain
Vehicle Damages Mark S. Schain 10/29/13
38. Deborah Ricks Vehicle Damages Deborah Ricks 10/07/13
39. Andrew Paul Stokes Vehicle Damages Andrew Paul Stokes 12/08/13
40. Rebecca Vosburgh Vehicle Damages Rebeca Vosburgh 9/20/13
41. Takiah Weddington Vehicle Damages Takiah Weddington 12/19/13
Facilities Construction Claims Insurance Services:

No.

Received From

Type of Damage

Claimant
Date of
Damage

1. Gibbs, Giden, Locher,
Turner & Senet
Breach of Contract

Torres Construction

10/06/11
2. Merino, Yebri
Sam S. Yebri
Breach of Contract Johnathan Cookler Not clearly
stated

Respectfully Submitted

506

JEFFERSON CRAIN
Executive Officer of the Board
507
TAB 39
Text FiIe
FiIe Number: 11/12-0051
FiIe Type: Miscellaneous
Business
In ControI: Board of ducation
Charter for !C" #sta Busness $ "nane Aade%y
Consideration oI the level oI support Ior a charter petition requesting a 5-year term to
serve 650 students in grades 9-12 with a proposed location in the West Los Angeles
Mar Vista area oI Los Angeles.
508
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509
TAB 40
Bd. of Ed. Regular Board (CS) Meeting - 1 - Minutes, 9:30 a.m., 01-21-14

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 Room
9:30 a.m., Tuesday, January 21, 2014

The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School
District met in regular session on Tuesday, January 21, 2014, at the Administrative Offices, Board Room,
333 South Beaudry Avenue, Los Angeles, California.
- - - -

Board President Richard Vladovic called the meeting to order at 9:44 a.m.
- - - -

The following Board Members were present: Mr. Bennett Kayser, Ms. Ratliff, Mr. Steven Zimmer, and
Dr. Richard Vladovic. Ms. Tamar Galatzan arrived at 9:44 a.m. and Ms. Mnica Garca, arrived at 9:58 a.m.
- - - -

OPEN SESSION ITEMS

Board Member Resolutions for Initial Announcement

Mr. Kayser - Creating Equitable Classrooms
(For Action at the February 11, 2014 Regular Board Meeting)

Whereas, The Los Angeles Unified School District (LAUSD) is the second largest school district in
the nation with over 650,000 students;

Whereas, The LAUSD and the Governing Board are committed to creating the most equitable and
productive learning environments for all students;

Whereas, The LAUSD has over 600 schools consisting of more than 375,000 students currently
eligible for Title I funding;

Whereas, The LAUSD has historically funded schools with Title I populations of 40% and above; and

Whereas, The LAUSD only currently funds schools with student populations of 50% or greater which
defunded over 20 schools for the 13-14 school year; now, therefore, be it

Resolved, That the Board of Education of the City of Los Angeles directs the Superintendent to
approve the Title I distribution for any school with a population of 40% or greater for the academic
year 2014-2015 and the subsequent years.

510

Mr. Kayser - Extending Transparency to All Schools
(For Action at the February 11, 2014 Regular Board Meeting)

Whereas, The Los Angeles Unified School District (LAUSD) is the second largest school district in the
nation with over 650,000 students;

Whereas, The LAUSD and the Governing Board are committed to creating the most accountable,
accessible, and transparent schools for all constituents;

Whereas, The LAUSD in 2008 enacted a policy, the LAUSD School Accountability Report Card (first
distributed in January 2009), which brought accountability, access, and transparency to all stakeholders
in regards to the performance and environment of local LAUSD schools;

Whereas, Vast partnerships were built in 2008, including the Office of Mayor Antonio Villaraigosa, The
California Community Foundation, The United Way of Los Angeles and many more to support the
implementation and distribution of the report card;

Whereas, All LAUSD schools, including all independent, conversion, and affiliated charters were
participants in the initial roll out of LAUSD School Accountability Report Card program;

Whereas, Since the inception of the LAUSD School Accountability Report Card program,
independent and conversion charter schools have not provided complete information; and

Whereas, All parents, students, community members and stakeholders deserve to have the most
complete information from their school of choice; now, therefore, be it

Resolved, That the Board of Education directs the Superintendent to mandate that all LAUSD
approved charters, including independent, conversion, and affiliated submit all required information as
their non-charter LAUSD peers have done since 2009.

Resolved Further, That the Board of Education of the City of Los Angeles directs the Superintendent
to require the following language in each new charter petition and charter renewal petition:

A charter seeking approval, renewal, or material revision by the Board of Education will
adhere to deliver the required information set forth by the LAUSD School Accountability
Report Card by the same date as the local LAUSD non-charter school in their respective
area. Failure to do so, will invoke the process of revocation.

and, be it, finally

Resolved, That this be incorporated into the Charter Authorizing Policy as referred to in Board Rule 1008.

511

CLOSED SESSION ITEMS (Purpose and Authority)

Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be
discussed in closed session:

Conference with Legal Counsel

Existing Litigation (Government Code Section 54956.9(d)(1))

The Commission on Professional Competence and the Office of Administrative
Hearings (OAH) Decision re: Segalit Siegel Request Authority to Appeal
Office of Administrative Hearings Case No. 2013030380

A.M. GAL Martha Herrera, v. Los Angeles Unified School District, et al.
Los Angeles Superior Court Case No. BC 484111

Everest National Insurance Company, v. Los Angeles Unified School District, et al.

Jermise Ramirez, v. Los Angeles Unified School District

Miguel Ocegueda, v. Los Angeles Unified School District, et al.

Sharail Reed, et al., v. State of California, et al.

United Teacher Los Angeles, Aguilar, et al., v. Los Angeles Unified School District
Los Angeles Superior Court Case No. BS 132987

United Teacher Los Angeles, Campuzano, et al., v. Los Angeles Unified School District
Los Angeles Superior Court Case No. BS 138408

Los Angeles Unified School District, v. PERB; CSEA
California Court of Appeal Case No. B 251986

Pending Litigation (Government Code Section 54956.9(d)(4))
1 Case

Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public Employment
General Superintendent of Schools
Senior Director, Administrator Development Branch, Talent Management Division

512

Employee Evaluation
Inspector General
General Superintendent of Schools

Conference with Labor Negotiator (Government Code Section 54957.6)

Negotiator: Superintendent Deasy
Employee Organizations:

Associated Administrators of Los Angeles
California School Employees Association
Los Angeles County Building and Construction Trades Council
Los Angeles School Police Association
Los Angeles School Police Sergeants and Lieutenants Association
Service Employees International Union, SEIU Local 99
Teamsters
United Teachers Los Angeles
District Represented Employees and Contract Management Personnel

Student Discipline Matters (California Education Code Sections 48918(c), (f))

Approval of Notes
- - - -

PUBLIC COMMENT

The following speakers addressed the Board on the subject indicated:

Ms. Michelle Hope Walker Uniform Complaint Procedures (UCP) Complaints
Mr. V. Sharp Housing Teacher Policy
Mr. Walter Waddles Richardson Parental Involvement
Mr. Scott Folsom Title I Funding

- - - -

Board Members discussed the requirement of including Board Waiver 73 for the announcement of an initial
resolution.
- - - -

The Board recessed the public portion of the closed session meeting at 10:15 a.m. Closed session discussion
began at 10:27 a.m. and ended at 3:30 p.m.

- - - -

The Board reconvened the public portion of the closed session meeting at 3:35 p.m. The following Board
Members were present: Mr. Kayser, Ms. Ratliff, Mr. Zimmer, and Dr. Vladovic. Ms. Galatzan and
Ms. Garca were absent.

513

Mr. Crain announced the following reportable actions:

The Board of Education approved the expulsions of students in case numbers 034-13/14, 035-13/14,
036-13/14, 037-13/14, 038-13/14, 039-13/14, 040-13/14, and 041-13/14, 043-13/14, 044-13/14,
045-13/14, 046-13/14, 047-13/14, 048-13/14 with the recommended dispositions. The Board of
Education further approved the conditional enrollment of students in case numbers 023A-13/14,
025A-13/14, 026A-13/14 and 027A-13/14 previously expelled from other districts and charters.
The Board of Education also denied enrollment in case number 024A-13/14.

The vote was 6 ayes; no absent.

The Board of Education authorized the initiation of dismissal action of 1 early education teacher,
4 elementary teachers, 1 elementary assistant principal, 2 middle school teachers, and 2 high school
teachers.


The Board of Education authorized the filing of an appeal with the Superior Court of the
Administrative Hearing decision case regarding Segalit Siegel, Case No. 2013030380.


The Board of Education approved the employment agreement with Ms. Michele Shannon as
Senior Director, Administrator Development Branch, Talent Management Division, with the
term ending June 30, 2015. Terms and conditions will be available upon the finalization of the
contract.


The Board of Education authorized settlement in the case of Jermise Ramirez v. Los Angeles
Unified School District, Los Angeles Superior Court Case No. BC 497339. Terms and conditions
will be available upon the finalization of the settlement.


The Board of Education approved settlement in the case of Miguel Ocegueda v. Los Angeles
Unified School District, et al.; Los Angeles Superior Court Case No. BC 458644. Terms and
conditions will be available upon the finalization of the settlement.


The Board of Education authorized settlement of a case between Los Angeles Unified School
District and Community Redevelopment Agency Los Angeles Successor Agency. Terms and
conditions will be available upon the finalization of the agreement.


514

The Board of Education authorized the filing of an appeal of the decision in the case of case Los
Angeles Unified School District v. PERB; CSEA, California Court of Appeal Case No. B 251986.
The document will be available upon the filing. The filing will be available upon the request.


The Board of Education approved notes from previous meetings.

- - - -

On motion by Mr. Zimmer, seconded by Mr. Kayser, and by general consent the meeting was adjourned
at 3:39 p.m. Ms. Galatzan and Garca were absent.

APPROVED BY THE BOARD:

__________________________________ ____________________________________
RICHARD VLADOVIC JEFFERSON CRAIN
PRESIDENT EXECUTIVE OFFICER OF THE BOARD
515
TAB 41
Text File
File Type: Board Resolution In Control: Board of Education

Ms. Garca - Leading Transparency into the Digital World

Whereas, For the last seven years, the Los Angeles Unified School District (LAUSD) has worked to
increase transparency and informed community engagement;

Whereas, the California State Controller is working to streamline what is already public
Information at LAUSD;

Whereas, The California State Controller is contacting every County Office of Education, school
district, and charter school across the State to ask them to participate in the important expansion of
the States public compensation website - publicpay.ca.gov - by providing pay and benefit data for
all K-12 public employees and school officials;

Whereas, The previous website only covered public employees employed by the State, its 58
counties, 482 cities, 4,700 special districts, and 23 California State University campuses;

Whereas, Later, 68 of 72 districts comprising Californias Community College system volunteered
their compensation data and last year, the University of California system also embraced the goal of
greater transparency by agreeing to submit its data by late this spring;

Whereas, Public school districts must be responsible in demonstrating how public dollars are put to
work;

Whereas, Transparency leads to better accountability and more informed community engagement,

Whereas, President Obamas education agenda envisions a nation-wide commitment to preparing
all students for citizenship as informed, engaged and responsible members of society;

Whereas, K-12 will be the only area of public education not represented on the website;

Whereas, It is of the upmost importance that LAUSD be a leading partner in sharing public
information and trailblazing transparency into the digital world; now therefore be it

Resolved, That the Governing Board of the Los Angeles Unified School direct the Superintendent
to support and work with the State Controllers Office in complying with the request to participate
in the expansion of the States public compensation website.


TAB 42

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TAB 1

2011-12 2012-13 2011-12 2012-13

LAUSD Facilities and Planned Projects

LAUSD Facilities and Planned Projects

LAUSD Facilities and Planned Projects

2011-12 2012-13 2011-12 2012-13

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