05-13-14 LAUSD Regular Board Meeting

1
TAB 1
Los Angeles Unified School District
Board of Education Report
333 South Beaudry Ave,
Los Angeles, CA 90017
File #: 13/14-0080, Version: 1
Initial Proposals from Service Employees International Union, Local 99 for Units B, C, F, and G
Los Angeles Unified School District Printed on 5/5/2014 Page 1 of 1
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Theiefoie, SEI0 Local 99 ieopens the wages aiticles foi Baigaining 0nits B, C, F, & u anu
pioposes:

A wage inciease foi the 2u1S-2u14 contiact yeai that will begin to iestoie eainings
anu puichasing powei lost uuiing the economic iecession of the past six yeais anu
move oui iepiesenteu woikeis towaius faii anu just eainings levels.

SEI0 Local 99 ieseives the iight to auu, mouify, oi uelete poitions of this
Collective Baigaining pioposal uuiing the couise of negotiations.
All pioposals anu subsequent mouificationsueletions aie maue
without piejuuice to SEI0 Local 99.

SEIU Local 99 Contract Proposals to LAUSD to
Lif Working Families Out of Poverty and
Ensure a Quality Education for All Children
LAUSD Bargaining Units B, C , F and G
Were fighting for:
Our Families: $15/hour minimum wage and 15
o
/
o increase for
workers earning more than $15
Our Students: Increased work hours to ensure full support for
student success
Our Communities: Expansion of OASIS program to create more
good jobs and provide better services for students and families
QUALITY SCHOOLS. BETTER LIVES.
*
*
*
CREATED BY
IN-HOUSE
PRINTING
W
e are the Bus Drivers who greet children
in the early morning and make sure they
get to school safely. We are the Cafeteria
Workers who prepare breakfast and lunch and
ensure children dont go to class hungry. We are the
Custodians who ensure a healthy and clean learning
environment, the Special Education Assistants who
provide tutoring and support to some of our most
vulnerable students, the Campus Monitors who
make sure our schools are safe places to learn and
enjoy childhood, and thousands more workers who
provide essential services and supports to students
in the Los Angeles Unifed School District.
Over seven months, from October 2013 to April
2014, SEIU Local 99 members came together in
school sites throughout Los Angeles to discuss our
priorities for our contract with LAUSD. We had
a lot to say about how to restore student services
afer years of devastating cuts. We also spoke out
as parents of children in LAUSD schools and as
members of the communities where we work. We
shared our personal concerns over the impact
of cutbacks on the quality of education in our
neighborhood schools, and our struggles to provide
for our own children on poverty-level wages.
Ultimately, from these conversations, we drafed the
proposals for a new contract that are included in
this book. Tey refect the urgent need to improve
wages so we can raise our families with dignity and
opportunity. Tey show our commitment to the
children whose lives we touch every day and who
deserve nothing less than high quality resources and
More than 35,000 SEIU Local 99
members provide essential services
and support to children at LAUSD.
full stafng support. Tey refect the need
to create a school environment where the
entire education teaminside and outside
the classroomis respected and valued for
its contributions to our childrens learning.
With Californias economic recovery in efect
and increasing state revenues coming into
the District, we have a real opportunity to
strengthen our schools and communities. Now
is the time for School Board members and
Superintendent John Deasy to ensure that no
LAUSD workers live in poverty, that every child
can learn in a safe, clean, and supportive school,
and that we work together to restore opportunity
for our children and our communities by
ensuring quality schools and better lives.
Te following contract articles are addressed in the proposals
presented in this book:
Unit B Articles III, IV, V, IX, X, XI, XII, XIII,
XIV, XVI, XVII, XVIII, XIX, XXI, APPENDIX
A, APPENDIX B, & APPENDIX D.
Unit C Articles III, IV, V, IX, X, XI, XII, XIII, XIV, XV,
XVII, XVIII, XIX, XX, XXI, XXII, XXIV, APPENDIX
A, APPENDIX B, APPENDIX C & APPENDIX D
Unit F Articles II, III, IV, VIII, VIII-A, IX, X, XI,
XII, XIII, XIV, XV, XVI, XIX & APPENDIX A
Unit G Articles II, III, IV, VIII, IX, X,
XI, XII, XIV, & APPENDIX A
Local 99 reserves the right to add, modify, or delete any or all
proposals throughout the course of negotiations with the Los Angeles
Unifed School District. Te proposals included in this document are
made without prejudice or precedent.
S
omething mysterious must be happening
at Teresa Aguilars house. On her salary,
Teresa supports two children, her husband
who lost his job during the Great Recession and
struggles with health issues, and her mother-in-
law. And she does it all without relying on public
assistance. She doesnt have debt. She pays all
her bills on time. Te family doesnt go hungry
at the end of the month. And you have to look
in a history book for my last raise, she says.
But maybe what keeps the family going is not a
mystery. Its just doing without. Te family lives
without any extras. No movies or eating out. Teir
second car doesnt work and they cant aford to fx it.
Her 22-year-old son takes the bus to East L.A. College.
He and Teresas 17-year-old daughter share the larger
bedroom of the familys 2-bedroom apartment.
Teresa doesnt want her children working yet.
Tey have homework to focus on. Her daughter
will be a senior at Bell High next year. She gets
good grades and takes AP classes. She plans to
go to college. Teresas son studies computers
and flmmaking. Teir education is important,
she says. I want a better life for them.
NEARLY 23,000 SEIU LOCAL
99 MEMBERS EARN LESS
THAN $15 AN HOUR, PLACING
MANY FAMILIES AT OR
BELOW THE POVERTY LINE.
NEARLY HALF OF ALL SEIU
LOCAL 99 MEMBERS ARE
PARENTS OR GUARDIANS
OF CHILDREN ATTENDING
LAUSD SCHOOLS.
Theresa Aguilar
Theresa Aguilar
Custodian
South Gate Middle School
Custodian
South Gate Middle School
S
Source: SEIU Local 99
Source: Los Angeles Unifed School District
Wage, Hour and Benefit Improvements to
Ensure a Better Life for Ourselves, Our
Children, Our Communities
Wage, Hour and Benefit Improvements to
Ensure a Better Life for Ourselves, Our
Children, Our Communities
A strong public school system is crucial to a healthy and thriving Los Angeles. School
support employees are the backbone of our public school district. Whether we are keeping
our classrooms and campuses clean, preparing the healthy meals children need to learn
efectively or helping to support struggling students in the classroom, whats true is that
LAUSD simply cannot function without the work we do.
Despite our commitment to LAUSD, and our willingness in recent years to sacrifce our
wages and hours to ensure that LAUSD moves forward, our needs as individual human
beings have largely been ignored. Good wages and decent hours will not only improve our
lives, but will make our schools and local communities even stronger.
As dedicated members of the LAUSD community, we seek real recognition of school
support workers contributions to our shared goal of providing a world-class education to
every child in Los Angeles through the following:
1. A minimum wage of $15 per hour that will fnally begin to raise many of us out
of poverty and give us the means to provide for our families and ourselves.
2. For the few of us who do earn better than poverty wages, a 15%
wage increase that will, at minimum, restore the purchasing
power we lost during the economic downturn.
3. Fair benefts to all employees consistent with those ofered to all other
LAUSD workers.
4. Minimum work shifs that do not restrict employees from beneft eligibility, and
full-time jobs and work years that enable us to support our families and ourselves.
5. Restoration of hours, work years, and positions for workers who sacrifced
in the interest of our schools and communities during the recession.
6. Fair and reasonable pay schedules and payroll processes that ensure accuracy.
7. Since our schools do not operate without adequate substitute staf ng,
improvements to wages and benefts that ensure that substitute staf at
LAUSD are elevated to a status beyond that of second-class citizens.
8. Fair adjustments to pay diferentials refective of changes in cost
of living, and the creation of new diferentials that recognize the
nature of the duties performed by many of our workers.
Contract Proposal Set 1:
C
C
esar wears a lot of hats at Leichman Special
Education Center. He is a big part of
Leichmans severe behavior team, working
with special needs children who struggle in the
classroom. He also assesses teenagers job and life
skills, spends about half his day making sure
Leichmans technology systems work smoothly, and
runs a computer lab. Finally, he is a translator for
parents during Independent Education Program
meetings about their childs progress. On top of all
that, Cesar moonlights nights and weekends as a
sofware technician for a large aerospace contractor.
Cesar loves bringing the technology and aerospace
knowledge back to the classroom. When kids see how
knowledge is actually applied in the real world, they
become more interested in what theyre learning in
school. I would have wanted someone to bring that to
me when I was in high school.
Over the past few years, though, the choice between
his school job and aerospace job has become
increasingly dif cult. In 20 years working for LAUSD,
Cesar has only received one performance raise. Te
last time he received a cost of living increase was about
10 years ago.
Ten came furloughs and reduced hours. Cesar is
currently facing tough fnancial times. Hes not sure
how long he can hang on without making a dif cult
career decision. He has noticed a lot of turnover
among the paraprofessionals who work with special
needs students. Sometimes I get teary thinking about
leaving a job I really love.
Cesar Solis
Cesar Solis
Special Education Assistant
Leichman Special Education Center
Special Education Assistant
Leichman Special Education Center
SINCE 2006, WAGES AT LAUSD
HAVE REMAINED STAGNANT WHILE
THE COST OF LIVING HAS RISEN
BY NEARLY 14
o
/
o IN CALIFORNIA.
Source: California Consumer Price Index
Fair and Equitable Conditions of
Employment to Ensure a Stable Learning
Environment for Students
Fair and Equitable Conditions of
Employment to Ensure a Stable Learning
Environment for Students
Our students deserve to come to school every day in a safe, stable learning environment. In order for school
employees to create the stability that kids need, we need to be treated fairly and equitably in our schools and
workplaces. Unfortunately, thats the not the case in many of our schools now. Many dedicated school employees
are constantly torn between their commitment to students and wondering if they should look for another job.
Parents need to see the same faces every day to feel secure in turning their children over to schools. Persistent
turnover lessens trust and disrupts school communities. Retaining good staf is particularly challenging
in schools serving high populations of students in need. Many of us also work in the communities that we
serve. Work assignments made in a fair and transparent way reinforce cultures of trust and caring in schools,
and fair conditions of employment ensure the development and maintenance of a strong workforce.
When we have seniority protections that create stability within our workforce, that stability
extends throughout the broader community. And when we have fair leave policies, we can then
enjoy a work-life balance that enables us to do the best possible job when were at work.
It goes without saying that our working environment is our students learning
environment. LAUSD needs to take steps to stabilize our schools by:
1. Recognizing that ever-expanding workloads in recent years have directly impacted our ability
to complete our work and serve our students, and that realistic protection against excesses and
working us out of classifcation will beneft both workers and our shared educational mission.
2. Acknowledging that length of service in the District is the most equitable and fair way to
make decisions regarding transfer, assignments, and other key employment decisions.
3. Ensuring that all processes for assigning regular and additional work, hours, and
work assignments for all classifcations are fair, objective and transparent.
4. Understanding the value of a fair evaluation process that permits us to work together with
our administrators and supervisors to improve our skills and job performance.
5. Agreeing to adequate sick and related leave for all employees that is on par with
other District employees and prevents us from having to make the dif cult
choice between the health of our families and ourselves and our jobs.
6. Supporting fair and equitable vacation accrual, usage and payout provisions, and holiday pay that
enables classifed workers to re-energize and continue their service to students and families.
7. Agreeing to adequate bereavement leave for periods of personal crisis or loss.
8. Providing us with substantive input into calendar development to ensure that our compensation
remains as stable and uniform as possible over the course of the work year.
9. Negotiate fair lunch and break periods that are adequate and appropriate and allow us to
replenish ourselves and refocus our attention on our work in support of children.
O
ne Friday morning, Claudia Duron starts the
school day in the Parent Center on the phone,
speaking with a mom who has confded in her
about a domestic violence issue. Claudia is referring
her to a local community center where she can get
help. We cant wait until something bad happens, she
says in a sof voice. Claudia hangs up and starts to sort
out class photos that will be distributed to students
and prepare felt cutouts and worksheets that parent
volunteers will assemble for classroom projects.
Its all in a days work for Claudia who works as a
Community Representative at Nueva Vista Elementary
School in Bell. Were an important link within
education, she says of her role. We connect parents,
teachers and administrators to support our children.
At the Parent Center she encourages conversations
about homework, behavior issues, even personal
problems. Sometimes there are problems at home that
afect a childs progress at school.
When the 11:00 a.m. bell rings, it should signal the end
of Claudias workday. She is only paid for three hours
of work. But, she says thats not enough time to do
everything that has to get done. Still, with fve children,
including three daughters attending LAUSD schools,
Claudia says a raise and getting paid for additional
hours would be fabulous. She loves her job, but her
own family struggles to make ends meet.
And shes adamant about her children going to college.
Her oldest daughter was ofered a trip to Fordham
University in New York this summer. Its $3000. I
dont know how Im going to do it, but I want her to
go on that trip, says Claudia. Education is the only
guarantee for a better life. Te day I die, I wont be able
to leave my children money or a house, but I can give
them a good education.
Claudia Duron
Community Representative
Nueva Vista Elementary School
WITH MORE THAN 30,000 SEIU LOCAL 99 MEMBERS WORKING
LESS THAN 8 HOURS A DAY, LAUSD RELIES HEAVILY ON A PART
TIME WORKFORCE TO SERVICE STUDENTS AND FAMILIES.
A Stronger Voice On the Job To Ensure
Greater Collaboration with the District
and Quality Schools for All Children
Education is strongest when all stakeholders have a real voice in making decisions in our
schools. When our communication systems break down, when employees rights arent
respected and when we dont have efective avenues to share our concerns, our schools bear
the brunt of that dysfunction. We need fair procedures for resolving workplace disputes so
that our time can be focused where it should be: on the students and the classroom. And we
need broader engagement with parents and community members through programs like
OASIS (Optimizing Access to Services, Inspiring Success) to increase wrap-around services
for our schools so that kids get the supports they need in and out of the classroom.
Trough the following changes, we will be able to establish clear, fair and efective procedures
for how we communicate and work together so that our schools run as smoothly as possible:
1. Implement, evaluate, and expand the OASIS program in an open and collaborative
manner; ensure that, as classifed workers, we retain a voice in this process as new services
are brought to school sites to help kids fourish and grow; and further strengthen the
bonds between school workers, parents, and the community.
2. Allow for dispute resolution processes that guarantee that any and all of us who
experience disagreements with our employer have easy and fair access to recourse through
a reasonable and simplifed grievance procedure.
3. Understand the importance that SEIU Local 99 leadership plays in the operation of the
District, and in particular the role of SEIU Local 99 worksite stewards as the lead persons
for successful relationships between workers and the District, by ensuring that worksite
stewards have ease of access to their members.
4. Ensure that all employees represented by SEIU Local 99 have basic due process and
progressive discipline rights.
5. Allow our union representatives an opportunity to join in District new employee
orientations to ensure that our bargaining unit members learn about their rights and the
contributions of our union to the mission of LAUSD.
Source: SEIU Local 99
W
hen Tonya Chambers children were little,
she lost her job. Her husbands job didnt pay
enough for the family to live on. Tey had
no money for food, so she sent her children to school
for meals and prayed shed have something to feed
them for dinner.
One night, when my husband took of his shirt, I saw
that he was skin and bones with ribs sticking out, said
Tonya. We werent eating so the kids could.
Now, twenty years later, Tonya is a Cafeteria Worker
at Hoover Elementary School, feeding children from
families who struggle to put food on the table, like she
once did. Anyone who thinks theres no hunger in our
schools is out of touch with reality, says Tonya.
Tonyas experience as a struggling working parent gives
her a sof spot for the children who go through her
lunch line every day. She remembers one particular
little kindergartener. His mom would always tell him
to greet Tonya. Now hes in ffh grade. He invited her
to come to his karate exhibition the other day. And
when she hears which class won the spelling bee each
year, she knows its his.
Like Tonya, SEIU Local 99 members are part of our
schools communitiescaring adults on campus
who watch out for kids and encourage them to
excel in class. And yet, despite their dedication and
commitment to the families and students in their
neighborhood schools, they struggle to make ends
meet and, over the past few years, have felt the strain
of layofs and other cutbacks on their own families and
the children they serve.
As new funding fnally begins to fow into LAUSD, its
time to restore and rebuild our schools to ensure the
good jobs families need to raise their children and the
highest quality education for every student.
Tonya Chambers
Tonya Chambers
Cafeteria Worker
Hoover Street Elementary School
Cafeteria Worker
Hoover Street Elementary School
2
TAB 2
File #: Rep-376-13/14, Version: 2
Teamsters Local 572, Unit S Memorandum of Understanding for 2011-2014 Successor Collective Bargaining
Agreement
Action Proposed:
Adoption of the 2011-2014 Memorandum of Understanding (Attachment A) with Teamsters Local 572 for Unit
S (Classified Supervisors)
Background:
Pursuant to Government Code Section 3547, the District and the union presented its initial proposals to the
public at a regular meeting of the Board of Education. The public had an opportunity to be informed about
these proposals and to express itself to the Board of Education. Since that time, representatives for the parties
have met and negotiated as required by law. The parties reached tentative agreement on April 9, 2014.
The attached Memorandum of Understanding (MOU) was ratified by the Teamsters membership of Unit S.
Copies of the MOU are available for public review through the Office of Labor Relations.
Expected Outcomes:
Adoption of the 2011-2014 Memorandum of Understanding with Teamsters 572 for Unit S (Classified
Supervisors).
Board Options and Consequences:
If the Board adopts this agreement, the attached MOU with Teamsters, which is a joint recommendation of the
bargaining parties, will be implemented.
If the Board does not adopt this agreement, the attached MOU with Teamsters, which is a joint
recommendation of the bargaining parties, will not be implemented. The parties would resume negotiations for
a successor agreement.
Policy Implications:
This 2011-2014 Unit S Memorandum of Understanding is the successor agreement to and amends the 2008-
2011 Agreement between the District and Teamsters and therefore becomes policy upon adoption.
Budget Impact:
The proposed 1.7% general wage increase to base salary in order to offset the EPMC results in an ongoing
expenditure increase to the District of approximately $0.65 million annually. The estimated share of general
fund is approximately $ 0.53 million annually.
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Issues and Analysis:
This Unit S Memorandum of Understanding concludes negotiations with respect to the 2011-2014 contract
years.
Attachments:
Attachment A - Unit S Memorandum of Understanding, 2011-2014
Attachment B - AB 1200 Report
Informatives:
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TAB 3
LAUSD-AALA Memorandum of Understanding Concerning
The School Leader Growth and Development Program, 2014-2015
Action Proposed:
The Board of Education adopts the LAUSD-AALA Memorandum of Understanding Concerning the School
Leader Growth and Development Program, 2014-2015 (referred to herein as the MOU) between the Los
Angeles Unified School District (LAUSD) and the Associated Administrators of Los Angeles (AALA). The
MOU is presented to the Board as a joint recommendation by the two parties.
Background:
The Los Angeles Unified School District reached agreement with AALA on April 11, 2014 and prepared the
attached MOU concerning the School Leader Growth and Development Program, 2014-2015.
Expected Outcomes:
Adoption of the attached MOU will result in the incorporation of 2014-2015 practice of growth and
development tools and processes for school site leaders and sets expectations for this work as it relates to the
School Leader Growth and Development Program covering up to 200 Principals and their corresponding
Instructional Directors.
Adopt the attached MOU resulting in the incorporation of 2014-2015 practice of growth and development tools
and processes for school leaders and setting expectations for this work as it relates to the School Leader Growth
and Development covering up to 200 Principals and their corresponding Instructional Directors.
Do not adopt the attached MOU resulting in the parties returning to the bargaining table to continue
negotiations regarding the incorporation of 2014-2015 practice of growth and development tools and processes
for school leaders and setting expectations for this work as it relates to the School Leader Growth and
Development covering up to 200 Principals and their corresponding Instructional Directors.
The MOU will become policy upon adoption.
Budget Impact:
The costs of the agreement presented are within existing budget authority except for the stipends for
approximately 200 participants at $1,000 each. The total additional budget requirement is approximately
$200,000 from the general fund in 2014-2015
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This MOU provides guidance for the practice of growth and development tools and process for school leaders
and sets expectations for this work as relates to the School Leader Growth and Development program.
Attachments:
Attachment A: LAUSD-AALA Memorandum of Understanding Concerning the School Leader Growth and
Development Program, 2014-2015
Attachment B: AB 1200 Report
Informatives:
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TAB 4
APPROVAL OF PROCUREMENT ACTIONS
Action Proposed:
Staff proposes that the Board of Education (Board) ratify the contract actions taken by the Procurement
Services Division within delegated authority as listed in Attachment A including the approval of award of
Professional Service Contracts not exceeding $250,000: New Contracts and Amendments; Low Value -
Decentralized Purchase Orders; Goods and General Services Contracts: Goods and General Services Contract
Amendment part of the Common Core Technology Project and ITD-SEP previously approved by the Board on
January 14, 2014, under Board Report No. 129-13/14; Purchase Orders, Low Value - Decentralized Purchase
Orders; District Credit Card Transactions; Rental of Facilities; Travel/Conference Attendance; General Stores
Distribution Center; and Book/Instructional Material Purchase Orders; and approve the Professional Service
Contracts (exceeding $250,000): New Contracts; Goods and General Services Contracts (exceeding $250,000):
New Contracts; Piggyback Contracts, listed in Attachment B.
Background:
Procurement Services staff prepares monthly reports for contract actions necessary for the execution of the
projects approved by the Board for the educational and operational requirements of the District in accordance
with Board delegated authority to the Superintendent.
Expected Outcomes:
Approval of these items will allow the goods and services provided by these contracts furnishing the
equipment, supplies, or services to the Los Angeles Unified School District that support Board policies and
goals.
The Board can approve all actions presented, or postpone selected actions pending receipt of additional
information. Non-ratification of actions awarded under delegated authority in Attachment A will result in
immediate unavailability of products or discontinuance of services, or both. While non-ratification may be
legally defendable, it would likely result in costly litigation over discontinued payments or if the District
attempts to reclaim payments made to a vendor. District costs will likely increase as fewer vendors compete
for future procurements. Postponement of actions presented for approval in Attachment B will delay contract
award or delivery dates.
This action does not change District policy and conforms to California Education Code section 17604 that
permits the Board of Education to delegate authority for Procurement Services (Board Report #200-12/13),
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which the Board exercised on April 16, 2013.
Budget Impact:
The contract actions presented are within the budget authority previously approved by the Board.
Ratification of contracts awarded under delegation of authority and within their Board approved budget listed
in Attachment A includes:
Award of Professional Service Contracts not exceeding $250,000:
New Contracts; Amendments; Low Value - Decentralized Purchase Orders; and
Goods and General Services Contracts not exceeding $250,000: Contract Amendment for Good and
General Services as part of the Common Core Technology Project and ITD -SEP previously
approved by the Board on January 14, 2014, under Board Report No. 129-13/14; Procurement
Transactions - Purchase Orders; Low Value - Decentralized Purchase Orders; Rental of Facilities;
Travel/Conference Attendance; District Credit Card Transactions; General Stores Distribution
Center; and Book/Instructional Material Purchase Orders
Request for Approval of Procurement Contracts not under delegated authority listed in Attachment B
includes:
Professional Services Contracts (exceeding $250,000); and
Goods and General Services Contracts (exceeding $250,000), and Piggyback Contracts
There are no policy implications on these agreements. The Business and Government Services Team, Office of
the General Counsel, has reviewed and approved the agreements as to form.
Attachments:
Attachment A - Ratification of Contracts Awarded Under Delegated Authority
Attachment B - Request for Approval of Contracts Not Under Delegated Authority
Informatives
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ATTACHMENT A
APPROVAL OF PROCUREMENT CONTRACTS: RATIFICATION OF DELEGATED AUTHORITY
Bd. of Ed Rpt. No. 37113/14 Page 1of 9 Board of Education
May 13, 2014
A. PROFESSIONAL SERVICE CONTRACTS ALREADY AWARDED
NEW CONTRACTS NOT EXCEEDING $250,000 $583,609
CONTRACTOR IDENTIFI-
CATION NO.
DESCRIPTION SOURCE OF
FUNDS
AMOUNT
Aon Consulting,
Inc.
4400002586 Informally competed contract to provide
actuarial valuations of the Health and Welfare
benefits program in accordance with the
applicable Governmental Accounting Standards
Board (GASB) requirements.
Contract Term: 02/21/14 through 12/31/14
Contract Value: $40,000
Requester: Janice J. Sawyer, Director
Benefits Administration
Health and
Welfare
(100%)
$40,000
Leadership
Evolution
Dynamics, LLC
4400002675 Single-source contract to provide
Organizational Change Management (OCM)
consulting services to support and advise the
Common Core Technology Project OCM team
through the different phases of the Prosci
Change Management methodology:
1) Preparing for change, 2) Managing change,
and 3) Reinforcing change.
Requester: Bernadette Lucas, Director
Common Core Technology Project
Common Core
Technology
Project
(100%)
$36,700
ATTACHMENT A
May 13, 2014
NEW CONTRACTS NOT EXCEEDING $250,000 (CONT.)
CATION NO.
FUNDS
AMOUNT
Houghton Mifflin
Harcourt
4400002676 Informally competed contract to provide seven
(7) days of professional development training in
the areas of Math, English Language Arts, Social
Science, and Science for up to 800 District grade
6-12 teachers and other staff in four Cohorts.
Requester: Tommy Chang
Instructional Superintendent
Intensive Support & Innovation Center
NCLB
Title 1
(100%)
$184,285
Growing
Educators
4400002685 Informally competed contract to provide a ten
(10) day Beginning Writing Workshop
Initiative program at five (5) elementary
schools (Flournoy ES, Weigand ES, Hillcrest
ES, 42
nd
Street ES, and 24
th
Street ES) to
strengthen teachers abilities to serve the
academic and instructional needs of low-literacy,
under-served, and other students in diverse
classrooms.
Requester: Tommy Chang
Instructional Superintendent
Intensive Support & Innovation Center
NCLB
Title I
(100%)
$81,100
ATTACHMENT A
May 13, 2014
CATION NO.
FUNDS
AMOUNT
Yeshiva
Educational
Services, Inc.
4400002736 Pass-throughcontract to provide
professional development and coaching
services in the areas of Reading and Math to
private school teachers of participating Title
I students pursuant to the Elementary
Secondary Education Act (ESEA), formerly
known as No Child Left Behind (NCLB).
This contract is a required pass-through for
the Title I Private Schools Program with
LAUSD as the Local Education Agency
(LEA).
Requester: Deborah Ernst, Director
Title I - Private Schools Program
NCLB
Title I
(100%)
$39,590
California
Education Partners
4400002737 Pass-throughcontract to provide technical
assistance support for the implementation of
the California Office to Reform Education
(CORE) waiver. This waiver allows
flexibility pertaining to various aspects of
the Elementary Secondary Education Act
(ESEA formerly NLCB) and transitions
Local Education Agencies (LEA) into a new
accountability system. LAUSD is a
participating LEA.
Requester: Monique Epps, Director
Intensive Support and Intervention
Implementation/
Cost to CORE
(100%)
$122,800
ATTACHMENT A
May 13, 2014
CATION NO.
FUNDS
AMOUNT
Kagan Publishing,
Inc.
4400002752 Single-source contract to provide four (4)
eight-hour workshops for up to 100 teachers
with focus on strengthening the teachers
abilities to provide an environment in the
classroom for students to focus on listening,
speaking, reading and writing. Additionally,
three (3) days of coaching through
observation in the classroomand debriefing
sessions for each teacher observed.
Requester: Arturo Valdez, Principal
Benjamin Franklin Senior High School
NCLB
Title I
(100%)
$35,096
Sentient Research 4400002713 Named in grant provider contract to evaluate
the implementation of the Districts program
to develop and sustain a school-based
program to reduce HIV and other STD
infection amongst adolescents, and reduce
disparities in HIV and other STD infection
experienced by specific adolescent
subpopulations, while reinforcing efforts to
reduce teen pregnancy rates.
Requester: Debra Duardo
Executive Director
Student Health & Human Services
US Centers for
Disease Control
and Prevention
Promoting
Adolescent
Health Through
School-Based
HIV/STD
Prevention and
School Based
Surveillance
Program
Grant
(100%)
$44,038
ATTACHMENT A
May 13, 2014
CONTRACT AMENDMENTS NOT EXCEEDING $250,000 $495,104
CATION &
AMEND-
MENT NO.
FUNDS
AMOUNT
J ewish Family
Services of L.A.
4400002156-1 Amendment to increase contract capacity to
provide counseling services to Title I
students attending private schools within the
attendance area of Title I schools pursuant to
(ESEA), formerly known as No Child Left
Behind (NCLB). This contract is a pass-
through for the Title I Private Schools
Program with LAUSD as the Local
Education Agency (LEA).
Initial Contract Value: $68,631
*Amendment No. 1 $69,604
Aggregate Contact Value: $138,235
Title I Private Schools Program
NCLB
Title I
(100%)
$69,604*
Catapult Learning
West, LLC
4400002198-3 Amendment to increase contract capacity to
provide supplemental reading, math and
counseling services to Title I students
attending private schools within the
attendance area of Title I schools pursuant to
(ESEA) formerly known as No Child Left
Behind (NCLB). This contract is a pass-
through for the Title I Private Schools
Program with LAUSD as the Local
Education Agency (LEA).
Amendment No. 1: <$17,441>
Amendment No. 2: $44,464
*Amendment No. 3 $175,500
Aggregate Contract Value: $651,432
Title I Private Schools Program
NCLB
Title I
(100%)
$175,500*
ATTACHMENT A
May 13, 2014
CONTRACT AMENDMENTS NOT EXCEEDING $250,000 (CONT.)
CATION &
AMEND-
MENT NO.
FUNDS
AMOUNT
Department of
General Services
4400002168-2 Amendment to increase contract capacityfor
The Department of General Services Office of
Administrative Hearings to provide the
services of Administrative Law J udges (ALJ )
to LAUSD for the purpose of conducting
hearings pursuant to Government Code
27727. California Ed Code Section 44949
provides that school districts must pay all the
expenses of the hearing including the cost of
ALJ .
Amendment No. 1: $250,000
*Amendment No. 2: $250,000
Aggregate Contract Value: $700,000
Requester: David Holmquist
General Counsel
Office of the General Counsel
General
(100%)
$250,000*
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
ATTACHMENT A
May 13, 2014
C. PROFESSIONAL SERVICES CONTRACTS 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
$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

ATTACHMENT A
May 13, 2014
C. PROFESSIONAL SERVICES CONRACTS ALREADY AWARDED
$0
previously adopted by the Board on J anuary 14, 2014, under Board Report No. 129-13/14. .

CATION NO.
FUNDS
NOT TO-
EXCEED
AMOUNT
None

GOODS AND GENERAL SERVICES CONRACTS ALREADY AWARDED
$0
previously adopted by the Board on J anuary 14, 2014, under Board Report No. 129-13/14. 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
Broadway
Typewriter Co.
Inc. dba Arey
J ones
Educational
Solutions
4400001145-3
4400001181-3
4400001187-3
No-cost amendmentsto existing capacity
contractsto leverage a component of the
contractsto provide integration services
needed to implement the Smarter Balanced
Assessment field test as part of Phase 2 of
the Common Core Technology Project
(CCTP).
Initial Contract Value: $51,000,000
Amendment No. 1: $0
Amendment No. 2: $0
*Amendment No. 3 $0
Aggregate Contract Value: $51,000,000
Requester: Ronald Chandler
Chief Information Officer
Information Technology Division
Bond
(100%)
$0*
ATTACHMENT A
May 13, 2014
PROCUREMENT AGREEMENTS NOT EXCEEDING $250,000 $26,335,298
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 March2014(Avg. Trans.- $68,841)
44 $3,029,021
Low Value Decentralized Purchase Orders (Avg. Trans. - $1,759)
2,438 $4,289,667
DISTRICT CREDIT CARD TRANSACTIONS- (Avg. Trans. $353)
9,273 $3,274,204
Rental Facilities(Avg. Trans. $0)
0 $0
Travel/Conference Attendance(Avg. Trans. $703)
918 $645,138
GENERAL STORES DISTRIBUTION CENTER - (Avg. Trans. $7,341)
Informative memo included
439 $3,222,792
BOOK/INSTRUCTIONAL MATERIAL PURCHASE ORDERS(BPO) - (Avg.
Trans. $13,712)
866 $11,874,476
Detailed information is provided on the Procurement Services website.
D. PROFESSIONAL SERVICES NOT EXCEEDING $250,000 $810,549
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 DecentralizedPurchase OrdersMarch2014(Avg. Trans. $4,504) 180 $810,549
ATTACHMENT B
REQUEST FOR APPROVAL OF PROCUREMENT CONTRACTS NOT UNDER
DELEGATED AUTHORITY
May 13, 2014
A. APPROVAL OF PROFESSIONAL SERVICES CONTRACTS
NEW CONTRACTS EXCEEDING $250,000 $334,342,901
CATION NO.
DESCRIPTION SOURCE
OF
FUNDS
AMOUNT
Department of
General Services
4400002821 Sole-source contract with the Department of
General Services Office of Administrative
Hearings to provide the services of
Administrative Hearings to provide the
services of Administrative Law J udges (ALJ )
to LAUSDfor the purpose of conducting
hearings pursuant to Government Code 27727.
California Ed Code Section 44949 provides
that school districts must pay all the expenses
of the hearing including the cost of ALJ .
Contract Value: $3,000,000
Requester: David Holmquist, General Counsel
Office of the General Counsel
General
(100%)
$3,000,000
California Public
Employees
Retirement
System
(CalPERS)
California
Employers
Retiree Benefit
Trust (CERBT)
4400002724
(RFP 2000000103)
Provide other post-employment benefits
(OPEB) trust administration and investment
management services Proposed contract
requires Board delegation of authority to the
Chief Financial Officer, Controller, and Budget
Director to request Trust-related
disbursements.
Contract Term: Trust fund account will
remain active until terminated by either party.
Contract Value: $0
*Fees will be paid from the Districts projected
rate of return which exceeds the annual cost
calculated at a rate of .0125% or 12.5 basis
points.
Requester: Megan Reilly
Chief Financial Officer
Office of the Chief Financial Officer
Not
Applicable
$0*
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
NEW CONTRACTS EXCEEDING $250,000 (CONT.)
CATIONNO.
FUNDS
AMOUNT
New Leaders,
Inc.
4400002825
(RFP 2000000122)
Provide a Virtual Learning Network as well
as direct interactions that will support 180
principals and instructional leadership teams
impacted by Core Waiver, to operationalize
their instructional improvement goals.
Includes three one-year renewal options
Aggregate Five-Year Contract Value:
$4,203,084
Requester: Donna Muncey
Chief of Intensive Support and Intervention
Title I
(100%)
$4,203,084
Wage Works,
Inc.
4400002832
(RFP 2000000099)
Provide COBRA, CAL COBRA, and
AB528 Administrative Services for active,
retired employees, and their eligible
dependents covered under the LAUSD
healthcare plans.
includes two one-year option renewals
Aggregate Five-Year Contract Value:
$750,000
Requester: Janice J. Sawyer, Director
Benefits Administration
Health and
Welfare Fund
(100%)
$750,000
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
CATION NO.
FUNDS
AMOUNT
Various
Vendors*
4400002628
4400002629
4400002680
4400002627
4400002661
4400002662
4400002663
4400002660
4400002607
4400002608
4400002609
4400002817
Pass-through contracts to provide
apprenticeship trainings which include off-
campus instruction and on-the-job training
required by California Law Section 3074
and California Education Code Section
8152. The District serves as the Local
Education Agency (LEA) for these state-
funded apprenticeship programs (Related
Supplemental Instruction). Authority to
increase or decrease the contract amounts
within the aggregate five-year not-to-exceed
value of $10,533,962.
Contract Term: 07/01/14 through
06/30/19
Aggregate Five-Year Contract Value for
12 Contracts Not-to-Exceed: $10,533,962
Requester: Donna Brashear
Executive Director
Division of Adult and Career Education
General
Restricted
(100%)
$10,533,962
*Apprenticeship & J ourneyman Training Trust Fund for the Southern California Plumbing & Piping Industry (Plumbers
J ATC), FINISHING Trades Institute of Direct Council 26 Apprenticeship Trust (Finishing Trades J ATC), Southern
California Sheet Metal J oint Apprenticeship and Training Committee (Sheet Metal J ATC), Southern California Elevator
Constructor J oin Apprenticeship and Training Committee (Elevator J ATC), Los Angeles County Barber and
Cosmetologist Training Committee (Barber/Cosmo), Brickmasons Apprenticeship Training Trust (Brickmasons J ATC),
Southern California Roofers and Waterproofers J ATC (Roofer J ATC), Construction Teamsters Apprenticeship Program
for Southern California, NTMA Training Centers of Southern California (Tool and Die J ATC), Electrical Workers
Apprenticeship Committee J ATC (Electricians J ATC), Tradeshows and Sign Crafts Training and RE-Training Trust,
California State University State Employees Trade Council J ATC (CSU-SETC)
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
CATION NO.
FUNDS
AMOUNT
Various
Vendors*
4400002780
4400002781
4400002783
4400002784
4400002785
4400002786
4400002787
4400002788
4400002789
4400002790
4400002791
4400002792
4400002793
4400002794
4400002795
4400002796
4400002797
4400002798
4400002799
4400002800
4400002801
4400002802
4400002803
4400002804
4400002805
4400002806
4400002807
4400002808
4400002809
4400002810
4400002811
4400002812
4400002813
4400002814
Contracts to provide after school services
for 436 elementary schools, 90 middle
schools, and 43 high schools that include
academic support, educational enrichment,
and recreational and physical activities.
Funding isAfter School Education Safety
Program(ASES), 21
ST
Century Community
Learning Center (21
st
CCLC), and Tobacco
Use Prevention Education (TUPE) grants.
Authority to increase or decrease contract
amounts within the aggregate five-year
contract value of $315,855,855.
includes two one-year option renewals
Aggregate Five-Year Contract Value for
34 Contracts Not-to-Exceed:
$315,855,855
Requester: Alvaro Cortes
Executive Director
Beyond the Bell Branch
ASES
(42%)
21
ST
CCLC
(43%)
TUPE
(9%)
OTHER
POTENTIAL
SOURCES
(6%)
$315,855,855
*A World Fit For Kids!, A-Man, Inc., After School All-Starts, Believe to Achieve, Boys & Girls Club Carson, Boys &
Girls Club LA Harbor, Boys & Girls Club-Watts/Willowbrook, Bresee Foundation, Children Youth and Family
Collaborative, City of San Fernando, Creative Brain Learning, EduCare, Gang Alternatives Program, Great Beginnings,
Kids 4 College, Keep Youth Doing Something, Kids Protectors of the Environment, LA Trade Tech 21
st
Century Program,
LACER, LEAP, Living Advantage, MPACT People, Proyecto Pastoral, LA Conservation Corps, South Bay Center for
Counseling, STAR Education, Team Prime Time, UCLA Community Based Learning, Volunteers of America of Los
Angeles, Yancy Life Transition Center, Woodcraft Rangers, Youth Policy Institute, 9 Dots Community Learning Center,
Arc (formerly Champions)
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
AMENDMENT EXCEEDING $250,000 $0
CATION NO.
FUNDS
AMOUNT
None
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.
AFTER THE FACT NEW CONTRACT EXCEEDING $250,000 $0
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
None
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
NEW CONTRACTS EXCEEDING $250,000 $4,622,325
CATION NO.
DESCRIPTION SOURCE
OF
FUNDS
NOT TO
EXCEED
AMOUNT
International
Business
Machines (IBM)
4500062938 Provide software support for Filenet, Tivoli
Storage Manager, Mainframe Tools,
Software Service Elite and monthlylicense
charge.
General
(100%)
$2,763,030
Oracle 4500062939 Provide software support for Advanced
Compression, Golden Gale and database.
General
(100%)
$1,307,389
Welligent 4500062980 Provide software support, used by the Division
of Special Education to create IEPs
(Individualized Education Plans) and Student
Health and Human Services to manage student
health records.
General
(100%)
$261,250
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
Hewlett Packard
Company
4500062981 Provide software support for the Districts
Peregrine Help Desk, Loadrunner, WebInspect
and licenses for virtual users of SAP
performance and functional testing.
General
(100%)
$290,656
AMENDMENT TO CONTRACT EXCEEDING $250,000 $0
CATION NO.
DESCRIPTION SOURCE
OF FUNDS
NOT TO
EXCEED
AMOUNT
None
ATTACHMENT B
DELEGATED AUTHORITY
May 13, 2014
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.
UTILIZATION OF PIGGYBACK CONTRACTS IN EFFECT EXCEEDING $250,000 $596,982
CATION NO.
DESCRIPTION SOURCE
OF
FUNDS
NOT TO
EXCEED
AMOUNT
Bob Wondries
Ford
AEP California
4500062657
(NJ PA
Contract
102811)
4500062659
(City of El
Cajon
013-13)
Purchase of fourteen (14) Ford Interceptors and
one (1) Parking Enforcement Vehicle via the
National J oint Power Alliance (NJ PA) piggyback
contract.
Outfitting of the above reference fourteen (14)
School Police Interceptors via the City of El
Cajon piggyback contract.
Contract Term: One-time purchase
Aggregate Value : $596,982
Requester: Steven Zipperman, Chief of Police
Los Angeles School Police
General
(100%)
General
(100%)
$434,730
$162,252
INCOME CONTRACTS $0
CATION NO.
FUNDS
NOT TO
EXCEED
AMOUNT
None
I
N
F
O
R
M
A
T
I
V
E
No. 371-13/14
For 5/13/14 Board Meeting
INTEROFFICE CORRESPONDENCE
LosAngelesUnifiedSchool District
INFORMATIVE
TO: Members, Board of Education DATE: May13, 2014
Dr. J ohn E. Deasy, Superintendent of Schools
FROM: Ronald S. Chandler, Chief InformationOfficer
SUBJECT: NO-COST AMENDMENT TO CAPACITY CONTRACTS FOR TABLET,
TABLET CART AND KEYBOARD INTEGRATION SERVICES
The Information Technology Division(ITD) is requesting Board ratification of a no-cost
amendment to agreementswith Broadway Typewriter Co., dba Arey J ones Educational Solutions
(Arey J ones) to provide integration services needed to implement the Smarter Balanced
Assessment field test as part of Phase 2 of the Common Core Technology Project (CCTP). The
agreements were executed throughthe authority givento the Chief Procurement Officer under
Board Report No. 129-13/14for the CCTP.
Why is this necessary?
The integration services provided by Arey J ones were critical to meet technology deployment
dates established by the Superintendent. Although the District is working on building the internal
capacity necessary to provide these critical integration services, sufficient capacity did not yet
exist at the time these services were needed to prepare schools for online assessments. Although
the existing contract with Arey J ones already includedprovisionsfor the type of integration
services needed, it was important to includecontract language about the specific integration
services needed for the online assessments as well as to lock in pre-negotiated pricing (see Table
1). Since the existing $51 million contract included sufficient capacity to cover the $773,942.50
cost of the integration services, a no-cost amendment was sufficient to meet the needs of the
CCTP within its timeline.
Table 1 - Pre and Post-BAFO Integration Services Pricing
Service Description
Contract
Unit Cost
Negotiated
Unit Cost
Phase 2 (1:1) Schools $21.00 $15.00
Phase 2 (Testing) Schools $21.00 $13.50
Why do we need to do this now?
The District is administeringa trial phase of the new online assessments in spring 2014 with full
implementation of the teststo begin in 2014-15. The contract amendment was necessary to allow
provisioning of devices in time for the online assessment window, which began April 1, 2014.
What would happen if this were not approved?
The integration services needed to keep the project on schedule have already been provided.
Without ratification of the amendments, the per-unit cost for integration services would not be
specified, and the District could be subject to additional charges for the services provided.
What are the terms of the proposed procurement?
We issued a purchase order in the amount of $773,942.50 for the integration services needed. The
period of performance of the amendments run concurrent to the periods in the existing
agreements.
If you have any questions, please contact me at ronald.chandler@lausd.net or at (213) 241-4096.
c: Michelle King Matt Hill David Holmquist Enrique Boullt
George Silva J efferson Crain
Procurement ServicesDivision
INFORMATIVE
TO: Members, Board of Education DATE: April 7, 2014
Dr. J ohn E. Deasy, Superintendent
FROM: George Silva, Chief Procurement Officer
Procurement Services Division
SUBJECT: GENERAL STORES DISTRIBUTION CENTER SPEND FOR
REPLENISHMENT OF STOCK INVENTORY OF SUPPLIES, EQUIPMENT
AND FURNITURE
Duringthe Boardof Educations April 10, 2012meeting, pre-authorization was grantedto the
Procurement Services Division (PSD) to enter into various new contracts, extend existing contracts,
and award various purchase orders to make regular and routine procurements of products used by
schools and offices and stocked in the General Stores Distribution Section. As part of the pre-
authorization, it was agreed that PSDwould report on the total procurement activity on a monthly (per
board report) basis. Inan effort to streamline and enhance the reporting process, the chart below lists
the major commodity categories and total purchase order issuance for the month of March.
GENERAL STORES DISTRIBUTION
MAJOR COMMODITY CATEGORIES
PURCHASE ORDER ISSUANCE
MARCH1TOMARCH 31,2014
ACCUMULATIVE
FISCAL YEAR TOTAL
Furniture $176,871.61 $3,376,695.22
Office Essentials $1,047,999.35 $3,705,954.88
Custodial/Maint. & Operations $975,211.93 $3,962,899.94
Paper $315,194.48 $760,843.40
Visual Arts $229,022.46 $1,358,541.98
Educational Supplies/Tools $173,630.19 $625,195.59
Science/Home Economics/First Aid $146,791.20 $612,699.07
No. 371-13/14
For 05/13/14Board Meeting
Members, Board of Education
Dr. J ohn E. Deasy, Superintendent -2- April 7, 2014
MAJOR COMMODITY CATEGORIES
PURCHASE ORDER ISSUANCE
MARCH1TOMARCH 31,2014
ACCUMULATIVE
FISCAL YEAR TOTAL
Audio Visual $61,621.20 $192,472.28
Athletic Equipment $29,352.65 $235,809.01
Forms & Publications $62,053.79 $409,156.53
Music $5,042.68 $37,752.21
TOTALS $3,222,791.54 $15,278,020.11
If you have questions or require additional information, please contact meat (213) 241-1751.
c: Michelle King
David Holmquist
Enrique Boullt
J efferson Crain
Marc Monforte
No. 371-13/14
Office of General Counsel

INFORMATIVE
J ohn E. Deasy, Ph.D., Superintendent

FROM: David Holmquist
General Counsel
SUBJECT: AWARDED CONTRACTOR NAME: DEPARTMENT OF GENERAL
SERVICES
CONTRACT NO.: 4400002821
CONTRACT AMOUNT: $3,000,000.00
RECOMMENDATION TO AWARD
Introduction
The process of dismissing a teacher is governed by Cal. Education Code section 44949. Cal. Education
Code section 44949(c)(3) provides that All expenses of the hearing, including the cost of the
administrative law judge, shall be paid by the governing board from the district funds. The Department
of General Services is the vendor determined by the California legislature to provide the administrative
law judges for teacher dismissal hearings.
The Department of General Services (DGS) is required by statute to provide the administrative law
judges with respect to teacher dismissal hearing, the cost of which is to be borne by the school district.
The amount of the services is invoiced individually and is determined on a case by case basis. This
contract will allow the Office of General Counsel to cover the costs of teacher dismissal hearings, as
projected for the next three years.
The number and complexity of teacher dismissal matters have increased over the past five years.
Our current contract with the Department of General Services does not reflect the current
caseload, the typical length of recent hearings, nor the quantity of teacher dismissal matters in the
pipeline. The contract offered for consideration reflects the projected costs of teacher dismissal
hearings for the next three years.
Invoices would not be paid. DGS requires payments through a contract only. Therefore, we cannot use
Imprest, P Card or Miscellaneous Bills to pay the invoices from DGS.
Members, Board of Education -2- April 10, 2014
What are the terms of the proposed agreement?
The costs of the services provided by the Department of General Services vary monthly depending upon
the level of District teacher dismissal activity at the Office of Administrative Hearings. The Department
of General Services bills us monthly and payment is due net 30 days. Funding Source is RRGM
Materials & Operating Expenses, Personal Services Contract, Non-Instructional.
If you have any questions or require additional information, please contact me at
david.holmquist@lausd.net or at (213) 241-6601.
c: Michelle King
Matt Hill
Enrique Boullt
J efferson Crain
George Silva
No. 371-13/14
Office of the Chief Financial Officer
INFORMATIVE

FROM: Megan K. Reilly
SUBJECT: AWARDED CONTRACTOR NAME: California Public Employees Retirement
System (CalPERS) - CONTRACT NO.: 4400002724
CONTRACT AMOUNT: (Fees Paid From Districts Trust Balance)
RECOMMENDATION TO AWARD CONTRACT TO CalPERS California
Employers Retirement Benefit Trust (CERBT) for the establishment and
administration of an Other Post-Employment Benefits (OPEB) Trust
In November 2013, the Board of Education adopted a Budget and Finance Policy that provides for
the establishment of aTrust on or before J une 30, 2014. Completion of this action will enable the
District to establish an OPEB Trust with CalPERS/CERBT, the vendor selected through a full
competitive Request for Proposal process facilitatedby Procurement Services.
Approval of this contract will enable the District to participate, on behalf of its employees and
retirees, in a multi-employer OPEB Trust for California public entities administered by
CalPERS/CERBT. The establishment of the Districts OPEB Trust will better position the District
to addressfuture health benefit costs of employees and retireesand would also help address the
Districts current unfunded OPEB liability. This will provide greater assuranceto the active and
retired employees theavailabilityof promised benefits in the future. The Trust will help mitigate
the impact of retiree health costs on operational programs and personnel by smoothing these costs
and taking advantage of better management and investment returns.
What are the benefits to setting up a Trust?
Better return on investment rates. Current CalPERS/CERBT projections suggest long-term
returnson Trust investments in the 6.39 7.61 % range (compared with a rate of return in
the County School Pool averaging less than 1% over the last several years.)
Captures contributionsfrom non-general fund sources. A portion of the Districts personnel
costs are from Federal and other non-General Fund sources. Many are limited funding and
may not be available in the future to paythese costs. By not contributing from these sources
there is a negativeimpact on General fund and operatingexpenditures.
Better discount rates can be applied. Once a Trust has been set up and the policy is fully
implemented, including prefunding, the actuarycan consider using a higher rate for the
actuarial calculation. This has an immediate benefit on the government-wide financial
statements.
John E. Deasy, Superintendent
CalPERS-Contract No.: 4400002724
April 10, 2014
Page 2
Positive factor for credit rating assessments. This will allow the District to preserve the
lowest possible lending costs to the taxpayers and the District.
This action is being taken so this can be put in place prior to the implementation of GASB 68 and
proposed changes to GASB 45 due to be announced this summer, which will significantly increase
the Districts liabilities recognized on the government-wide financial statements. It also comes in
advance of the Districts preparation for resuming GO Bond debt issuanceafter four yearsof not
being in the market. This procurement action is brought forward to meet project milestones ensuring
establishment of the Trust on or before J une 30
th
. This timeline was established so that
contributions to the Trust could be made in conjunction with the close of thefiscal year.
If this procurement action is not approved, the District will not have an OPEB Trust established and
funds wouldremain in the County School Fund. In addition, contributions toward the overall
OPEB liability will not be charged to non-General Fund Sources.
The District will pay from the account balance a total annual rate of 0.125% for administrative,
custodial and investment costs.
If you have any questions or require additional information, please contact me at (213) 241-7888.
c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
J efferson Crain
George Silva
No. 371-13/14
Talent Management
INFORMATIVE
FROM: Donna Muncey, Ph.D.
SUBJECT: NEW LEADERS
CONTRACT AMOUNT: $ 4,203,084
REQUEST FOR AUTHORIZATION
Introduction:
Turnaround Principle #1 of the CORE Waiver from No Child Left Behind requires that all
schools designated as Priority status receive high quality professional development to support
the instructional leadership teams school turnaround strategy. In order to meet this requirement,
the district engaged in a competitive bidding process to identify an organization with expertise in
leadership team development to designand deliver a virtual, goal-driven and job-embedded
professional development program specifically for school leadership teamsimpacted by the
CORE Waiver.
In order to meet the federal compliance expectations outlined within the CORE Waiver, the LEA
(LAUSD) is required to provide this service beginning in J uly 2014. Failure to meet this
expectation may result in a loss of Title I funds and other sanctions from the US Dept. of
Education and the CORE consortium.
Voting yes on this issue will support the Boardand superintendents vision of All Youth
Achieving by providing targeted, job-embedded, research-based developmental support for our
schools most inneed of transformation. Additionally, thisintervention is aligned to the districts
theory of change. If we transform human capital by ensuring there are effective employees at
every level of the organization focused on improving student outcomesthen every student in
our schools will graduate college-prepared and career ready. Voting no on this issue mayresult
in the district beingout of compliance with the expectations of the CORE waiver from NCLB
which may negatively impact our ability to renew the waiver.
This contract will be in effect fromMay 14, 2014 through May 13, 2019 inclusive of three one-year
renewal options.
donna.muncey@lausd.net or at (213) 241-7000.
c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
Gerardo Loera
J efferson Crain
George Silva
No. 371--13/14
Division of Risk Management and Insurance Services

INFORMATIVE
FROM: J anice J . Sawyer
Director, Benefits Administration
SUBJECT: AWARDED CONTRACTOR NAME: WAGEWORKS, INC.
CONTRACT AMOUNT: NOT TO EXCEED $ 150,000 PER YEAR, FOR A
MAXIMUM AGGREGATE AMOUNT OF $750,000
RECOMMENDATION TO AWARD COBRA, CALCOBRA AND AB528
ADMINISTRATION CONTRACT TO WAGEWORKS, INC.
The Benefits Administration of the Division of Risk Management and Insurance Services
provides medical, dental and vision coverage to active employees, retirees, and their eligible
dependents. When employees, retireesor their dependentslose coverage for various reasons, the
District is federally mandated by the Consolidated Omnibus Budget Reconciliation Act (COBRA)
of 1985, CalCOBRA and Direct Bill AB528 programs, to offer continuation of benefits to
qualified beneficiaries. Benefits Administration is requestinga contract with WageWorks for the
administration of COBRA, CalCOBRA and AB 528programs.
This service is necessary to ensure that the District is in compliance with timely and correct
notification of continuation rightsand enrollment for COBRA, CalCOBRA and AB528.
COBRA, CalCOBRA and AB528 coverage grants certain former employees, retirees, spouses,
former spouses, and dependent children the right to continuation of health coverage at group rates
for a limited period of time.
The current contract expires on J une 30, 2014. The administration of COBRA, CalCOBRA and
AB528 benefits is a mandatory part of any employer group health plan with 20 or more
employees.
The District will be out of compliance with the Federal COBRA act. If the District fails to notify
eligible beneficiaries in a timely manner, the Federal fine is $100 per day, per beneficiary.
WageWorks is the incumbent and was the highest scored proposer in a formal RFP procurement.
Its imperative that acontract be placed ineffect without interruption to ensure continued
compliance and avoidance of fines.
The funding source for this contract is the Health and Welfare Fund. The yearly cost of the
contract is not to exceed $150,000. This agreement includes an initial three (3) year period and
two (2) one (1) year optionsto continue services for additional periods at the election of the
District.
WageWorks has committed to supporting our Work Based Linked Learning Plan by annually
providing guest speakers at two (2) events, attending three (3) career fairs and judging one (1)
student competition throughout the life of the contract.
janice.sawyer@lausd.net or at (213) 241-2551.
c: Michelle King
David Holmquist
Enrique Boullt
J efferson Crain
George Silva
No. 371-13/14
DIVISION OF ADULT AND CAREER EDUCATION

INFORMATIVE
FROM: Donna Brashear, Executive Director
Division of Adult and Career Education
SUBJECT: APPRENTICESHIP AND JOURNEYMEN TRAINING CONTRACTS
RECOMMENDATION TO AWARD
1. Apprentice & J ourneyman Training Trust Fund of the Southern California Plumbing & Piping
Industry (Plumbers J ATC)
2. Finishing Trades Institute of District Council 36Apprenticeship Trust (Finishing TradesJ ATC)
3. Southern California Sheet Metal J oint Apprenticeship and Training Committee (Sheet Metal
J ATC)
4. Southern California Elevator Constructors J oint Apprenticeship and Training Committee (Elevator
J ATC)
5. Los Angeles County Barber and Cosmetologist Training Committee (Barber/Cosmo)
6. Brickmasons Apprenticeship Training Trust (Brickmasons J ATC)
7. Southern California Roofers and Waterproofers J ATC (Roofer J ATC)
8. Construction Teamsters Apprenticeship Program of Southern California(Construction Teamsters)
9. NTMA Training Centers of Southern California (Tool and Die J ATC)
10. Electrical Workers Apprenticeship Committee J ATC (Electricians J ATC)
11. Tradeshows and Sign Crafts Training and Re-Training Trust
12. California State University State Employees Trade Council J ATC (CSU-SETC)
Apprenticeship
Sponsors/Trade
Contract
Number
Yearly Allocated
Hours
Amount per
Year
5-year
Plumbers J ATC 4400002628 240,353 $969,103 $4,845,516
Finishing TradesJ ATC 4400002629 132,151 523,833 2,664,164
Sheet Metal J ATC 4400002680 64,140 258,612 1,293,062
Elevator J ATC 4400002627 42,500 171,360 856,800
Barber/Cosmo 4400002661 7,000 28,224 141,120
Brickmasons J ATC 4400002662 7,000 28,224 141,120
Roofers J ATC 4400002663 7,000 28,224 141,120
Construction Teamsters 4400002660 5,000 21,160 100,800
Tool and Die J ATC 4400002607 5,000 21,160 100,800
Electricians J ATC 4400002608 5,000 21,160 100,800
Tradeshows 4400002609 4,874 19,652 98,260
CSU-SETC 4400002817 2,500 10,080 50,400
GRAND TOTAL $10,533,962
LAUSD/DACE serves as the Local Education Agency (LEA) for Related Supplemental
Instruction (RSI) funding provided by the California Community College Chancellors Office. If
this revenue-generating contract is approved, LAUSD/DACE will continue to be eligible for RSI
funding which requires the J oint Apprenticeship and Training Committees (J ATCs) to have an
Educational Service Agreement with an LEA, per Section 3074 of the Labor Code. Hours for
specific apprentice training programs are based on past participation; length and scope of skill-
training required and the number of indentured apprentices enrolled.
Contract agreementscurrently in place aredue to expire at end of school year. Requested action
will have new contract agreementsin place for next school year allowing continuity of services.
If no action is taken then funding would revert back to California Community College
Chancellors Office and the Apprenticeship program would not fulfill the needs of our labor
partner and local industries.
Theseagreements arefor a five year term: J uly 1, 2014 to J une 30, 2019. Training fee to DACE
Apprenticeship program is 20% of contract value.
donna.brashear@lausd.net or at (213) 241-3150.
c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
J efferson Crain
George Silva
Ted Nelson
No. 371-13/14
Beyond the Bell Branch
INFORMATIVE
TO: Members, Board of Education DATE: May 13, 2014
FROM: Alvaro Corts, Executive Director
SUBJECT: REQUEST FOR APPROVAL OF AFTER SCHOOL PROGRAM CONTRACTS
After conducting a formal RFP process, the Beyond the Bell Branch proposes to contract
with thirty-four (34) community based organizations (CBOs) to provide after school
services for a period of three years, with an option for two additional years of service at the
Districts option. BTB has been contracting after school services with twenty-three (23) of
these firms during the past five years, and BTB will continueto partner with LAs BEST
for the operation of after school programs at the schools it serves. BTB will also transfer
funds to Youth Services, YS Plus, Youth Development Program, and Ready Set Go for the
programs BTB directly manages through itsown programs. The complete list of CBOs
for which contracts are to be issued is in the attachment to this memo.
Executive Summary
The Beyond the Bell Branch selected 34 community based organizations to partner with
schools and to provide after school services to the District. The firms were selected
through an RFP process conducted with Procurement Services. Funding for after school
programs derives from the After School Education and Safety Program (ASES), 21
st
Century Community Learning Center (21
st
CCLC) and the Tobacco Use Prevention
Education (TUPE) grants. In future years, additional funding will be received from
applications made for additional ASES, 21stCCLC, TUPE grants; CDC grants; and
American Honda Foundationgrants, among other sources. BTB also has recently
submitted applicationswith CDE to fund additional after school programs.
These contracts provide after school services for: 436 elementary schools, 90 middle
schools, and 43 high schools. Funding received from CDE will include 14 new high
schools and 4 new elementary schools. No schools currently being served will lose
funding. Though not covered by a formal contract action, BTB is proposing to transfer
funds to LAs BEST for the operation of after school programs at the elementaryschools it
serves from ASES and 21
st
CCLC funding. Ready-Set-Go! will operate before school
programs in 90elementary schools, and Youth Services, Youth Development program,
and YS Plus will also be funded through transfers.
Dr. J ohn E. Deasy, Superintendent -2- May 13, 2014
The programs provide a structured after school program at elementary, middle, and high
schools that include: academic support, academic enrichment activities, and recreational
and physical activities. The program has been successful in raising student performance on
the annual math and literacy tests as demonstrated by the findings of our outside
evaluators, Educational Resource Consultants and Research Support Services.
When students attend the program at least 60 days during the school year there is a
statistically significant increase in attendance, academic performance, and graduation
rates.
Explanation of Need for Contract
The CBOs selected for contracts will operate programs at elementary, middle and high
schools. Without this action, the new school programs will not begin, and as existing
contracts expire, there would not be replacement contracts to continue ongoing services.
Additionally, CBOs bringoutside funding to the program, whichis a requirement of the
grant, and without these contracts those additional programs and funds would be lost. This
proposed action also makes several improvements to the contract management process, i.e.
once selected to serve a school; agencies will be awarded a work order. This will simplify
the contracting process which is very complex due to the large number of schools and
agencies involved. It is also critical to note that by receiving a notice of intent to award,
and by this approval fromthe Board of Education, that firms are not guaranteed a work
order. Our existing CBOs are overwhelmingly successful inhandling their schools, so
there is no need to change. Whenschool site does becomeavailable (such as in the case of
funding for the new schools) there is a selection process undertaken in which the Principal
is the most important singlefactor. Agencies are not automatically given contracts, they
must win them.
Request for Proposal and Evaluation
On J anuary 8, 2014an RFP (#2000000050-2) was issued soliciting bids to provide after
school services to the LAUSD. Thirty-four (34) firms responded to the RFP. All firms
currently providing after school programming services had to apply to the RFP. Firms
were rated on the quality of their proposal to deliver the required components of the
program, their ability to document positive academic gains, and their evidence to which
demonstrated successful in attracting and retaining students in their after school programs.
Procurement Services issued a Notice of Intent to Award on February 28, 2014.
Source of Funds
After School programs are funded by ASES (funded through Proposition 49), 21
st
CCLC
and TUPE grants, as well as other local, State and Federal grants as indicated above.
Additionally, state law requires Proposition 49 community based organizations providing
after school services to District students to conduct substantial fundraising from the
Dr. J ohn E. Deasy, Superintendent -3- May 13, 2014
community to support the programs for which they contract. Finally, the District provides
direct support to the after school program through the free use of District facilities, and
snacks from Food Services which are considered a matching grant.
Conclusion
Approval of these contracts will maintain the existing after school programs at LAUSD.
If you have any questions, or need additional information, please contact Harry Talbot at
(213) 241-7900.
c: Michelle King
David Holmquist
Enrique Boullt
Gerardo Loera
J efferson Crain
Donna Muncey
George Silva
No. 371-12/13
INFORMATIVE
TO: Members, Board of Education May 13, 2014
FROM: Ronald S. Chandler, Chief Information Officer
SUBJECT: APPROVAL OF ENTERPRISE LEVEL SOFTWARE MAINTENANCE
AGREEMENTS RENEWAL
The Information Technology Divisionisrequesting Board approval to renew critical enterprise-
level agreements needed for continued functioning of the Districts computing environment in
fiscal year 2014-15. The vendors included in these agreements (see attached table) provide
proprietary services that work in conjunction with one another to ensure ongoing 24-7 operation
of the Districts Data Center, supporting all major business systems in the District as well as
critical disaster recovery initiatives.
As a standard ongoing utility to keep the District in operation, it is necessary to maintain software
in our central Data Center to run systems that support critical operations such as payroll,
purchasing, student information, transportation, food services, and numerous others. Software
support agreements are a fixed cost to operate the Districts Data Center, which is comprised of
hundreds of software applications that must be properly maintained in order to ensure functioning
24 hours a day, seven days a week. Software support ensures that the District maximizes the
efficiency and utilization of applications through version upgrades, bug fixes, patches, and
technical support.
As fiscal year 2013-14comes to a close, it is necessary to prepare to cover the cost of District
utilities in the coming fiscal year. Rather than bring these agreements to the Board individually at
different times, we have negotiated with the majority of our vendors to adjust the timing of
agreements toalign with the fiscal year to allow for an efficient one-time approval.
Without proper softwaresupport agreements, the databases and servers that provide the
foundation for many of the Districts major operations (e.g. student data, human resources,
payroll, finance, and procurement) would be highly vulnerable to system failure. In the event of
such a failure, the cost of system recovery as well as disruptions to District operations would have
anegativeimpact on the General Fund.
Members, Board of Education -2-
The proposed agreements, summarized in the attached table, have a one-year term. The sourceof
funding for all agreements is the General Fund.
If you have any questions, please contact me at ronald.chandler@lausd.net or at (213) 241-4096.
c: Michelle King Matt Hill David Holmquist
George Silva J effersonCrain Enrique Boullt
ATTACHMENT
Table - Summary of Enterprise-level Agreements Submitted for Renewal
Vendor
Renewal
Amount
Products Included in Maintenance Agreements
International
Business Machines
(IBM)
$2,763,030 FileNet supports the Districts document
management system for official documents (e.g.,
invoices and purchase orders for Accounts Payable,
employee records for Human Resources, construction
project documents for Facilities Services, etc.)
Tivoli Storage Manager provides compression of
backed up data efficiently preventing data loss
Mainframe Tools ongoing support for mainframe
computers supporting Transportation services
applications
Software Service Elite specialty 24/7 support service
specifically for IBM equipment
Oracle $1,307,389 Oracle databases provide the foundation for all major
District business applications, including Systems
Applications and Products (SAP) and the Integrated
Student Information System (ISIS)
Advanced Data Compression reduces the size of
large databases to increase storage capacity and
optimize application performance
Golden Gate provides data replication across
multiple systems for security purposes without
slowing down performance
Welligent $261,250 Ongoing support for the system used by the Division
of Special Education to manage individualized
education plans (IEPs) and by Student Health and
Human Services to manage student health records
Hewlett-Packard
(HP)
$290,656 Peregrine ticketing system used to track and process
all IT customer support service requests
Loadrunner and WebInspect used for critical stress
testing of modernized business applications in
development to ensure they are ready for deployment
to schools and offices
TOTAL $4,622,325
No. 371-13/14
Los Angeles School Police Department
INFORMATIVE
FROM: SteveZipperman
Chief of Police
SUBJECT: Bob Wondries Ford & American Emergency Products (A.E.P.)
CONTRACT NO.: 102811 Master Vehicle Purchase Contract
CONTRACT NO.: El Cajon 013-13 Vehicle Outfit (A.E.P.)
CONTRACT AMOUNT: NOT TO EXCEED $596,982
REQUEST TO AUTHORIZE THE UTILIZATION OF A PIGGYBACK
CONTRACT UNDER THE NJPA MASTER VEHICLE CONTRACT AND
CITY OF EL CAJON CONTRACT.
The Los AngelesSchool Police Department has 240 black and white policevehicles assigned to
its fleet. Thesevehicles were purchased between 1992and 2013. In addition, 50% of our vehicles
have between 150,000 and 200,000 miles and 40% of our fleet has between 100,000 and 149,000
miles. These vehicles with high miles have accrued high costsdue to repairs and replacements of
parts. More importantly because of high millage, these vehicles present a safety issue to our
personnel and other vehicles on the highway.
Our intent is to replace the vehicles with the highest miles, with new vehiclesbeing purchased.
If the vehicles with high mileage continueto accrue costs, they will be considered beyond
economical repair and salvaged bytheTransportation Branch.
The Los Angeles Unified School District would continuetoaccrue high repair costswhich would
exceed the value of the vehicles, as well as safety concerns. In addition, School Police Officers
will continuously rely on other School Police Officers in training or on leavein order to take
police cars out to the field.
The intent is to purchaseand outfit outright fourteen(14) black and whitepolice vehiclesand one
(1) white parking enforcement vehiclevia the National J oint Powers Alliance (NJ PA) vehicle
contract awarded toNational Auto Fleet Group (Bob Wondries). In addition, we intend tooutfit
the vehicles, via theCity of El Cajon Contract #013-13 awarded to American Emergency
Products (A.E.P.). The existing Los Angeles School Police Departments budget would be used to
purchase these vehicles through our vehicle replacement program.
szipperman@laspd.comor at (213) 202-4508.
c: Michelle King
Matt Hill
David Holmquist
Enrique Boullt
J efferson Crain
George Silva
No. 371-13/14
Division of Intensive Support and Intervention

INFORMATIVE
TO: Members, Board of Education DATE: May 5, 2014
FROM: Monique N. Epps
Division of Intensive Support and Intervention
SUBJECT: TO AWARD CONTRACT TO CALIFORNIA EDUCATION PARTNERS
and its LLC, the CALIFORNIA OFFICE TO REFORM EDUCATION
(CORE)
CONTRACT AMOUNT: $122,800
On August 6, 2013, the Los Angeles Unified School District (LAUSD) was awarded an NCLB
Waiver as a member of the California Office to Reform Education (CORE), a consortium of ten
California districts, eight of which formed a partnership to craft the waiver application to the
United States Department of Education (USDE). This waiver allows flexibility pertaining to
various aspects of the Elementary and Secondary Education Act (ESEA- formerly NCLB), and
transitions our district into a new accountability system. Overall, this waiver supports our work in
thefollowing ways:
Creates infrastructure to support collaboration across schools and districts to build
knowledge and share practices in support of our students becoming college and career-
ready;
Creates a new accountability system that:
recognizes performance growth
bases evaluation of school performance on multiple measures, including
academics, social/emotional factors and school culture and climate
factors
captures positive or negative changes in school achievement gaps
invites shared responsibility of accountability across and within districts
continues to hold only Title I schools accountable for academic growth and
subsequent mandated improvement efforts: however in the new
system Title I schools are now identified and recognized for
increased student achievement.
Aligns with our current district initiative to support the Common Core roll-out
Aligns with our current district initiatives to support Teacher and Leadership
development andevaluation
Eight California school districts: Fresno, Long Beach, Los Angeles, Oakland, Sacramento City,
San Francisco, Santa Ana, and Sanger unified school districts, representing more than a million
Members, Board of Education -2- May 5, 2014
students, have come together to form a learning cooperative called the California Office to
Reform Education (CORE). The Districts are focused on deep learning and sharing practices in
the two critical areas: effective implementation of the Common Core State Standards and
building social capital. In order to further their work, the Districts collectively decided to seek a
waiver from the NCLB and organized a process to include Local Education Agencies (LEAs)
throughout the state that share a commitment to this reform work.
CORE operates as a non-profit organization with a staff of approximately eight (8) people who
specifically focus on supporting the eight participating districts to implement the various elements
of the waiver. Please see below for a more specific outline of the services and support provided
to LAUSD by CORE.
Priority School Support from CORE
CORE will assign a School Pairing Program Support Coach to help support the
partnerships between paired schools, providecoaching support to each school with their
improvement plans (as needed), organize professional development institutes on behalf of
paired schools and provide ongoing coaching and support to LAUSD pertaining to
implementation of the waiver (CORE Waiver, 127).
Inter-District Priority School Partnership Support (for LAUSD Priority schools paired with
Reward or Collaborative Partner schools from other CORE districts)
Externally paired Priorityschools will engage with their Reward school partnerson at
least a monthly basis, including such activities as participating in needs assessments and
supporting the development and implementation of school implementation plans, (CORE
Waiver, p. 105, p. 114-115, p. 120, p. 124). We will pay a fee to CORE that coversall
expenses by the Reward school partnersto engagein coaching and support activities (e.g.,
travel, staff coverage, Partner Institute fees, etc.) of the Priority school. It is important to
note that LAUSD Priority schools paired with LAUSD Reward or Collaborative Partner
schools cover the same expenses. Additionally, LAUSD Reward Schools paired with
Priority schools outside of LAUSD have these same expenses covered by the Priority
school.
We need to do this now so that our schools continue to receive support from CORE and so that
we can continue to fulfill the requirements of the waiver pertaining to Priority and Reward school
partnership for our externally-paired schools.
If this contract is not approved, then we will not receive technical assistance to implement the
CORE waiver, our CORE waiver Priority and Reward schools paired with schools outside of
LAUSD will have to terminate their relationships, LAUSD would not fulfill critical elements of
the waiver and run the risk of not being granted the waiver in subsequent years.
Members, Board of Education -3- May 5, 2014
The terms of this agreement is March 24, 2014 through J une 30, 2014. Title 1 funds have been
earmarked to cover the cost of this contract.
monique.epps@lausd.net or at (213) 241-8779.
c: Michelle King
David Holmquist
Enrique Boullt
Maria Casillas
J efferson Crain
George Silva
Donna E. Muncey, Ph.D.
TAB 5
Approval of Routine Personnel Actions
Action Proposed:
Approve 3,593 routine personnel actions (including, but not limited to elections, promotions, transfers, leaves,
terminations, separations, permits and contracts) according to the following breakdown:
Certificated: 1,312
Classified: 1,885
Unclassified: 396
It is proposed that the following routine personnel actions (including, but not limited to elections, promotions,
transfers, leaves, terminations, separations, permits and contracts) be approved.
SAP transaction numbers: 1841190 to 1854658
ROUTINE PERSONNEL ACTIONS
Total (this report) Total
(03/15/2014 to 04/22/14) (Year-to-date)
1. Certificated 1,312 230,524
2. Classified 1,885 168,863
3. Unclassified 396 87,911
TOTAL 3,593 487,298
BREAKDOWN OF ACTIONS
Actions Certificated Classified Unclassified Total
Hire 103 427 164 694
Leaves/Paid 95 134 0 229
Leaves/Unpaid 54 8 0 62
Reassignments/Demotions 2 8 0 10
Reassignments/Transfer 395 293 29 717
Reassignments/Promotions 177 206 0 383
Retirements 17 31 0 48
Separation/Non-
Resignations
140 126 79 345
Separation/Resignation 32 93 32 157
Other Actions* 297 559 92 948
powered by Legistar
Actions Certificated Classified Unclassified Total
Hire 103 427 164 694
Leaves/Paid 95 134 0 229
Leaves/Unpaid 54 8 0 62
Reassignments/Demotions 2 8 0 10
Reassignments/Transfer 395 293 29 717
Reassignments/Promotions 177 206 0 383
Retirements 17 31 0 48
Separation/Non-
Resignations
140 126 79 345
Separation/Resignation 32 93 32 157
Other Actions* 297 559 92 948
*Other actions include absences, conversion codes from legacy, change of pay, change of work schedule and
benefits.
REIMBURSEMENT AGREEMENTS (ZERO- VALUE CONTRACTS)
It is proposed that the following reimbursement agreements be approved for the 2014-2015 school year:
Agency Agreement Number/s
Associated Administrators of Los Angeles (AALA) HR14/15-001
Center for Collaborative Education (CCE) HR14/15-002
California Education Partners (CEP) HR14/15-003
California Teachers Association (CTA) HR14/15-005
Los Angeles County Office of Education (LACOE) HR14/15-006 to HR14/15-008
L.A.s Promise HR14/15-009 to HR14/15-010
Partnership for Los Angeles Schools (PLAS) HR14/15-014 to HR14/15-020
Vanderbilt University HR14/15-028
California Teachers Association (CTA) HR14/15-029
Association of California School Administrators
(ACSA)
HR 14/15-030
As specified in the agreements, the requesting agencies will reimburse the District for all costs for salary and
benefits for the temporary loan of the employee to the agency during the period of the detached service
assignment. Organization leaves are provided under the Education Code section 44987 for elected officers for
up to 12 years.
Background:
This report is presented at each Board Meeting for approval of routine personnel actions.
Expected Outcomes:
Not applicable
Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal time
constraints. A no vote impacts the timeliness of processing personnel actions for classified and certificated
employees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict with
procedural rights and benefits afforded them under applicable Education Code provisions, 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 specific personnel action
being submitted and the respective rights available to them in accordance with the above. Additionally, based
powered by Legistar
on Personnel Commission Rules, permanent classified employees have rights to appeals.
Not applicable
Budget Impact:
Cost Neutral
Not applicable
Attachments:
Informatives:
powered by Legistar
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Information
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No. 378-13/14
For 5-13-14 Board Meeting

Personnel Commission

INFORMATIVE
Dr. John E. Deasy, Superintendent

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 the May 13, 2014 meeting.

The following table represents a breakdown of the new hire, reassignment, and rehire
actions for the May 13, 2014 board report for the period of March 15, 2014 to April 22,
2014.

Hire Data:
As presented in the table below, the total number of classified hire actions for the period of
March 15, 2014 to April 22, 2014 is 940, of which 644 (68%) are rehires or reassignments,
and 296 (32%) are new hires.

With the exception of 232 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 B, C, or E basis positions. The new
hires consist of an Accounting Technician II, Assistant Administrative Analyst, Assistant
Plant Manager I (3), Athletics Assistant, Building and Grounds Worker (4), Building
Program Accounting Technician, Campus Aide & Restricted (4), Food Service Worker
(2), Heavy Truck Driver, IT LAN Technician, Legal Secretary, Office Technician,
Paralegal, Police Officer , Satellite Food Service Manager, School Facilities Attendant
(Male) (Restricted), Secretary & (Restricted) (2), Senior Food Service Worker (3), Senior
Office Technician (2), Senior Secretary (2), Sergeant, Special Education Assistant, Student
Integration Helper & (Restricted), and Teacher Assistant - Degree Track (4).

The following regular/permanent positions have been filled by promotional employees:
Accountant, Accounting Technician II (8), Area Bus Supervisor, Assistant Plant Manager
I, Assistant Plant Manager II, Building and Grounds Worker (5), Campus Aide &
Restricted (3), Education Aide II, Financial Aide, Financial Analyst, Fiscal Services
Manager, Food Service Manager V, Food Service Worker (30), Heavy Truck Driver, Legal
Secretary, Light Truck Driver (4), Maintenance Worker (2), Plant Manager I (3), Principal
Clerk, Satellite Food Service Manager (2), Senior Electrician (3), Senior Fiscal Specialist,
Senior Heating and Air Condition Fitter (3), Senior Human Resources Representative,
Senior Musical Instrument Technician, Senior Office Technician, Special Education
Assistant (4), Teacher Assistant - Degree Track (9), Welder, and Woodwind Instrument
Technician.

Hire Data of All Classified and Teacher Assistant Employees
From March 15, 2014 to April 22, 2014
By New Hire, Reassignment, and Rehire

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

NEW HIRE

Accounting Analyst* 2 2
Accounting Technician II* 1 2 3
Administrative Aide* 1 1
Area Electrical Supervisor* 1 1
Assistant Administrative Analyst * 1 1
Assistant Garage Supervisor 1 1
Assistant Plant Manager I 3 1 1 5
Associate Computer Application
Specialist (SAP)* 1 1
Athletics Assistant 1 5 1 7
Automotive Mechanic 1 1
Automotive Mechanic (Bus-Truck) 10 10
Building and Grounds Worker 4 1 4 5 14
Building and Grounds Worker
(Restricted/Disabled) 1 1
Building Program Accounting Technician* 1 1
Building/Construction Inspector (Class 1)* 1 1
Building/Construction Inspector* 1 1
Bus Dispatcher 1 1
Campus Aide & Restricted 4 1 7 3 15
Carpenter* 1 1
Contract Payments Supervisor* 1 1
Driver-Trainer (Bus-Truck) 1 1
Early Education Center Aide I &
(Restricted) 1 1 1 3
Electrician* 1 1
Employment Test and Training Proctor* 4 4
Financial Aide * 2 1 3
Financial Manager 1 1
Fiscal Services Manager* 1 1
Food Service Manager II 2 2
Food Service Worker 2 3 8 2 15
Food Service Worker II (Driving) 2 2
Garage Assistant 3 3
Garage Attendant 2 2
Health Care Assistant 1 1
Heavy Bus Driver 32 32
Heavy Truck Driver 1 1
Housekeeper 1 1
Human Resources Representative* 1 1 2
Infant Care Aide 2 2
Instructional Aide I & (Restricted) 2 2


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

NEW HIRE

IT LAN Technician* 1 1
Job Cost Data Entry Operator* 1 1
Legal Secretary* 1 1
Library Aide 1 1
Light Bus Driver 1 27 28
Office Technician 1 1 2
Office Technician* 1 1
Paralegal* 1 1
Plant Manager I 1 1 2
Plant Manager II 1 1
Plant Manager III 1 1
Police Officer 1 1
Principal Clerk* 1 1
Program and Policy Development
Advisor, Talent Management* 2 2
Satellite Food Service Manager 1 1 2 2 6
School Administrative Assistant 2 2
School Facilities Attendant (Female)
(Restricted) 1 1
School Facilities Attendant (Male)
(Restricted) 1 1
School Facilities Attendant (Restricted) 1 1
Secretary & (Restricted)* 2 1 3
Senior Financial Analyst* 1 1
Senior Food Service Worker 3 2 4 2 11
Senior Human Resources Specialist* 2 2
Senior Office Technician 1 1 1 3
Senior Office Technician* 1 2 3
Senior Plumber* 1 1
Senior Secretary (CPOS)* 1 1
Senior Secretary* 2 1 1 4
Sergeant 1 1
Special Education Assistant 1 3 8 5 17
Student Integration Helper & (Restricted) 1 1 2
Supervising Mechanical Engineer* 1 1
Teacher Assistant - Degree Track 4 9 15 15 43
New Hire Total 41 34 103 118 296


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

REASSIGNMENT

Absence Coordinator* 2 2
Accountant* 1 1
Accounting Technician II 1 1 2
Accounting Technician II* 3 8 1 12
Administrative Aide 2 2
Administrative Aide* 1 1
Administrative Analyst* 1 1
Administrative Intern I * 1 1
Area Bus Supervisor 2 2
Assistant Buyer* 4 4
Assistant Plant Manager I 2 2
Assistant Plant Manager II 1 1
Athletics Assistant 1 10 1 12
Budget Technician* 1 1 2
Building and Grounds Worker 4 28 1 4 37
Buyer* 4 4
Campus Aide & Restricted 3 10 2 5 20
Campus Aide (Female/Restricted) 1 1
Campus Aide (Male/Restricted) 1 1
Carpenter* 3 1 4
Clerk 3 6 1 10
Clerk* 1 1
Coordinator of Telecommunication
Services* 1 1
(Restricted) 1 10 11
Education Aide II 3 3
Education Aide III (Restricted) 1 1
Electrician* 1 1
Financial Aide * 1 1
Financial Analyst 1 1
Financial Analyst * 2 2 4
Fiscal Services Manager* 1 1 2
Food Service Manager IV 1 1 2
Food Service Manager V 2 2
Food Service Worker 20 78 2 6 106
Food Services Cost Analyst 1 1
Gardener 1 1
Grant and Funding Specialist* 1 1
Head Stock Clerk* 1 1
Heating and Air Conditioning Fitter* 1 1


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

REASSIGNMENT

Heavy Truck Driver 2 1 3
Housekeeper 1 1
Human Resources Intern* 1 1
Human Resources Specialist I (CPOS)* 1 1
Human Resources Specialist I* 1 1
Human Resources Specialist II* 3 3
Human Resources Specialist III (CPOS)* 1 1
Information Technology Project Manager* 3 3
Instructional Aide for the Deaf & Hard of
Hearing Students-Signing 3 2 1 6
Instructional Aide I & (Restricted) 4 1 5
Instructional Aide-Computer Lab 1 1
Insurance Representative I* 2 2
Insurance Technician* 2 2
Inventory Control Clerk 1 1 1 3
IT Electronics Communications
Supervisor* 1 1
IT Electronics Communications
Technician* 1 1 2
IT Field Services Supervisor* 2 2
IT Field Services Technician I* 1 1
IT Trainee* 1 1
Legal Secretary 1 1
Library Aide 1 1
Light Truck Driver 4 4
Maintenance Worker 3 3
Maintenance Worker* 1 1
Microcomputer Support Assistant 5 5
Microcomputer Support Assistant* 2 2
NET Developer* 1 1
Office Technician 3 12 5 1 21
Office Technician* 2 2
Operations Program Manager* 4 1 5
Outdoor Education Programs Coordinator 1 1 2
Painter* 1 1
Plant Manager I 2 7 9
Plant Manager III 1 1
Principal Administrative Analyst 1 1
Principal Administrative Analyst* 1 1
Principal Clerk* 1 1
Program and Policy Development
Advisor, Talent Management* 1 1


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

REASSIGNMENT

Pupil Services and Attendance Aide 1 1 2
Salary Credits Assistant* 1 1
SAP Technical Test Coordinator* 1 1
Satellite Food Service Manager 3 1 4
School Administrative Assistant 3 1 2 6
(Restricted) 2 2
Secretary & (Restricted)* 1 1
Senior Administrative Analyst* 2 2
Senior Administrative Assistant* 1 1
Senior Carpenter* 1 1
Senior Electrician 1 1
Senior Electrician* 3 1 4
Senior Financial Manager 1 1
Senior Fiscal Specialist* 1 1
Senior Food Service Worker 2 6 1 2 11
Senior Heating and Air Condition Fitter* 3 3
Senior Human Resources
Representative* 1 1
Senior Insurance Technician* 1 1
Senior IT Electronics Communications
Technician* 1 1
Senior Musical Instrument Technician 1 1
Senior Office Technician 2 1 3
Senior Office Technician* 1 1
Senior Plumber* 1 1
Senior Secretary* 1 1 2
Sign Language Interpreter 1 2 3
Special Education Assistant 11 19 5 35
Special Education Trainee 8 2 10
Special Needs Attendant 1 1
Speech Language Pathology Assistant 1 1
Stock Worker* 3 3
Supervising Data Center Equipment
Operator* 1 1
Supervising Personnel Clerk * 1 1
Teacher Assistant - Degree Track 9 52 1 2 6 70
Textbook Inventory Clerk 3 3
Textbook Services Manager 1 1
Welder* 1 1
Woodwind Instrument Technician 1 1
Reassignment Total 77 397 4 2 37 46 563

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

REHIRE

Area Food Services Supervisor 2 1 3
Assistant Plant Manager I 1 1
Athletics Assistant 1 3 4
Budget Technician 1 1
Building and Grounds Worker 2 1 2 5
Campus Aide & Restricted 1 2 1 4
Campus Aide (Female/Restricted) 1 1
Campus Aide (Male/Restricted) 1 1
Carpenter* 1 1 2
(Restricted) 1 1
Early Education Center Office Manager 1 1
Electrician* 2 2
Food Service Training Specialist 1 1 2
Food Service Worker 2 1 2 3 2 10
Food Services Staff Aide* 1 1
Heavy Bus Driver 3 3
Library Aide 1 1
Light Bus Driver 2 2
Meal Compliance Audit Clerk 1 1
Office Technician 1 1 2
Plant Manager I 1 1
Plant Manager II 1 1
Plumber* 1 1
Satellite Food Service Manager 1 1
School Administrative Assistant 1 1
(Restricted) 1 1
Secretary & (Restricted)* 1 1
Senior Electrician* 1 1
Senior Human Resources
Representative* 2 1 3
Senior Office Technician 1 1
Senior Secretary* 1 1
Special Education Assistant 1 1 2
Teacher Assistant - Degree Track 3 3 5 4 15
Rehire Total 24 7 2 29 19 81

GRAND TOTAL 77 462 45 4 169 183 940
*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
David Holmquist
Enrique Boullt
Gerardo Loera
Jefferson Crain

JWG 5/13/2014

TAB 6
Approval of Non-Routine Personnel Actions
Action Proposed:
It is proposed that the following non-routine personnel actions be approved:
CLASSIFIED
Dismissals
1. EN 775801 from permanent Building and Grounds Worker effective at the close of
May 14, 2014.
2. EN 783690 from permanent Light Bus Driver effective at the close of May 14, 2014.
3. EN 811986 from permanent Special Education Trainee effective at the close of
May 14, 2014.
Suspension-Dismissals
4. EN 658080 from permanent Instructional Aide I. Suspension from April 15, 2014
through May 14, 2014; dismissal effective at the close of May 14, 2014.
5. EN 927914 from permanent Maintenance Worker. Suspension from April 15, 2014
through May 14, 2014; dismissal effective at the close of May 14, 2014.
Rescission of Suspension-Dismissal
6. Previous Reference: Board of Education Report No. 273-13/14 3-4-14 regarding suspension-
dismissal of EN 636241 from permanent Office Technician. Suspension from
February 4, 2014 through March 5, 2014; dismissal effective at the close of
March 5, 2014.
Rescind suspension-dismissal of EN 636241 and accept resignation from District service to avoid
disciplinary action effective at the close of February 28, 2014.
Background:
This report is presented at each Board Meeting for approval of non-routine personnel actions.
Expected Outcomes:
Not applicable
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Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal time
constraints. A no vote impacts the timeliness of processing personnel actions for classified and certificated
employees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict with
procedural rights and benefits afforded them under applicable Education Code provisions, Personnel
Commission Rules, District Policy, and respective Collective Bargaining Agreements (UTLA, AALA,
Teamsters, Los Angeles School Police Association, Service Employees International Union, Local 99,
California School Employees Association, Los Angeles/Orange Counties Building and Construction 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 specific personnel action
being submitted and the respective rights available to them in accordance with the above. Additionally, based
on Personnel Commission Rules, permanent classified employees have rights to appeals.
Not applicable
Budget Impact:
No budget impact
Not applicable
Attachments:
Informatives:
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Confidential
Information
Redacted
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TAB 7
Approval of Delegation of Authority for the Human Resources Division Over Local Teaching
Assignment Options
Action Proposed:
Staff proposes that the Board of Education delegate authority to approve and expand Local Teaching
Assignment Options, as prescribed in Sections 44256(b), 44258.2, 44258.7(b), and 44263 of the Education
Code, to the Human Resources Divisions Chief Human Resources Officer and his/her designated staff.
Background:
Previously, on November 27, 2007 (Board Report No. 152-07/08), the Board of Education approved a
Delegation of Authority for Human Resources over Local Teaching Assignment Options. At the time of
approval, certain Education Code sections that authorize Local Teaching Assignment Options were cited while
others were referenced utilizing District terminology (e.g. Middle School Authorizations). Recently the
Commission on Teacher Credentialing (CTC) has requested that the District amend its current Delegation of
Authority by citing the Education Code sections referenced above.
Expected Outcomes:
Approval of the Delegation of Authority adheres to CTCs requirements and supports the Districts efforts to
comply with mandated assignment monitoring activities to best meet the instructional needs of students and
schools.
Approving the Delegation of Authority will enable the District to comply with mandated assignment
monitoring activities and provide principals and HR staff flexibility in the assignment of teachers to meet
students instructional needs in accordance with state laws. Without this Delegation of Authority, the number
of misassignments being reported to the Los Angeles County Office of Education, the CTC, and the California
Department of Education will increase. This increase in misassignments may subject the District to sanctions
(e.g. loss of QEIA funding and other yet to be determined sanctions currently under discussion at CTC).
This action supports the Boards initiatives to enhance efficiency.
Budget Impact:
No budget impact
Approving the Delegation of Authority allows the District to continue the appropriate and timely assignment of
teachers to meet students instructional needs.
Attachments:
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Attachment A - District Delegation Form for: Assignments for Additional Teaching Authorizations
Informatives:
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!"#$%"&$ !()(*+$",- .,%/
#01023 ,405
Fiscal Belegation (to entei contiacts) Bel. No.
0peiational Belegation (to peifoim a non-fiscal opeiation)
Requesting Bivision:
#01023 ,405 -(6 !()(*+$",- +/(-!(! !()(*+$",-
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BESIREB TEXT 0F BELEuATI0N !"#$%&'(#% *+%#$%$ ,-#./-.% (0 *11'(2-3'%4
PRI0R TEXT 0F BELEuATI0N !50 *+%#$%$ *367%4
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Signatuie Signatuie
Bivision BeauSi. Auministiatoi (Piint Name) 0ffice of the Boaiu Secietaiiat (Piint Name)
Bate Submitteu: Bate Receiveu:
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Boaiu Appioval: Yes No Boaiu Appioval Bate:
Delegate to the Chief Human Resources Officer, or designee, authority to approve assignments for
additional teaching authorizations pursuant to the provisions of Education Code sections 44256(b),
44258.2, 44258.7(b), and 44263 and any subsequent amendments thereof.
Delegate to the Chief Human Resources Officer, or designee, authority to approve assignments for
additional teaching authorizations pursuant to the provisions of Education Code Section 44263 and
any subsequent amendments thereof.
X
Human Resources Division
X
May 13, 2014 380-13/14
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No. 380-13/14


INFORMATIVE

Dr. John E. Deasy, Superintendent

FROM: Justo H. Avila
Interim Chief Human Resources Officer

SUBJECT: APPROVAL OF DELEGATION OF AUTHORITY FOR THE HUMAN
RESOURCES DIVISION OVER LOCAL TEACHING ASSIGNMENT OPTIONS

It is proposed that the Human Resources Division's Chief Human Resources Officer and his/her
designated staff, be delegated the authority to approve Local Teaching Assignment Options, as
prescribed in Sections 44256(b), 44258.2, 44258.7(b), and 44263 of the Education Code, in order to
provide flexibility and legal avenues by which the District can assign certificated employees outside of
their basic credential authorization(s) if specific criteria are met.

On November 27, 2007 (Board Report No. 152-07/08), the Board of Education approved a Delegation
of Authority for Human Resources over Local Teaching Assignment Options. At that point in time,
certain Education Code sections that authorize these Local Teaching Assignment Options were cited
while others were referenced utilizing District terminology (e.g. Middle School Authorizations).
Recently the Commission on Teacher Credentialing has requested that the District amend its current
Delegation of Authority by citing all Education Code sections that authorize the Local Teaching
Assignment Options utilized by the District. These annually renewed teaching authorizations allow
credentialed teachers, with a specified number of semester units or special skills in a content area
outside of their credential, to teach in that content area. These authorizations have greatly benefited
our Pilot and other thematic small schools, which rely on them to be able to meet their students
instructional needs. Local Teaching Assignment Options are authorized by Education Code,
recognized as appropriate authorizations by the Commission on Teacher Credentialing, and comply
with assignment monitoring mandates.

It is recommended that the Chief Human Resources Officer of the Human Resources Division and his/
her designated staff be authorized to approve the assignment of otherwise qualified individuals for
additional teaching authorizations, pursuant to the provisions of Sections 44256(b), 44258.2,
44258.7(b), and 44263 of the Education Code and the subsequent amendments thereof.

If you have any questions or require additional information, please contact me at (213) 241-6131.

c: Michelle King Gerardo Loera
David Holmquist Jefferson Crain
Enrique Boullt Deborah Ignagni
TAB 8
Report of cash disbursements
Reimbursement of the Controllers Revolving Cash Fund
Donations of money
Action Proposed:
1. Report of cash disbursements: The Controller reports having disbursed the following payments of
approved demands, and recommends that the Board approve the disbursements against funds of the District.
A Warrants dated February 1, 2014 through February 28, 2014.
Warrant Numbers
1026886-1031938 1031997-1048429
1031941-1031995 1053583-1053584
Net total of A Warrants issued: $ 19,862,425.56
Net total of direct deposit payroll
(Automated Clearing House - ACH) issued: $198,571,222.88
Total net amount of payroll disbursements: $218,433,648.44
B Warrants dated February 1, 2014 through February 28, 2014.
Warrant Numbers:
21096347-21096509 21138889-21138897
21100062-21100375 21142093-21142653
21102303-21102470 21146663-21146926
21104992-21105215 21149795-21149949
21109936-21110269 21152487
21115833-21116033 21155084-21155537
21127202-21127496 21157856-21158118
21129284-21129489 21160817-21161054
21136615-21136803 21164991-21165188
Net total of B Warrants issued: $ 99,371,755.13
Net total of ACH payments issued: $159,158,486.64
Total net of disbursements: $258,530,241.77
Total Amount of Report: $476,963,890.21
The above disbursements are within approved budgeted appropriations or were made in accordance with
established Board policies.
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2. Reimbursement of the Controllers Revolving Cash Fund: A disbursements has been made from the
Revolving Cash Fund in accordance with Board Authorization (Board of Education Report No. 160-07/08,
dated December 11, 2007) in the amount of $150.00 for check numbered 1211 issued in March 2014. It is
recommended the Board approve reimbursement of the Revolving Cash Fund in the amount of $150.00.
3. Donation of Money: It is recommended that the donations be accepted; that appreciation be expressed to the
donors for their contributions; the funds in the amount shown be deposited; and the Controller be authorized
to draw checks for the purposes shown below:
Date: 03/26/2014
Donor: Share Inc.
Donation: $47,000.00
For use at: Salvin Special Education Center
Purpose: To provide funding for instructional materials, computers,
and emergency supplies.
Date: 03/26/2014
Donor: California Community Foundation
For use at: Stagg Street Elementary School
Purpose: To provide funding for teacher assistant, teacher assistant
relief, and library aide salaries for the 2014-15 school
year.
Date: 03/28/2014
Donor: Castlebay Lane Charter - Parents and Teachers Helping
For use at: Castlebay Lane Charter
Purpose: To provide funding for a librarian and four instructional
aides salaries for the 2014-15 school year.
Date: 03/31/2014
Donor: Friends of Franklin, Inc.
For use at: Franklin Avenue Elementary School
Purpose: To provide funding for teacher, problem solving
coordinator, instructional coach, and teacher assistant
salaries for the 2014-15 school year.
Date: 03/31/2014
Donor: The Los Angeles Fund for Public Education
For use at: Office of Curriculum, Instruction and School Support
Purpose: To provide funding for the Blended Learning Specialist
salary.
Date: 04/04/2014
Donor: Melrose Elementary Parent Teacher Organization
For use at: Melrose Elementary School
Purpose: To provide funding for library aide and teacher assistant
Date: 04/08/2014
Donor: Clover Avenue Elementary School Booster Club, Inc.
For use at: Clover Avenue Elementary School
Purpose: To provide funding for instructional aides and community
representative salaries for the 2014-15 school year.
Date: 04/08/2014
Donor: Friends of Overland
For use at: Overland Elementary School
Purpose: To provide partial funding for teacher assistant salaries
and field trips for the 2014-15 school year.
Date: 04/09/2014
Donor: Woodland Hills Elementary Charter for Enriched Studies
- Parent And Teachers Together (PATT)
Donation: $107,567.00
For use at: Woodland Hills Elementary Charter for Enriched Studies
Purpose: To provide funding for teacher assistants and library aide
Date: 04/10/2014
Donor: Friends of Beethoven
For use at: Beethoven Elementary School
Purpose: To provide funding for four teacher assistants salaries for
the 2014-15 school year.
Date: 04/14/2014
Donor: Roscomare School Booster Club
Donation: $252,103.00
For use at: Roscomare Road Elementary School
Purpose: To provide funding for teachers salaries to do yard
supervision, 12 instructional aides, one teacher, substitute
teachers, library aide, and music teacher salaries for the
2014-15 school year.
Date: 04/14/2014
Donation: $340,064.00
Purpose: To provide funding for program advisor, elementary
school teachers, teacher assistant, library aide, and one
day of psychologist salaries for the 2014-15 school year.
Date: 04/14/2014
Donor: Friends of Canfield
For use at: Canfield Elementary School
Purpose: To provide funding for teacher assistants, instructional
aides, library aide, community representative, and
instructional coach salaries for the 2014-15 school year.
Date: 04/14/2014
Donor: Kester Avenue Parent-Teacher Association
For use at: Kester Avenue Elementary School
Purpose: To provide funding for one day of nurse and teacher
assistant salaries for the 2014-15 school year.
Date: 04/15/2014
Donor: Friends of Ivanhoe School
Donation: $104,597.00
For use at: Ivanhoe Elementary School
Purpose: To provide funding for an intervention support
coordinator salaries for the 2014-15 school year.
Date: 04/16/2014
Donor: Friends of Marquez
Donation: $315,000.00
For use at: Marquez Charter Elementary School
Purpose: To provide funding for five elementary school teachers
Date: 04/16/2014
Donor: Friends of Third Street School
For use at: Third Street Elementary School
Purpose: To provide funding for library aide and three teacher
assistants salaries for the 2014-15 school year.
Date: 04/18/2014
Donor: Mar Vista School Enrichment Group
For use at: Mar Vista Elementary School
Purpose: To provide funding for instructional aides, library aide,
arts teacher, and community representative salaries for the
Date: 04/18/2014
Donor: Friends of Coeur DAlene
Donation: $140,350.00
For use at: Coeur DAlene Elementary School
Purpose: To provide funding for seven teacher assistants, five
instructional aides, one library aide, and partial funding
for micro computer support assistant salaries for the 2014-
15 school year.
Date: 04/18/2014
Donor: Canyon School Booster Club
Donation: $129,313.00
For use at: Canyon Charter Elementary School
Purpose: To provide funding for two elementary school teachers
and library aide salaries for the 2014-15 school year.
Date: 04/18/2014
Donor: Westwood Involvement Supports Education
Donation: $104,398.00
For use at: Westwood Charter Elementary School
Purpose: To provide funding for one physical education teacher, 45
day-to-day substitute teachers for professional
development, and one day of nurse salaries for the 2014-
15 school year.
Date: 04/18/2014
Donor: Friends of West Hollywood Elementary School
For use at: West Hollywood Elementary School
Purpose: To provide funding for an Instructional Coach for the
Date: 04/18/2014
Donor: Friends of Wonderland
Donation: $139,740.00
For use at: Wonderland Avenue Elementary School
Date: 04/18/2014
Donor: Kenter Canyon Parent Support Group
For use at: Kenter Canyon Elementary School
Purpose: To provide funding for teacher salaries for the 2014-15
school year.
Date: 04/18/2014
Donor: Warner Avenue Foundation
Donation: $190,899.00
For use at: Warner Avenue Elementary School
Purpose: To provide funding for three elementary school teachers,
instructional coach, and library aide salaries for the 2014-
15 school year.
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Date: 03/26/2014
Donor: Share Inc.
Date: 03/26/2014
year.
Date: 03/28/2014
Date: 03/31/2014
Date: 03/31/2014
salary.
Date: 04/04/2014
Date: 04/08/2014
Date: 04/08/2014
Date: 04/09/2014
Donation: $107,567.00
Date: 04/10/2014
Date: 04/14/2014
Donation: $252,103.00
Date: 04/14/2014
Donation: $340,064.00
Date: 04/14/2014
Date: 04/14/2014
Date: 04/15/2014
Donation: $104,597.00
Date: 04/16/2014
Donation: $315,000.00
Date: 04/16/2014
Date: 04/18/2014
Date: 04/18/2014
Donation: $140,350.00
15 school year.
Date: 04/18/2014
Donation: $129,313.00
Date: 04/18/2014
Donation: $104,398.00
15 school year.
Date: 04/18/2014
Date: 04/18/2014
Donation: $139,740.00
Date: 04/18/2014
school year.
Date: 04/18/2014
Donation: $190,899.00
15 school year.
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Date: 03/26/2014
Donor: Share Inc.
Date: 03/26/2014
year.
Date: 03/28/2014
Date: 03/31/2014
Date: 03/31/2014
salary.
Date: 04/04/2014
Date: 04/08/2014
Date: 04/08/2014
Date: 04/09/2014
Donation: $107,567.00
Date: 04/10/2014
Date: 04/14/2014
Donation: $252,103.00
Date: 04/14/2014
Donation: $340,064.00
Date: 04/14/2014
Date: 04/14/2014
Date: 04/15/2014
Donation: $104,597.00
Date: 04/16/2014
Donation: $315,000.00
Date: 04/16/2014
Date: 04/18/2014
Date: 04/18/2014
Donation: $140,350.00
15 school year.
Date: 04/18/2014
Donation: $129,313.00
Date: 04/18/2014
Donation: $104,398.00
15 school year.
Date: 04/18/2014
Date: 04/18/2014
Donation: $139,740.00
Date: 04/18/2014
school year.
Date: 04/18/2014
Donation: $190,899.00
15 school year.
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Date: 03/26/2014
Donor: Share Inc.
Date: 03/26/2014
year.
Date: 03/28/2014
Date: 03/31/2014
Date: 03/31/2014
salary.
Date: 04/04/2014
Date: 04/08/2014
Date: 04/08/2014
Date: 04/09/2014
Donation: $107,567.00
Date: 04/10/2014
Date: 04/14/2014
Donation: $252,103.00
Date: 04/14/2014
Donation: $340,064.00
Date: 04/14/2014
Date: 04/14/2014
Date: 04/15/2014
Donation: $104,597.00
Date: 04/16/2014
Donation: $315,000.00
Date: 04/16/2014
Date: 04/18/2014
Date: 04/18/2014
Donation: $140,350.00
15 school year.
Date: 04/18/2014
Donation: $129,313.00
Date: 04/18/2014
Donation: $104,398.00
15 school year.
Date: 04/18/2014
Date: 04/18/2014
Donation: $139,740.00
Date: 04/18/2014
school year.
Date: 04/18/2014
Donation: $190,899.00
15 school year.
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Date: 03/26/2014
Donor: Share Inc.
Date: 03/26/2014
year.
Date: 03/28/2014
Date: 03/31/2014
Date: 03/31/2014
salary.
Date: 04/04/2014
Date: 04/08/2014
Date: 04/08/2014
Date: 04/09/2014
Donation: $107,567.00
Date: 04/10/2014
Date: 04/14/2014
Donation: $252,103.00
Date: 04/14/2014
Donation: $340,064.00
Date: 04/14/2014
Date: 04/14/2014
Date: 04/15/2014
Donation: $104,597.00
Date: 04/16/2014
Donation: $315,000.00
Date: 04/16/2014
Date: 04/18/2014
Date: 04/18/2014
Donation: $140,350.00
15 school year.
Date: 04/18/2014
Donation: $129,313.00
Date: 04/18/2014
Donation: $104,398.00
15 school year.
Date: 04/18/2014
Date: 04/18/2014
Donation: $139,740.00
Date: 04/18/2014
school year.
Date: 04/18/2014
Donation: $190,899.00
15 school year.
Background:
This is a recurring monthly board report for the board to approve various financial transactions that occur as
part of school business.
Expected Outcomes:
The Board will be approving routine District financial transactions.
A yes vote:
1. Approves the previously disbursed payments;
2. Approves the reimbursement of the Controllers Revolving Cash Fund; and
3. Accepts the donations of money.
A no vote could cause the cancellation of previously issued payments, non-replenishment of Controllers
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 financial transactions but does not change the budget.
The Board will be approving routine District financial transactions.
Attachments:
Informatives:
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TAB 9
Amendment to Master Resolution for General Obligation Refunding Bonds
Action Proposed:
The Board is requested to approve the attached Amendment to Master Resolution for General Obligation
Refunding Bonds (Attachment A) (the Amendment).
Background:
This Board Report seeks Board approval of the Amendment, which increases the not-to-exceed amount of
general obligation refunding bonds issued under the Master Resolution for General Obligation Refunding
Bonds from $1.0 billion to $4.6 billion through May 29, 2015. The Master Resolution for General Obligation
Refunding Bonds was approved by the Board on November 12, 2013 and allows the District to enter the market
in an expedited manner should the prevailing interest rate environment warrant such a refunding or refundings.
The current market environment is significantly more favorable than it was at the time the Master Resolution
for General Obligation Refunding Bonds was adopted, creating an opportunity for the District to refund more
than $1.0 billion of bonds and achieve even greater debt service savings for taxpayers. The Amendment
increases the not-to-exceed issuance amount to $4.6 billion which will provide maximum flexibility depending
on exact market conditions when any refunding bonds are sold. Further, in order to allow greater opportunity
to achieve savings over the upcoming twelve months instead of only the upcoming six months, it is desirable to
extend the final date by which and refundings may be issued to May 29, 2015. No other changes to the Master
Resolution for General Obligation Refunding Bonds are being requested.
Expected Outcomes:
Approval will enable the District to take advantage of lowering interest rates on a larger amount of general
obligation bonds than previously expected, should market conditions be amenable.
Should the Board not approve this item, staff will not be authorized to proceed with general obligation bond
refunding transactions that exceed $1.0 billion in the aggregate.
This action is in compliance with the relevant criteria set forth in Article 1 and Sections 3.02, 4.08 and 4.12 of
the Debt Management Policy.
Budget Impact:
No impact on the Districts General Fund. With respect to general obligation refunding bonds, the proceeds of
any such bonds will be placed into an escrow account and used to defease the refunded bonds. Debt service on
the general obligation refunding bonds themselves will be supported by ad valorem property tax levies paid by
District taxpayers and not by the Districts General Fund. District taxpayers will receive the benefit of reduced
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debt service costs due to any refunding.
This Board Report seeks Board approval of an amendment to the Master Resolution for General Obligation
Refunding Bonds that increases the maximum amount of such bonds from $1.0 billion to $4.6 billion and
extends the final date by which any refunding bonds are to be issued to May 29, 2015. No other changes to the
Master Resolution for General Obligation Refunding Bonds are being requested.
Attachments:
Attachment A: Amendment to Master Resolution for General Obligation Refunding Bonds
Informatives:
Informative: Amendment to Master Resolution for General Obligation Refunding Bonds to Increase
Opportunity for Taxpayer Savings
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TAB 10
Facilities Services Division Contract Actions
Action Proposed:
Staff proposes that the Board of Education (Board) ratify the Facilities Services Division (FSD) contract
actions taken by Facilities Contracts under delegated authority as listed in Attachment "A" including: award of
advertised construction contracts; 17406 contract; approval of change orders; completion of contracts; award of
informal contracts; award of architectural and engineering contracts; award of task order contracts; award of
professional/technical service contracts/amendments; extra services/amendments; and approve the proposed
contract actions as listed in Attachment "B" including: approval of professional/technical contract/amendments;
and approval of task order contract.
Background:
Facilities Contracts staff prepares monthly reports for contract actions necessary for the execution of projects
approved by the Board and contained in the FSD Strategic Execution Plan (SEP),and for the maintenance and
operation of District facilities in accordance with District policies and Board-delegated authority. As described
in the November 12, 2013 BOE 048-13/14 Informative, detailed information is provided on the Facilities
Services website.
Expected Outcomes:
Approval of these items will allow services provided by these contracts to proceed in support of FSD projects,
District policies and goals, and the Board-approved FSD-SEP.
The Board can approve all actions presented or postpone selected actions pending receipt of additional
information. Non-ratification of actions awarded under delegated authority in Attachment "A" will result in the
immediate discontinuance of services. While non-ratification may be legally defendable, it will likely result in
costly litigation over discontinued payments or if the District attempts to reclaim payments made to a vendor.
District costs will likely increase as fewer contractors compete for future procurements.
This action does not change District policy and conforms to California Education Code Section 17604 that
permits the Board of Education to delegate authority for 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.
There are no policy implications on these agreements.
Attachments:
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Attachment "A" - Ratification of Facilities Contract Actions Awarded Under Delegated Authority.
Attachment "B" - Approval of Facilities Contract Actions Not Under Delegated Authority.
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ATTACHMENT A
RATIFICATION OF CONTRACTS AWARDED UNDER DELEGATED AUTHORITY
Bd. of Ed Rpt No. 368 13/14 Page 1of 4 Board of Education
May 13, 2014
A. AWARD OF ADVERTISED CONSTRUCTION CONTRACTS $326,480
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 two (2) contracts below represent the 2nd tier procurement made pursuant to Public Contract Code
Section 20118.2.
CONTRACTOR BID NO./CONTRACT NO. SCHOOL / PROJ ECT AMOUNT
Masters Contracting Corp. (SBE) 1410086 / 1200206 Madison MS
Board Member: Tamar Galatzan
$178,500
ACDD, Inc. (SBE) 1410094 / 1300025 Germain Academy for Academic Achievement
(AA)
$147,980
17406 CONTRACTS / AMENDMENTS $3,430,000
CONTRACTOR CONTRACT NO. SCHOOL/PROJ ECT AMOUNT
Davis Reed Construction, Inc. 1410097 / 4400002743 Diane Watson Career Training Center
Rehabilitation and Alteration Project including
seismic upgrades, set-back at south property
line, wheelchair lift, ADA and path of travel
upgrades.
Board Member: Board District 1
$3,430,000
JOB ORDER CONTRACTS / AMENDMENTS
CONTRACTOR BID NO./CONTRACT NO. SCHOOL / PROJ ECT AMOUNT
None
B. APPROVAL OF CHANGE ORDERS $1,040,019
QUANTITY AMOUNT
Construction contracts that have change orders which do not individually
exceed 10 percent for March 2014 (Average Transaction: $20,774).
5 $103,869
Repair and modernization contracts that have change orders which do not individually
exceed15 percent for March 2014 (Average Transaction: $6,883).
136 $936,150
Repair and modernization contracts that have change orders which individually exceed 15 percent (but
do not exceed 25 percent) for March 2014 that require 75 percent approval by theBoard.
0 $0
QUANTITY
C. COMPLETION OF CONTRACTS March 2014 33
D. AWARD OF INFORMAL CONTRACTS (Not Exceeding $84,100) $557,979
QUANTITY AMOUNT
A & B Letters for March 2014 (Avg. Trans. $10,333) 54 $557,979
ATTACHMENT A
May 13, 2014
E. AWARD OF ARCHITECTURAL AND ENGINEERING CONTRACTS $1,193,818
CONTRACTOR BID NO./CONTRACT NO. SCHOOL/PROJ ECT NOT-TO-EXCEED
AMOUNT
Westgroup Designs, Inc.
(SBE)
1420030 / 4400002658 Audubon MS
Design of seismic retrofit to the lunch pavilion,
modernization and repairs as well as ADA and path of
travel upgrades.
$279,458
Hibser Yamauchi Architects 1420031 / 4400002659 Venice HS
Design of seismic retrofit and modernization of the
lunch pavilion and student store, including ADA and
path of travel upgrades.
Board Member: Steve Zimmer
$479,361
Hibser Yamauchi Architects 1420032 / 4400002712 Venice HS Small Learning Communities (SLC)
Design of reconfiguration of interior space to satellite
administration offices andcollaboration rooms for each
of the 4 SLCs , development of individual outdoor
congregation spaces, as well as ADA and path of travel
upgrades.
$301,545
Osborn Architects
(SBE)
1420034 / 4400002717 Crenshaw HS Small Learning Community
Design reconfiguration of space, modification of
interior spaces, development of a visual identity, as
well as ADA and path of travel upgrades.
$133,454
F. AWARD OF TASK ORDER CONTRACTS $240,000
CONTRACTOR BID NO./CONTRACT NO.
(Amendment No.)
SCHOOL/PROJ ECT NOT-TO-EXCEED
CAPACITY INCREASE
gkkworks 1420033 / 4400002714 Wilson HS Small Learning Community
Board Member: Mnica Garca
North Hollywood HS
Cleveland HS Small Learning Community
Carson HS Small Learning Community
Board Member: Richard Vladovic
Single Source contract to provide architectural
support services to complete projects authorized and
initiated under a previous master agreement.
$240,000
Various Funding
ATTACHMENT A
May 13, 2014
G. AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT $30,000
(Amendment No.)
CAPACITY
Sky Rider Equipment Co.,
Inc.
1480005 / 4400002677 Capacity contract to provide inspection, and repair of
swingstagesystem and certification of the window
cleaning equipment.
Current Contract Term: 03/19/14 through 1/31/15
Plus 4 Option Years
$30,000
General Funded
H. AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT AMENDMENTS $329,473
(Amendment No.)
CAPACITY INCREASE
Overland Pacific Cutler,
Inc.
1090035.05 / 440000634 Capacity contract to provide displaceerelocation
services as a part of the Districts New School
Construction Program.
Including 4 Option Years (OY)
Initial Contract Value:
Amendment No. 1
Amendment No. 2
Amendment No. 3
Amendment No. 4
*Amendment No. 5
Aggregate Contract Value:
$240,000
$180,000
+OY 1
OY 2
OY 3
OY 4
$50,000
$470,000
$50,000*
Vanir Construction
Management, Inc.
1190013.02 / 4400000990 Construction management services for B-Permit and
gas mitigation systems at Central Region Elementary
School (CRES) #22
Amendment No. 1
*Amendment No. 2
$2,818,984
Contract Term
Adjustment
$140,473
$2,959,457
$140,473*
ASSI Security Services 1380010.01 / 4400001281 Capacity contract to provide and install keycard
readers, keycard systems and operating stations to the
parking system at LAUSD Headquarters and other
sites as needed.
Plus 3 Option Years
*Amendment No. 1
$80,000
$30,000
+OY1
$110,000
$30,000*
Various Funding
ATTACHMENT A
May 13, 2014
AWARD OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT AMENDMENTS (CONT.D)
(Amendment No.)
CAPACITY INCREASE
Meredith Thornton Cook 1390012.02 / 4400001473 Develop the 2014 Facilities Services Division (FSD)
Strategic Execution Plan (SEP) Update that provides a
snapshot of scope, schedule and budget for projects that
are part of the Bond Program.
Plus 2 Option Years
Amendment No. 1
*Amendment No. 2
$59,000
OY 1
$59,000
+OY 2
$118,000
$59,000*
APSI Construction
Management (SBE)
1390031.02 / 4400001482 Capacity contract to maintain and upgrade Maximo
Enterprise Software that provides a single point of
control over management of assets, work orders,
contracts and inventory.
Plus 4 Option Years
Amendment No. 1
*Amendment No. 2
$245,000
$183,000
$50,000
$478,000
$50,000*
I. EXTRA SERVICES / CHANGE ORDERS / AMENDMENTS $375,902
CONTRACT NO. 0120177 / 4400000038, 0420119 / 4400000115, 0520000 / 4400000131, 0520120 / 4400001659, 0620071 / 4400000234,
0820017 / 4400000422, 0820036 / 44000000429, and 1320025 / 4400002244
ATTACHMENT B
APPROVAL OF CONTRACTS NOT UNDER DELEGATED AUTHORITY
May 13, 2014
A. APPROVAL OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT $1,300,000
Staff proposes that the Board of Education authorize the award of a professional services contract to Brailsford & Dunlavey, Inc. to provide facilities
prioritization planning services. The initial contract term is for one year, beginning in J une 2014, and includes one option year renewal. The capacity
of the proposed contract is in the not-to-exceed amount of $1.3M. Brailsford & Dunlavey, Inc. was selected via a qualifications based selection
process (RFQ R-14035). The services to be provided include the development of prioritization tools and methodologies that will define the
characteristics of a school with the greatest need for capital facilities improvements, and the framework that will be used to create the specific scopes
of work to be undertaken at "greatest need" schools. The contract also requires that Brailsford & Dunlavey, Inc. publish a final prioritization plan for
the Major Renovations/Modernizations/Reconfigurations to School Buildings category of need included in the District's School Upgrade Program.
(Amendment No.)
CAPACITY INCREASE
Brailsford & Dunlavey,
Inc.
1490035 / 4400002876 Current Contract Term: 06/01/14 through 05/31/15
Plus 1 Option Year.
$1,300,000
APPROVAL OF PROFESSIONAL / TECHNICAL SERVICES CONTRACT AMENDMENTS $250,000
(Amendment No.)
CAPACITY INCREASE
APSI Construction
Management (SBE)
1390031.03 / 4400001482 Capacity contract to maintain and upgrade Maximo
Enterprise Software that provides a single point of control
over management of assets, work orders, contracts and
inventory.
Current Contract Term upon board approval: 05/30/13
through 05/31/15
Plus 3 Option Years.
Amendment No. 1
Amendment No. 2
*Amendment No. 3
$245,000
$183,000
$50,000
$250,000
+OY1
$728,000
$250,000*
B. APPROVAL OF TASK ORDER CONTRACT $320,000
CONTRACTOR BID NO./CONTRACT NO. SCHOOL/PROJ ECT NOT-TO-EXCEED
AMOUNT
International
Environmental
Corporation (SBE)
1480025 / 4400002763 Capacity contract to provide on-call tree trimming and tree
removal services.
Contract Term: One year upon board approval
Plus 4 Option Years
$320,000
General Funded
TAB 11
Amendment to the Facilities Services Division Strategic Execution Plan to Define and Approve the 2014-
2015 Education Code Section 47614 ("Proposition 39") Facilities Renovation Effort
Action Proposed:
Staff proposes that the Board of Education approve an amendment to the Facilities Services Division (FSD)
Strategic Execution Plan (SEP) to define and approve 2014-2015 Education Code Section 47614
("Proposition 39") facilities renovations at up to seventy-nine (79) school sites as listed in Attachments A and
B, and authorize the Chief Facilities Executive, and/or his designee, to make any associated purchases. The
not-to-exceed cumulative budget for this renovation effort is $8,967,950.
Background:
With the passage of Proposition 39 in November 2000, California Education Code section 47614 was amended
with the intent that public school facilities should be shared fairly among all public school pupils, including
those in charter schools. Proposition 39 requires that school districts make available, to all charter schools
operating in their school district that submitted a legally sufficient facilities request, facilities in conditions
reasonably equivalent to those in which the charter students would be accommodated if they were attending
other public schools of the district. Facilities provided shall be contiguous, furnished and equipped, and shall
remain the property of the school district.
Each of the charter schools identified in Attachments A and B hereto submitted a legally sufficient facilities
request to the District and may locate on District school sites for the 2014-2015 school year pursuant to
Proposition 39. In accordance with the requirements and timelines of Proposition 39, preliminary proposals are
issued on February 1, and final offers are issued on April 1 each year.
With approval of this proposed action, Bond Program funds earmarked for charter school facilities projects will
be made available to immediately execute renovations at multiple District school sites in order to satisfy the
Districts responsibilities imposed by Proposition 39. These facilities improvements will increase the
likelihood that the District school and charter school will successfully and safely co-locate on a single school
site with minimal interference and disruption to their respective educational programs. The scope of work to be
undertaken at each school site and its associated schedule and budget may vary depending on site conditions
and needs.
The 2014-2015 Proposition 39 Facilities Renovation Effort includes various facilities renovations and
reconfigurations, and technology, furniture and equipment, and communication/safety systems purchases and
upgrades, such as:
Technology Equipment: Repurpose and purchase computers, laptop carts and/or end user peripherals.
Low Voltage Systems (LAN, Phones, P/A, Alarm): Local area data networks, phone and public address
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systems, and independent intrusion alarm. Modifications to reconfigure facilities for District-operated
programs or another charter school where an existing charter school occupant will relocate to another
District school site or private/third party site, or cease operations.
Furniture & Equipment: Repurpose existing furniture and equipment, and plan, purchase and deliver
new furniture and equipment (e.g., desks, chairs, book shelves, waste bins, emergency radio systems and
hand-held devices, but excluding technology equipment).
Re-Keying: Charter school spaces only.
Security Gate: Establish separate entrances, if necessitated due to student safety concerns at the school
site.
Site renovations and reconfigurations: Miscellaneous renovations and reconfigurations to classroom
space identified for charter school use. Improvements to school facilities where charter schools currently
occupy space but will not continue occupancy in the 2014-2015 school year will be returned to original
condition, including reconnecting low voltage systems, for District-operated programs.
Office of Environmental Health and Safety: CEQA analyses, including traffic studies and associated
regulatory obligations.
The space allocated to each charter school by the District must be furnished, equipped and available for
occupancy by the charter school for a period of at least ten working days prior to the first day of instruction of
the charter school. For good cause, the period is subject to reduction by the District, but to no fewer than
seven working days. As such, work will commence immediately after Board approval to ensure adequate
facilities are allocated in a timely manner to each charter school.
Attachment B lists all projects on District sites in which charter schools will continue to occupy the same space
in 2014-2015 as it currently occupies in the 2013-2014 school year (i.e., No Growth). Although there is
typically no new scope required for these projects, the District may need to perform some renovation effort
work in order to continue to ensure the conditions of the facilities occupied by a charter school remain
reasonably equivalent. The potential scope of work for each No Growth project, as well as its associated
budget and schedule, may vary depending on site conditions and needs. If any additional work is required,
District staff will follow the Budget Modification Request process for the corresponding project referenced in
Attachment B, in accordance with District policy.
Expected Outcomes:
Approval of the proposed action to allow the execution of the 2014-2015 Proposition 39 facilities renovations
at up to 79 District school sites. Of the 54 District school sites in Attachment A, renovations at four are
specific to school facilities where charter schools currently occupy space but will not continue occupancy in
the 2014-2015 school year (Raymond ES is a vacating site that may also be occupied by a new charter school
in two fewer rooms than currently occupied in the 2013-2014 school year), and the space will be returned to its
previous condition with all low voltage systems reconnected to District-operated programs. Renovations at the
remaining District school sites are for charter schools that are expected to serve a collective total in-district
charter school average daily attendance of 16,307 in 636 classrooms and 59 administrative offices on District
school sites. Of the 26 District school sites in Attachment B, charter schools are expected to continue serving
a collective total in-district charter school average daily attendance of 7,063 in 270 classrooms and 28
administrative offices (Columbus MS has both a Growth project on Attachment A and a No Growth
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project on Attachment B, for two different charter schools).
If yes vote, the FSD-SEP will be amended and the District will utilize Bond Program funds earmarked for
charter school facilities projects to complete facilities renovations to District school sites as identified in
Attachments A and B for use by charter schools in the 2014-2015 school year.
If no vote, the District will be obligated to use General Funds to complete the facilities renovation projects
identified in Attachments A and B, since the District will still face an obligation to allocate use of contiguous,
furnished and equipped facilities to the charter schools pursuant to Proposition 39 for the 2014-2015 school
year.
This action does not change District policies.
Budget Impact:
The not-to-exceed cumulative budget for this renovation effort is $8,967,950. The renovation effort is funded
by Bond Program funds earmarked for charter school facilities projects. Should a charter school not accept the
Districts offer of space, renovations at that individual school site will not be undertaken and the associated
funding will not be spent.
Proposition 39 requires school districts to make available, to all charter schools operating in their school
district that submit a legally sufficient facilities request, facilities in conditions reasonably equivalent to those
in which the charter students would be accommodated if they were attending other public schools of the
district. Facilities provided shall be contiguous, furnished, equipped and available for occupancy by the
charter school for a period of at least ten working days prior to the first day of instruction of the charter school.
To fulfill this mandate, the District faces numerous challenges, including:
Extremely brief amount of time between a charter schools May 1 acceptance of the Districts final
offer and the deadline for the District to provide occupancy at least ten working days before each charter
schools first day of instruction.
Very narrow window of time to assess the type, amount and condition of the Districts existing
technology, furniture and equipment, match it to the charter schools grade levels, and plan,
repurpose/purchase, receive and deliver additional/supplemental technology, furniture and equipment.
Varying conditions of allocated spaces on different school sites, including amount and type of furniture
and equipment that may change between original site survey and actual occupancy.
Limited sources of reasonably equivalent existing furniture and equipment, and lead time required to
research, locate, validate, repair and repurpose it.
The District has implemented numerous successful strategies to reduce project costs and timelines, including:
Establishing procedures to streamline the process from pre-planning to post-occupancy.
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Re-purposing existing furniture and equipment recovered from charters that vacated District facilities
or have expiring furniture and equipment leases.
Creating templates for reasonably equivalent furniture and equipment for specific grade levels in order
to improve planning, repurposing/purchasing and delivery.
Standardize manufactured item selections to speed purchase, production and delivery.
Bond Oversight Committee Recommendations:
This item was considered by the School Construction Bond Citizens Oversight Committee (BOC) at its
meeting on April 24 2014. Staff has concluded that this proposed FSD-SEP amendment will help facilitate
implementation of the FSD-SEP, and therefore, it will not adversely affect the Districts ability to successfully
complete the FSD-SEP.
Attachments:
Attachment A - 2014-2015 Proposition 39 Facilities Renovations
Attachment B - 2014-2015 Proposition 39 No Growth Projects
Informatives:
None
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B o a r d D i s t r i c t
E d u c a t i o n a l S e r v i c e
C e n t e r
P h y s i c a l E d u c a t i o n a l
S e r v i c e C e n t e r
D i s t r i c t C a m p u s
E n t i t l e d C h a r t e r S c h o o l
C o - L o c a t i o n
O p e r a t o r ( s )
T y p e ( N = N e w ;
G = G r o w t h ;
R = R e c o n f i g u r a t i o n ;
V = V a c a t i n g )
T o t a l N u m b e r o f
C h a r t e r O f f i c e s
C h a r t e r S c h o o l
C l a s s r o o m s
N e w C h a r t e r S c h o o l
O f f i c e s
C l a s s r o o m s
C h a r t e r S c h o o l G r a d e
L e v e l s
P r o j e c t e d I n - D i s t r i c t
C l a s s r o o m A v e r a g e
D a i l y A t t e n d a n c e
E s t i m a t e d N o t - t o -
E x c e e d B u d g e t *
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3
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1
5

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p

3
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1
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g
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a

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C
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1
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5
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r
g
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n
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1
3
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1
5

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r
o
p

3
9
4
W
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W
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t
W
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b
s
t
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r

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M
a
g
n
o
l
i
a

S
c
i
e
n
c
e

A
c
a
d
e
m
y

#
4
N
G
1
1
1
6
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1
2
2
8
2
.
1
5
1
0
0
0
5
1
8
7
W
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b
s
t
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S

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0
1
3
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1
5

P
r
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p

3
9
B
d
.

o
f

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d
.

B
r
d

R
p
t

#
3
4
2
-
1
3
/
1
4
P
a
g
e

3

o
f

3
B
o
a
r
d

o
f

E
d
u
c
a
t
i
o
n
M
a
y

1
3
,

2
0
1
4
TAB 12
Resolution of Intention to Dedicate an Easement at the Gardena High School Workforce Housing and
Joint Amenities Project
Action Proposed:
Staff proposes that the Board of Education adopt a Resolution of Intention to Dedicate an Easement at the
Gardena High School Workforce Housing and Joint Amenities Project (Gardena Workforce Housing
Project), as legally described in Exhibit A and shown on Exhibit B (attached), to Southern California Gas
Company, a public utility corporation, copies of which are on file and available for public examination in the
Board Secretariat's Office, 333 South Beaudry Avenue, 24th Floor, Los Angeles, California 90017.
Property: Portion of Gardena High School
(See Exhibits A and B)
1301 West 182
nd
Street
Gardena, CA 90248
Purpose: Easement for utility line access
Grantee: Southern California Gas Company
Consideration: None
Date of Public Hearing: June 10, 2014
Background:
On March 10, 2009, the Board selected Bridge Housing Corporation as the non-profit housing developer for the
Gardena Workforce Housing Project, and authorized staff to execute the necessary documents to complete the
project. On December 22, 2009, LAUSD and Bridge Housing executed a Development Agreement and a
Ground Lease Agreement for the project.
The project is located on the north side of the Gardena High School campus on approximately 5.7 acres of
underutilized land. The project includes approximately 90 residential units, associated parking, a center for the
Los Angeles Police Departments Juvenile Impact Program and a joint-use building which will be used for,
among other things, exhibiting the Gardena High School art collection. Upon completion, District certificated
and classified staff will be offered preference in the marketing of the residential units. Construction of the
project is anticipated to be completed in the third quarter of 2014.
In order to provide gas utility service to the Gardena Workforce Housing Project, Southern California Gas
Company requires the District, as the property owner, provide a non-exclusive utility easement on the project
site (Exhibit A). This dedication will enable Bridge Housing and the District to comply with these requirements,
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which are necessary to the construction of the project.
California Education Code Sections 17556 through 17561 specify that a Notice of Adoption of Resolution of
Intention to Dedicate an Easement include a time not less than ten days after adoption of the Resolution to hold
a public hearing by the Board of Education. The adopted Resolution must be posted in three public places
within the Districts boundaries no less than ten days before the date of the public hearing and be published no
less than five days before the hearing in a newspaper of general circulation within the Districts boundaries.
The Los Angeles Daily Journal is currently being used for this purpose.
The Gardena Workforce Housing Project is located in Education Service Center South and Board District 7
(Vladovic).
Expected Outcomes:
Staff anticipates the Board of Education will adopt the Resolution of Intention to Dedicate an Easement at the
Gardena High School Workforce Housing Project so Southern California Gas Company may provide gas utility
service.
If approved, staff will proceed with steps to convey the easement to Southern California Gas Company. After
dedication, Southern California Gas Company will be responsible for all future maintenance and repair to the
gas utility line improvements constructed under the easement.
This proposed action will help ensure the successful completion of the Gardena Workforce Housing Project.
This project is part of the Board approved Workforce Housing Initiative.
Budget Impact:
There is no budget impact to the District. All costs associated with the Resolution of Intention to Dedicate an
Easement at the Gardena Workforce Housing Project are paid for by the developer, Bridge Housing.
None
Attachments:
Notice of Resolution of Intention to Dedicate an Easement to Southern California Gas Company
Exhibit A Legal Description
Exhibit B Map
Informatives:
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None
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1
NOTICE OF ADOPTION OF RESOLUTION OF INTENTION TO DEDICATE AN EASEMENT
AT THE GARDENA HIGH SCHOOL WORKFORCE HOUSING PROJ ECT
At a meeting of the Board of Education of the City of Los Angeles, Governing Board of the Los Angeles
Unified School District, heldMay 13, 2014, the following resolution was adopted by at least a two-thirds
vote of all its members:
RESOLVED: That the Board of Education of the City of Los Angeles, in pursuance of the
provisions of Sections 17556 through 17561, inclusive, of the Education Code of the State of California,
does hereby declare its intention to irrevocably offer to dedicate an easement for natural gas utility
servicesat the Gardena High Workforce Housing Project, toSouthern California Gas Company, a State of
California regulated utility corporation, (hereinafter called Grantee) with regard to that certain real
property situated in the County of Los Angeles, City of Los Angeles, State of California, legally described
on Exhibit A and shown on Exhibit B attached hereto.
The proposed dedication of an easement to Southern California Gas Company will be for the natural gas
utility line serving the Gardena HighSchool Workforce Housing Project. The dedicationwill berecorded
in the form of a General Easement Deed as legally described in Exhibit A and shown on Exhibit B
attached hereto.
Grantee shall be responsible for damage caused intentionally or by any negligent act or omission of
Grantee, its agent or employees while exercising the rights granted herein.
BE IT FURTHER RESOLVED: That a public meeting of this Board beheld in the Los Angeles
Unified School District Board Room, 333 South Beaudry Avenue, 1st Floor, Los Angeles, 90017, the
regular place of meeting of this Board, at or about 12:00p.m., onJ une 10, 2014, for a public hearing upon
the question of such dedication.
BE IT FURTHER RESOLVED: That it is the intention of the Board at the time and place fixed
for such public hearing or meeting, unless a petition protesting against the proposed dedication, signedby
at least ten percent of the qualified electors of said Los Angeles Unified School District, as shown by the
affidavit of one of the petitioners, be filed with this Board, to order such dedications and adopt a
resolution authorizing the execution and delivery of the dedications for public street improvement
purposes.
Notice of the adoption of this resolution and of the time and place of holding said meeting shall be given
by posting copies of this resolution, signed by the members of this Board or a majority thereof, in three
public places in this Los Angeles Unified School District of Los Angeles County, not less than ten days
before the date of said meeting and by publishing a copy of this resolution once not less than five days
before the date of saidmeeting in a newspaper of general circulation published in the Los Angeles School
District of Los Angeles County.
2
IN WITNESS of the passage of the foregoing Resolution as prescribed by law, we, the Members of said
Board of Education, present and votingthereon, have hereunto set our hands the 10thday of J une2014.
______________________________________ _______________________________________
______________________________________ _______________________________________
______________________________________ _______________________________________
_____________________________________________
Members of the Board of Education of the
City of Los Angeles
STATE OF CALIFORNIA )
) ss
COUNTY OF LOS ANGELES )
I, _____________________________, ____________________________, Board of Education of
the City of Los Angeles, California, hereby certify the foregoing to be a full, true, and correct copy of the
Resolution of Intention to DedicateanEasement at Gardena High School Workforce Housing Project.
By: ______________________________________
Name: ____________________________________
Title: _____________________________________
Subscribed and sworn to (or affirmed) before me on
this _____ day of __________________, 20___, by
____________________________, proved to me on
the basis of Satisfactory evidence to be the person
who appeared before me.
______________________________________
Notary Public in and for the County
of Los Angeles, State of California
TAB 13
Amendment to the Facilities Services Division Strategic Execution Plan to Cancel a Charter
Augmentation Grant for the Camino Nuevo Charter Academy Project
Action Proposed:
Staff proposes that the Board of Education approve an amendment to the Facilities Services Division (FSD)
Strategic Execution Plan (SEP) to cancel the $9,377,000 augmentation grant for the Camino Nuevo Charter
Academy (Camino Nuevo) project.
Background:
On June 18, 2013, the Board of Education approved an amendment to the FSD SEP to approve an
augmentation grant for the Camino Nuevo project in the amount of $9,377,000, including $450,000 for District
costs; and authorized the Chief Facilities Executive, or his designee, to negotiate and execute all agreements
necessary for the financing, construction and operation of this permanent charter school facility (BOE Report
#318-12/13).
Camino Nuevos proposed project consists of a 31-classroom facility to serve approximately 480 students in
kindergarten through 8
th
grades. The proposed project is located on a 2.2 acre site owned by Camino Nuevo
located at 3400 West 3
rd
Street in Los Angeles. The total proposed project cost is $39,500,000, of which
$8,927,000 was to be funded by the District. The proposed project is located in Educational Service Center
East and Board District 2 (Mnica Garca).
Camino Nuevo recently notified District staff that they have secured sufficient funding for the development of
the project and therefore do not require an augmentation grant. Approximately $5,000 had been spent on
District oversight, and no funding has been dispersed directly to Camino Nuevo.
Expected Outcomes:
This action, if approved, will cancel the augmentation grant for the development of Camino Nuevos new K-8
project, and amend the FSD-SEP to reflect the cancellation.
Approval of the proposed action will cancel the charter augmentation grant for Camino Nuevos new K-8
project. This action will enable approximately $9,372,000 to be reallocated to the Bond Program for future
charter school facility Projects.
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This action is consistent with the Districts Charter School Facilities Expansion Policy, adopted on April 10,
2007, which designates program requirements for projects that provide long-term facility solutions as an
alternative to the annual Proposition 39 allocation of District facilities.
Budget Impact:
Camino Nuevo's request for an augmentation grant was in the amount of $8,927,000. The District's oversight
cost associated with the project is an additional $450,000. Of the total $9,377,000 District cost, approximately
$5,000 had been spent on District oversight, and no funding has been dispersed directly to Camino Nuevo.
Approximately $9,372,000 will be reallocated to the Bond Program for future charter school facilities projects.
None.
This item was considered by the School Construction Bond Citizens Oversight Committee (BOC) at its April
24, 2014 meeting. Staff has concluded that this proposed SEP Amendment will facilitate the implementation of
the FSD-SEP, and therefore it will not adversely affect the Districts ability to successfully complete the FSD-
SEP.
Attachments:
None.
Informatives:
None.
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TAB 14
Amendment to the Facilities Services Division Strategic Execution Plan to Redefine and Approve School
Information Technology Network Infrastructure and Equipment Upgrade Projects
Action Proposed:
Staff proposes that the Board of Education amend the Facilities Services Division (FSD) Strategic Execution
Plan (SEP) to redefine and approve 228 school Information Technology (IT) network infrastructure and
equipment upgrade projects, as listed in Attachment A, to include construction. These projects are currently
defined and approved for design and the installation of scalable fiber only, with a $22,444,250 funding
allocation (BOE #248-13/14, adopted on February 11, 2014). This proposed action allocates $167,073,924 for
the construction of these 228 projects. The total combined FSD-SEP project budget is $189,518,174.
Staff further proposes that the Board of Education authorize the Chief Facilities Executive and/or his designee
to execute all instruments necessary to execute the projects including the purchase of equipment and materials.
Background:
Advancements in technology are increasing the options available to teachers to deliver instructional initiatives
as well as changing the way students learn and perform. However, the vast majority of Local Area Network
(LAN) projects undertaken over the past decade occurred prior to the introduction of the high throughput and
wireless technologies that are used today, and upon which the current instructional technologies depend.
As part of the ongoing plan to upgrade the Districts IT network infrastructure, the Board has approved two
previous actions for school IT network infrastructure upgrade projects contained in the FSD-SEP (BOE #317-
12/13 adopted on June 11, 2013, and BOE # 248 13/14 adopted on February 11, 2014). With the action
proposed, the remaining 228 projects that are currently approved for design and installation of scalable fiber
only, will be redefined, and construction activities authorized.
Expected Outcomes:
Approval of the proposed action and the subsequent investment in upgrades to aging IT network infrastructure
and obsolete equipment at 228 District K-12 sites, as listed in Attachment A.
The proposed action provides the funding necessary to move forward with the construction of school IT
network infrastructure and equipment upgrades at the remaining 228 sites approved for design and the
installation of scalable fiber only, as listed in Attachment A.
Approval of the proposed action will authorize staff to construct 228 school IT network infrastructure and
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equipment upgrade projects. If the proposed action is not approved, the upgrade of network infrastructure and
equipment at the 228 school sites listed in Attachment A will not be constructed, thereby preventing students'
access to the latest instructional initiatives made available via the installation of wireless network technology.
This action is consistent with the Districts long-term goal to address unmet school facilities needs as described
in Proposition BB and Measures K, R, Y, and Q.
Budget Impact:
This proposed action impacts Bond Program funds only. The total combined FSD-SEP project budget is
$189,518,174, of which $22,444,250 was approved by two previous actions (BOE #317-12/13 adopted on June
11, 2013, and BOE # 248 13/14 adopted on February 11, 2014). The proposed action will allocate an
additional $167,073,924 to construct the projects. Funding will be provided by Bond Program funds earmarked
for school IT network infrastructure upgrades executed by FSD in the SUP.
Projects have been prioritized according to greatest need, which was determined using the following factors:
Office of Civil Rights school, critical need of bandwidth capacity requiring an upgrade from copper to scalable
fiber, and age of last upgrade. Upgrades will be undertaken at each of the sites listed in Attachment A, and will
be executed on a site-wide basis regardless of whether there are multiple co-located operators.
meeting on April 24, 2014. Staff has concluded that this proposed SEP Amendment will facilitate the
implementation of the FSD-SEP, and therefore it will not adversely affect the Districts ability to successfully
complete the FSD-SEP.
Attachments:
Attachment A- Redefine 228 Projects Previously Approved for Design and Installation of Scalable Fiber Only
to Include Construction.
Informatives:
None.
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ATTACHMENT A
Redefine 228 Projects Previously Approved for Design and Installation of Scalable Fiber Only to Include Construction
BD
Operational
ESC COLIN ID Site Name
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
7 XP 10365992 107th St. ES 5/26/10 Q2 2015 Q4 2015 $110,880 $823,680 $934,560
7 S 10363851 109th St. ES 1/2/07 Q4 2014 Q4 2015 $65,450 $669,150 $734,600
7 S 10363852 135th St. ES 12/18/07 Q4 2014 Q1 2015 $65,450 $486,200 $551,650
7 XP 10363853 153rd St. ES 10/25/07 Q1 2015 Q3 2015 $76,230 $566,280 $642,510
7 S 10363854 156th St. ES 10/29/08 Q1 2015 Q3 2015 $56,210 $417,560 $473,770
7 S 10363855 15th St. ES 12/30/09 Q1 2015 Q3 2015 $87,010 $646,360 $733,370
7 S 10363856 186th St. ES 8/17/07 Q1 2015 Q3 2015 $107,800 $800,800 $908,600
2 E 10363858 20th St. ES 6/12/07 Q4 2014 Q4 2014 $80,850 $600,600 $681,450
2 E 10363859 28th St. ES 1/31/08 Q4 2014 Q4 2014 $113,960 $846,560 $960,520
2 E 10363860 2nd St. ES 3/12/08 Q4 2014 Q4 2014 $79,310 $589,160 $668,470
1 W 10363862 52nd St. ES 10/13/06 Q4 2014 Q4 2015 $109,340 $545,622 $654,962
1 W 10363863 61st St. ES 12/18/08 Q4 2014 Q4 2014 $85,470 $634,920 $720,390
1 S 10363864 66th St. ES 11/20/08 Q1 2015 Q3 2015 $120,120 $892,320 $1,012,440
1 S 10363865 68th St. ES 12/23/09 Q1 2015 Q3 2015 $68,530 $509,080 $577,610
1 S 10363866 75th St. ES 12/24/08 Q1 2015 Q3 2015 $124,740 $926,640 $1,051,380
7 S 10363867 92nd St. ES 11/30/06 Q4 2014 Q4 2015 $90,090 $533,532 $623,622
7 S 10363868 93rd St. ES 1/23/07 Q4 2014 Q4 2015 $126,280 $637,991 $764,271
7 S 10363869 96th St. ES 12/11/06 Q4 2014 Q4 2015 $112,420 $582,755 $695,175
4 W 10365993 98th St. E 6/30/04 Q2 2015 Q4 2015 $40,040 $297,440 $337,480
7 XP 10363870 99th St. ES 12/22/06 Q4 2014 Q4 2015 $71,610 $527,516 $599,126
2 E 10365994 Adams MS 6/30/08 Q1 2015 Q3 2015 $140,140 $1,041,040 $1,181,180
3 XS 10363871
Aggeler Opportunity
HS 9/11/06 Q4 2014 Q4 2015 $64,850 $226,487 $291,337
2 E 10363872 Albion ES 10/27/06 Q4 2014 Q4 2015 $57,750 $360,449 $418,199
5 E 10363873 Aldama ES 11/9/06 Q4 2014 Q4 2015 $60,830 $492,257 $553,087
2 E 10365995 Amanecer PC 8/5/05 Q3 2015 Q4 2015 $37,730 $260,751 $298,481
7 S 10363876 Amestoy ES 7/13/07 Q1 2015 Q3 2015 $88,550 $657,800 $746,350
7 XS 10365996
Angel's Gate
Continuation HS 1/25/10 Q2 2015 Q4 2015 $20,790 $154,440 $175,230
2 E 10363877 Ann ES 10/16/06 Q1 2015 Q3 2015 $48,150 $276,493 $324,643
6 N 10363878 Apperson ES 7/27/09 Q4 2014 Q4 2014 $63,910 $474,760 $538,670
5 E 10365997 Aragon ES 6/25/10 Q2 2015 Q4 2015 $66,990 $497,640 $564,630
6 N 10365998 Arleta HS 10/2/05 Q3 2014 Q2 2015 $132,440 $753,810 $886,250
6 N 10363879 Arminta ES 9/9/08 Q4 2014 Q4 2014 $83,930 $623,480 $707,410
5 E 10363881 Atwater ES 10/20/06 Q1 2015 Q3 2015 $56,210 $398,173 $454,383
7 E 10365999 Aurora ES 6/19/05 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
1 S 10366000 Bakewell PC 8/1/05 Q4 2014 Q4 2015 $39,270 $294,363 $333,633
4 W 10366001 Bancroft MS 8/5/10 Q2 2015 Q4 2015 $137,060 $1,018,160 $1,155,220
7 XP 10366002 Banning HS 9/16/09 Q2 2015 Q4 2015 $190,960 $1,418,560 $1,609,520
7 S 10363882 Barton Hill ES 2/11/08 Q1 2015 Q3 2015 $82,390 $612,040 $694,430
5 E 10366003 Bellevue PC 6/30/04 Q2 2015 Q4 2015 $3,080 $22,880 $25,960
6 N 10366004 Bellingham PC 8/30/10 Q2 2015 Q4 2015 $23,870 $177,320 $201,190
2 XP 10366005
Belmont HS / LA
Teacher's Prep 8/9/05 Q1 2015 Q3 2015 $29,260 $217,360 $246,620
2 E 10366006 Belvedere MS 6/8/10 Q1 2015 Q3 2015 $194,040 $1,441,440 $1,635,480
2 E 10366007 Berendo MS 6/4/10 Q1 2015 Q3 2015 $167,860 $1,246,960 $1,414,820
3 XR 10363885
Birmingham
Community Charter
HS 7/31/09 Q4 2014 Q4 2014 $523,600 $3,889,600 $4,413,200
6 N 10363886 Brainard ES 4/3/08 Q4 2014 Q4 2014 $53,130 $394,680 $447,810
2 E 10363888 Bridge ES 12/14/09 Q4 2014 Q4 2014 $56,210 $417,560 $473,770
5 E 10363890 Brooklyn ES 2/1/08 Q4 2014 Q4 2014 $52,110 $382,720 $434,830
5 E 10363891 Buchanan ES 10/20/06 Q3 2014 Q2 2015 $68,530 $420,817 $489,347
Bd. of Ed Rpt No. 392-13/14 Page 1 of 6
Board of Education
May 13, 2014
ATTACHMENT A
BD
Operational
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
5 E 10363893
Burbank MS
/Garvanza ES 6/19/09 Q4 2014 Q4 2014 $205,590 $2,297,527 $2,503,117
6 N 10366009 Byrd MS 6/26/07 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
7 S 10363896 Cabrillo ES 10/30/09 Q1 2015 Q3 2015 $66,990 $497,640 $564,630
2 E 10366010 Cahuenga ES 6/8/10 Q1 2015 Q3 2015 $68,530 $509,080 $577,610
4 N 10366011 Calvert ES 4/12/05 Q2 2015 Q4 2015 $62,370 $663,320 $725,690
6 N 10363897 Camellia ES 9/13/06 Q1 2015 Q3 2015 $96,250 $646,193 $742,443
5 XR 10366013
Camino Nuevo
Academy
#4/Cisneros/CRES #14 6/30/04 Q2 2015 Q4 2015 $53,900 $400,400 $454,300
2 XR 10366012
Camino Nuevo ES #3:
Castellanos ES 6/30/04 Q1 2015 Q3 2015 $35,420 $263,120 $298,540
5 XP 10366014 Carver MS 3/31/10 Q2 2015 Q4 2015 $144,760 $1,075,360 $1,220,120
2 E 10363901 Castelar ES 12/17/08 Q4 2014 Q4 2014 $66,990 $497,640 $564,630
1 W 10366015 Castle Heights ES 8/9/05 Q1 2015 Q3 2015 $70,070 $520,520 $590,590
2 XS 10363902
Central Continuation
HS 6/27/07 Q4 2014 Q4 2014 $36,400 $187,800 $224,200
3 N 10363903 Chandler ES 10/23/09 Q4 2014 Q4 2014 $62,370 $463,320 $525,690
3 N 10366016 Chatsworth HS 2/15/11 Q1 2015 Q3 2015 $226,380 $1,681,680 $1,908,060
2 E 10366017 Chavez ES 5/4/05 Q3 2014 Q2 2015 $56,210 $333,359 $389,569
5 E 10363906 City Terrace ES 11/1/06 Q1 2015 Q3 2015 $59,290 $397,102 $456,392
1 W 10366018 Clay MS 6/30/04 Q1 2015 Q3 2015 $127,820 $949,520 $1,077,340
5 E 10363907 Clifford ES 7/3/07 Q4 2014 Q4 2014 $42,210 $197,920 $240,130
2 E 10366019 Clinton MS 7/29/05 Q1 2015 Q3 2015 $138,600 $1,029,600 $1,168,200
3 N 10363910 Colfax Charter ES 7/27/09 Q4 2014 Q4 2014 $63,910 $474,760 $538,670
6 N 10363911 Columbus ES 4/8/08 Q4 2014 Q4 2014 $63,910 $474,760 $538,670
3 N 10366020 Columbus MS 4/29/10 Q1 2015 Q3 2015 $129,360 $960,960 $1,090,320
2 E 10363912 Commonwealth ES 11/16/06 Q1 2015 Q3 2015 $74,690 $514,585 $589,275
2 XP 10366021
Contreras Learning
Complex 5/28/06 Q1 2015 Q3 2015 $117,040 $869,440 $986,480
2 XP 10366022
Cortines School of
Visual and Performing
Arts 1/21/09 Q1 2015 Q3 2015 $117,040 $869,440 $986,480
3 N 10363914 Danube ES 12/14/07 Q4 2014 Q4 2014 $62,370 $463,320 $525,690
5 E 10363915 Dayton Heights ES 5/20/08 Q4 2014 Q4 2014 $66,990 $497,640 $564,630
7 S 10366023 De La Torre ES 12/14/05 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
5 E 10363916 Delevan ES 2/3/09 Q4 2014 Q4 2014 $53,130 $394,680 $447,810
2 E 10363917 Dena ES 3/14/08 Q4 2014 Q4 2014 $80,850 $600,600 $681,450
5 E 10363918 Dorris ES 10/23/06 Q1 2015 Q3 2015 $48,150 $531,732 $579,882
2 E 10366024
Downtown Magnets
HS: Downtown
Business Magnet 2/8/05 Q1 2015 Q3 2015 $77,770 $577,720 $655,490
5 E 10366025 Eagle Rock HS 8/16/10 Q2 2015 Q4 2015 $204,820 $1,521,520 $1,726,340
6 XP 10366026 East Valley HS 6/30/06 Q2 2015 Q4 2015 $126,280 $938,080 $1,064,360
7 S 10366027 Edison MS 3/19/09 Q2 2015 Q4 2015 $140,140 $1,041,040 $1,181,180
5 E 10363921 El Sereno ES 10/10/06 Q3 2014 Q2 2015 $71,610 $428,140 $499,750
2 E 10363922
El Sereno MS /
Farmdale ES 5/6/09 Q4 2014 Q4 2014 $254,100 $2,494,188 $2,748,288
5 S 10366028
Elizabeth Learning
Center 9/23/10 Q2 2015 Q4 2015 $190,960 $1,418,560 $1,609,520
2 E 10363923 Elysian Heights ES 10/7/04 Q1 2015 Q3 2015 $50,790 $352,964 $403,754
4 N 10363924 Emelita ES 2/8/08 Q4 2014 Q4 2014 $57,750 $429,000 $486,750
4 W 10366029 Emerson MS 7/24/07 Q2 2015 Q4 2015 $93,170 $692,120 $785,290
4 N 10363925 Enadia Way ES 10/28/08 Q4 2014 Q4 2014 $42,540 $204,080 $246,620
Board of Education
May 13, 2014
ATTACHMENT A
BD
Operational
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
5 S 10366030 Escutia PC 2/5/05 Q3 2015 Q4 2015 $39,270 $294,468 $333,738
2 E 10366031 Evergreen ES 11/14/06 Q1 2015 Q3 2015 $93,170 $595,931 $689,101
6 XR 10366032 Fenton ES 6/30/04 Q2 2015 Q4 2015 $102,410 $760,760 $863,170
7 XP 10366033 Figueroa ES 6/15/10 Q2 2015 Q4 2015 $63,910 $474,760 $538,670
5 E 10363929 Fletcher ES 7/10/08 Q4 2014 Q4 2014 $77,770 $577,720 $655,490
1 W 10366034
Foshay Learning
Center 4/10/09 Q1 2015 Q3 2015 $183,260 $1,361,360 $1,544,620
5 E 10366035 Franklin ES 3/1/05 Q2 2015 Q4 2015 $45,430 $337,480 $382,910
5 XP 10363933
Franklin HS /
Highland Park
Continuation HS 7/6/05 Q4 2014 Q4 2014 $244,860 $1,818,960 $2,063,820
1 XP 10363934 Fremont HS 3/20/09 Q1 2015 Q3 2015 $272,580 $2,024,880 $2,297,460
7 S 10366036 Fries ES 10/23/08 Q2 2015 Q4 2015 $70,070 $520,520 $590,590
3 N 10366037 Frost MS 8/12/09 Q1 2015 Q3 2015 $123,200 $915,200 $1,038,400
7 S 10363935 Gardena ES 3/27/08 Q1 2015 Q3 2015 $65,450 $486,200 $551,650
2 E 10366038 Garfield HS 6/25/10 Q1 2015 Q3 2015 $260,260 $1,933,360 $2,193,620
2 E 10363899 Garza PC 10/7/2004 Q3 2015 Q4 2015 $37,870 $246,797 $284,667
2 E 10363938 Gates ES 10/25/06 Q1 2015 Q3 2015 $90,090 $519,050 $609,140
2 E 10363941 Glen Alta ES 11/30/06 Q1 2015 Q3 2015 $54,670 $330,178 $384,848
5 E 10363942 Glenfeliz ES 5/29/07 Q4 2014 Q4 2014 $63,910 $474,760 $538,670
7 S 10363944 Graham ES 1/12/07 Q4 2014 Q4 2015 $99,330 $538,745 $638,075
3 XR 10366039
Granada Hills Charter
HS 6/30/04 Q1 2015 Q3 2015 $230,230 $1,710,280 $1,940,510
2 E 10366040 Griffith MS 5/7/09 Q1 2015 Q3 2015 $175,560 $1,304,160 $1,479,720
7 XP 10363930 Griffith-J oyner ES 11/20/06 Q4 2014 Q4 2015 $112,420 $603,699 $716,119
6 N 10363946 Haddon ES 10/7/04 Q3 2014 Q2 2015 $123,200 $561,771 $684,971
6 N 10363947 Harding ES 10/28/09 Q4 2014 Q4 2014 $79,310 $589,160 $668,470
5 E 10366041 Harmony ES 11/15/10 Q2 2015 Q4 2015 $59,290 $440,440 $499,730
5 E 10363948 Harrison ES 3/20/08 Q4 2014 Q4 2014 $79,310 $589,160 $668,470
3 N 10363950 Haskell ES 1/30/08 Q4 2014 Q4 2014 $71,610 $531,960 $603,570
7 S 10366042 Hawaiian ES 7/15/10 Q2 2015 Q4 2015 $83,930 $623,480 $707,410
6 N 10363952 Herrick ES 9/23/06 Q3 2014 Q2 2015 $76,230 $523,187 $599,417
2 E 10363954 Hillside ES 10/9/06 Q1 2015 Q3 2015 $57,750 $384,158 $441,908
2 XP 10366043 Hollenbeck MS 5/6/10 Q1 2015 Q3 2015 $181,720 $1,349,920 $1,531,640
3 N 10366044 Holmes MS 9/16/10 Q1 2015 Q3 2015 $121,660 $903,760 $1,025,420
5 E 10363956 Hooper PC 10/7/04 Q3 2015 Q4 2015 $41,830 $265,304 $307,134
2 E 10363957 Hoover ES 12/13/06 Q1 2015 Q3 2015 $123,200 $621,018 $744,218
5 S 10366045 Hope ES 8/9/05 Q1 2015 Q3 2015 $59,290 $447,582 $506,872
5 S 10363959 Huntington Park ES 10/7/04 Q2 2015 Q4 2015 $54,670 $386,578 $441,248
5 XP 10366046 Huntington Park HS 9/3/09 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
5 E 10366047 Irving MS 3/19/09 Q2 2015 Q4 2015 $141,680 $1,052,480 $1,194,160
2 E 10363987 J ones ES / Synergy 10/13/09 Q4 2014 Q4 2014 $65,450 $486,200 $551,650
1 W 10363919 J ones PC 1/30/08 Q4 2014 Q4 2014 $37,540 $209,080 $246,620
2 XS 10366048
Kahlo Continuation
HS 10/20/06 Q1 2015 Q3 2015 $29,260 $217,360 $246,620
3 N 10366049 Kennedy HS 3/3/05 Q1 2015 Q3 2015 $232,540 $1,887,440 $2,119,980
3 N 10366050 Kester ES 1/11/05 Q1 2015 Q3 2015 $96,250 $1,227,000 $1,323,250
2 E 10366051 Kim Academy 8/28/08 Q1 2015 Q3 2015 $74,690 $554,840 $629,530
2 E 10363905 Kim ES 10/7/04 Q2 2015 Q4 2015 $63,910 $722,093 $786,003
6 N 10366052
Kindergarten Learning
Academy 6/30/04 Q2 2015 Q4 2015 $7,700 $57,200 $64,900
5 E 10366053 King MS 6/8/09 Q2 2015 Q4 2015 $167,860 $1,246,960 $1,414,820
5 W 10366054 Kingsley ES 11/17/06 Q3 2014 Q2 2015 $56,210 $396,112 $452,322
Board of Education
May 13, 2014
ATTACHMENT A
BD
Operational
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
2 E 10363962 Lake PC 10/7/04 Q3 2014 Q2 2015 $41,830 $292,320 $334,150
3 N 10363963 Lankershim ES 9/15/06 Q3 2014 Q2 2015 $63,910 $495,860 $559,770
2 E 10363965 Latona ES 9/27/06 Q2 2015 Q4 2015 $48,810 $304,972 $353,782
3 N 10366055 Lawrence MS 10/30/09 Q1 2015 Q3 2015 $143,220 $1,063,920 $1,207,140
4 W 10366056 LeConte MS 7/28/10 Q2 2015 Q4 2015 $166,320 $1,235,520 $1,401,840
3 N 10366057
Leichman Special
Education HS 3/28/07 Q1 2015 Q3 2015 $53,130 $394,680 $447,810
5 E 10366058 Lexington PC 4/19/05 Q2 2015 Q4 2015 $23,870 $177,320 $201,190
2 E 10366059 Liechty MS 11/13/06 Q1 2015 Q3 2015 $126,280 $938,080 $1,064,360
2 E 10366060 Lincoln HS 4/12/10 Q1 2015 Q3 2015 $234,080 $1,738,880 $1,972,960
7 XR 10366061 Locke Charter HS 6/30/04 Q2 2015 Q4 2015 $193,270 $1,435,720 $1,628,990
2 E 10366062 MacArthur Park PC 8/18/10 Q1 2015 Q3 2015 $31,570 $234,520 $266,090
1 W 10366063 Mack ES 6/4/05 Q1 2015 Q3 2015 $71,610 $531,960 $603,570
6 XP 10366064 Maclay MS 6/29/09 Q2 2015 Q4 2015 $121,660 $903,760 $1,025,420
2 E 10363969 Malabar ES 11/30/06 Q2 2015 Q4 2015 $93,170 $587,398 $680,568
2 E 10363971 Mariposa-Nabi PC 10/7/04 Q3 2015 Q4 2015 $37,540 $292,653 $330,193
5 E 10366065 Marshall HS 6/8/05 Q2 2015 Q4 2015 $218,680 $1,768,480 $1,987,160
5 E 10363972 Mayberry ES 7/22/08 Q4 2014 Q4 2014 $53,130 $394,680 $447,810
5 S 10366066
Maywood Academy
HS 9/5/06 Q3 2014 Q2 2015 $29,260 $618,678 $647,938
5 S 10366067 Maywood ES 8/11/05 Q2 2015 Q4 2015 $29,260 $407,006 $436,266
2 XP 10366068
Mendez Learning
Center: School of
Math/Science 6/25/09 Q1 2015 Q3 2015 $73,150 $543,400 $616,550
5 E 10363974 Micheltorena ES 10/18/06 Q2 2015 Q4 2015 $54,670 $445,080 $499,750
3 N 10366069 Millikan MS 8/11/10 Q1 2015 Q3 2015 $141,680 $1,052,480 $1,194,160
7 XS 10363936
Moneta Cont. HS /
Gardena HS 9/28/09 Q1 2015 Q3 2015 $62,540 $184,080 $246,620
3 XP 10363977 Monroe HS / Einstein 1/20/09 Q4 2014 Q4 2014 $62,540 $184,080 $246,620
6 XR 10366070
Montague Charter
Academy 6/30/04 Q2 2015 Q4 2015 $77,770 $577,720 $655,490
6 N 10366071 Mount Gleason MS 5/25/07 Q2 2015 Q4 2015 $135,520 $1,006,720 $1,142,240
3 XR 10366072
N.E.W. Academy
Canoga Park 6/30/04 Q1 2015 Q3 2015 $28,491 $211,640 $240,131
5 E 10366073 Nightingale MS 7/8/09 Q2 2015 Q4 2015 $161,700 $1,201,200 $1,362,900
3 N 10366074 North Hollywood HS 1/25/11 Q1 2015 Q3 2015 $215,600 $1,609,600 $1,825,200
3 N 10366075
North Hollywood HS
Zoo Magnet 6/30/04 Q1 2015 Q3 2015 $28,490 $211,640 $240,130
3 N 10366076
Northridge Academy
HS 1/25/10 Q1 2015 Q3 2015 $29,260 $217,360 $246,620
3 N 10366077 Northridge MS 8/18/10 Q1 2015 Q3 2015 $140,140 $1,041,040 $1,181,180
5 S 10366078
Ochoa Learning
Center State Preschool 1/11/11 Q2 2015 Q4 2015 $59,290 $440,440 $499,730
3 XR 10366079
Our Community
Charter at Devonshire 1/1/01 Q1 2015 Q3 2015 $59,290 $440,440 $499,730
6 N 10363981 Oxnard ES 11/30/06 Q3 2014 Q2 2015 $68,530 $469,236 $537,766
5 S 10366080 Pacific ES 5/1/07 Q2 2015 Q4 2015 $59,290 $440,440 $499,730
6 XR 10366081 Pacoima Charter ES 6/30/04 Q2 2015 Q4 2015 $114,730 $852,280 $967,010
6 N 10366082 Pacoima MS 1/24/06 Q2 2015 Q4 2015 $195,580 $1,452,880 $1,648,460
4 XR 10366083 Palisades Charter HS 6/30/04 Q2 2015 Q4 2015 $174,790 $1,298,440 $1,473,230
6 N 10363982 Panorama City ES 10/7/04 Q3 2014 Q2 2015 $42,540 $446,720 $489,260
6 XP 10366084 Panorama HS 4/3/06 Q2 2015 Q4 2015 $198,660 $1,475,760 $1,674,420
Board of Education
May 13, 2014
ATTACHMENT A
BD
Operational
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
5 S 10366085 Park ES 5/3/10 Q2 2015 Q4 2015 $77,770 $577,720 $655,490
7 S 10363983 Parmelee ES 7/30/07 Q1 2015 Q3 2015 $107,800 $800,800 $908,600
3 N 10363984 Parthenia ES 4/14/08 Q4 2014 Q4 2014 $70,070 $520,520 $590,590
3 N 10366086 Porter MS 3/28/08 Q1 2015 Q3 2015 $140,140 $1,041,040 $1,181,180
4 N 10366087 Portola MS 5/22/09 Q2 2015 Q4 2015 $158,620 $1,186,320 $1,344,940
1 W 10363989 Raymond ES 9/19/06 Q4 2014 Q4 2015 $82,390 $861,856 $944,246
3 N 10366088 Reed MS 3/23/05 Q1 2015 Q3 2015 $141,680 $1,172,480 $1,314,160
6 N 10366089 Reseda HS 3/23/05 Q2 2015 Q4 2015 $237,160 $1,881,760 $2,118,920
5 E 10366090 Riordan PC 10/25/10 Q2 2015 Q4 2015 $37,730 $280,280 $318,010
5 E 10363990 Rockdale ES 6/1/07 Q4 2014 Q4 2014 $49,470 $333,440 $382,910
6 N 10366091 Romer MS 8/3/07 Q2 2015 Q4 2015 $147,840 $1,098,240 $1,246,080
6 N 10363992 Roscoe ES* 9/13/06 Q2 2015 Q4 2015 $79,310 $513,661 $592,971
4 W 10366092 Rosewood ES 2/7/05 Q2 2015 Q4 2015 $48,510 $432,360 $480,870
2 XP 10366093
Roybal Learning
Center 1/17/08 Q1 2015 Q3 2015 $214,060 $1,590,160 $1,804,220
5 S 10363993 San Antonio ES 6/30/08 Q4 2014 Q4 2014 $74,690 $554,840 $629,530
6 XP 10366094 San Fernando HS 10/21/08 Q2 2015 Q4 2015 $241,780 $1,796,080 $2,037,860
6 N 10363994 San J ose ES 8/7/07 Q1 2015 Q3 2015 $76,230 $566,280 $642,510
7 S 10366095 San Pedro HS 6/25/10 Q2 2015 Q4 2015 $323,400 $2,402,400 $2,725,800
4 XR 10366096
Santa Monica
Community Charter
ES 6/30/04 Q2 2015 Q4 2015 $87,010 $646,360 $733,370
2 XP 10366097
Santee Education
Complex 10/20/06 Q4 2014 Q4 2015 $203,280 $883,460 $1,086,740
7 S 10366098
Sellery Special
Education Center 4/1/08 Q2 2015 Q4 2015 $46,970 $348,920 $395,890
6 N 10366099 Sendak ES 6/22/05 Q2 2015 Q4 2015 $70,070 $520,520 $590,590
6 N 10366100 Sepulveda MS 7/8/10 Q2 2015 Q4 2015 $227,920 $1,693,120 $1,921,040
6 N 10363996 Sharp ES 8/17/04 Q2 2015 Q4 2015 $88,550 $566,412 $654,962
5 E 10363998 Sierra Vista ES 10/5/06 Q2 2015 Q4 2015 $46,830 $294,125 $340,955
2 E 10363999 Solano ES 10/4/06 Q2 2015 Q4 2015 $44,850 $239,294 $284,144
2 E 10364000 Soto ES 11/16/06 Q3 2014 Q2 2015 $56,210 $370,807 $427,017
5 S 10366101
South East HS
/International Studies 2/28/05 Q4 2014 Q4 2015 $34,650 $1,475,403 $1,510,053
5 S 10366102 Southeast MS 6/23/08 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
5 S 10366103 Stanford PC 9/7/10 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
6 N 10364001 Strathern ES 8/17/04 Q2 2015 Q4 2015 $83,930 $967,050 $1,050,980
6 XP 10366104 Sun Valley HS 8/5/09 Q2 2015 Q4 2015 $120,120 $892,320 $1,012,440
6 XP 10366105 Sun Valley MS 7/31/09 Q2 2015 Q4 2015 $186,340 $1,384,240 $1,570,580
4 N 10366106 Sutter MS 7/7/10 Q2 2015 Q4 2015 $135,520 $1,006,720 $1,142,240
6 XP 10366107 Sylmar HS 1/10/11 Q2 2015 Q4 2015 $237,160 $1,761,760 $1,998,920
7 XR 10366108
Tate ES: Aspire Tate
Academy / SRES #6 6/30/04 Q2 2015 Q4 2015 $56,980 $423,280 $480,260
2 E 10364003 Trinity ES 2/15/08 Q4 2014 Q4 2014 $85,470 $634,920 $720,390
4 W 10366109 Twain MS 8/27/10 Q2 2015 Q4 2015 $121,660 $903,760 $1,025,420
5 S 10366110 Tweedy ES 11/8/10 Q2 2015 Q4 2015 $29,260 $217,360 $246,620
6 N 10366111 Van Nuys HS 9/15/05 Q2 2015 Q4 2015 $221,760 $1,647,360 $1,869,120
6 XR 10366112
Vaughn Next Century
Learning Center 6/30/04 Q2 2015 Q4 2015 $68,530 $509,080 $577,610
4 W 10366113 Venice HS 1/5/11 Q2 2015 Q4 2015 $231,000 $1,716,000 $1,947,000
6 N 10364007 Vinedale ES 9/18/06 Q3 2014 Q2 2015 $48,810 $362,173 $410,983
Board of Education
May 13, 2014
ATTACHMENT A
BD
Operational
Last
Network
Upgrade
Anticipated
Construction
Start
Anticipated
Construction
Completion
Amount
Allocated to
Date
FSD-SEP
Funding
Allocation
Request This
Board Report
Total
FSD-SEP
Budget
6 XP 10366114 Vista MS 7/18/04 Q2 2015 Q4 2015 $109,340 $812,240 $921,580
2 XP 10366115
West Adams
Preparatory HS 2/5/07 Q1 2015 Q3 2015 $29,260 $217,360 $246,620
2 E 10366116 White ES 9/15/10 Q1 2015 Q3 2015 $48,510 $360,360 $408,870
7 S 10366117 White MS 8/21/09 Q2 2015 Q4 2015 $147,840 $1,098,240 $1,246,080
7 S 10366118 Wilmington MS 3/26/10 Q2 2015 Q4 2015 $170,940 $1,269,840 $1,440,780
2 W 10364011 Wilshire Park ES 6/6/04 Q2 2015 Q4 2015 $56,210 $661,613 $717,823
5 E 10364012 Yorkdale ES 7/16/08 Q4 2014 Q4 2014 $65,450 $486,200 $551,650
$22,444,250 $167,073,924 $189,518,174
Board of Education
May 13, 2014
TAB 15
Amendment to the Facilities Services Division Strategic Execution Plan to Define and Approve Eleven
Projects to Address Critical School Repair Needs
Action Proposed:
Division (FSD) Strategic Execution Plan (SEP) to define eleven projects to address critical school repair needs.
The detailed budget, scope and schedule for the eleven proposed projects is described in Attachment A. Ten of
the projects will improve the structural integrity of suspended ceiling systems, and the remaining project will
address deteriorated conditions in a school's two gymnasiums. The total combined budget for these projects is
$11,807,477.
Background:
On January 14, 2014, the Board of Education approved the establishment of the School Upgrade Program
(SUP), the next phase of the District's Bond Program which will modernize, build and repair school facilities to
improve student health, safety and educational quality. The Board's action approved the overarching goals and
principles, funding sources, specific categories of need, and spending targets for the SUP. In total,
$7,852,970,000 was allocated to support the development of projects under the SUP.
The SUP includes a spending target to address "Critical School Repair and Safety Improvements to School
Building Components." Projects developed under this category of need are included in the Facilities Services
Division Strategic Execution Plan. The eleven proposed projects to address critical school repair needs are
necessary to improve student health, safety and educational quality.
Expected Outcomes:
Staff anticipates that the Board of Education will approve the proposed action to define eleven projects to
address critical school repair needs that will improve student health, safety and educational quality.
A yes vote will authorize staff to proceed with the expenditure of bond funds to undertake the eleven
proposed projects in accordance with the provisions set forth in Measures K, R, Y and Q. If the proposed
action is not approved, bond funds will not be expended and critical school repair needs will remain
unaddressed.
These actions are consistent with the Districts commitment to address unmet school facilities needs and
provide students with a safe and healthy learning environment.
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Budget Impact:
The total combined budget for the eleven critical school repair projects is $11,807,477. The projects will be
funded by Bond Program funds earmarked specifically for critical school repair and safety improvements to
school building components
It may be necessary to undertake feasibility studies, site analysis, scoping, and/or due diligence activities on the
proposed projects prior to initiating design. As necessary, the Office of Environmental Health and Safety
(OEHS) will evaluate the proposed projects in accordance with the California Environmental Quality Act
(CEQA) to ensure compliance. If through the planning and design process it is determined that the proposed
project scope(s) will not sufficiently address the critical need identified, the project scope, schedule and budget
will be revised accordingly.
meeting of April 24, 2014. Staff has concluded that this proposed SEP amendment will facilitate
implementation of the SEP, and therefore, it will not adversely affect the Districts ability to successfully
complete the SEP.
Attachments:
Attachment A- Project Definitions for Eleven Projects to Address Critical School Repair Needs.
Informatives:
None.
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LOS ANGELES UNIFIED SCHOOL DISTRICT

Bd. of Ed Rpt No. 393-13/14 Page 4 of 7 Board of Education
May 13, 2014

Attachment A

1. Hamilton High School Project to Address Deteriorated Conditions in the Large and Small
Gymnasiums
Educational Service Center West, Board District 1
Project Background and Scope The wood floor and collapsible bleachers in the Large
Gymnasium are in poor condition and require replacement. The wood floor in the Small
Gymnasium is also in poor condition and requires sanding and refinishing. Also included is the
repair of deteriorated wall systems such as ceiling tiles, wall tiles and paint, throughout both
gymnasium buildings, as needed, and the re-piping, re-tiling and replacement of drinking
fountains in the Large Gymnasium foyer.
Project Budget -- $3,024,580
Project Schedule -- The project will be constructed in two phases. The first phase which does
not require review by the Division of the State Architect (DSA) includes the floor replacement
and refinishing which is anticipated to begin in December 2014, and finish in J une 2015. The
second phase is for construction of the bleachers which requires DSA-approval and is anticipated
to begin in J une 2015 and conclude in J une 2016.

2. 118
th
Street Elementary School Ceiling System Improvement Project
Educational Service Center South, Board District 7
Program Background and Scope Approximately 8,000 square feet of the suspended ceiling
systems in the 009DCR classroom building has been identified as requiring seismic corrections
and upgrades to improve its structural integrity. The scope of work includes installation of new
seismic compression struts, and hanger wire upgrades per code requirements, including upgraded
hanger wires for the fire sprinkler piping. The scope of work also includes abatement of
asbestos, and removing and replacing impacted components that are beyond their remaining
service life such as ceiling tiles, light fixtures, and fire sprinkler heads.
Project Budget -- $422,243
Project Schedule -- Construction is anticipated to begin in J une 2015, and conclude in J uly 2016.

3. Carson High School Ceiling System Improvement Project
Educational Service Center ISIC, Board District 7


May 13, 2014

Attachment A - continued

4. Curtiss Middle School Ceiling System Improvement Project

5. El Camino Real High School Ceiling System Improvement Project
Independent Charter, Board District 3
systems in the 003DAR multipurpose room building has been identified as requiring seismic
corrections and upgrades to improve its structural integrity. The scope of work includes
installation of new seismic compression struts, and hanger wire upgrades per code requirements,
including upgraded hanger wires for the fire sprinkler piping. The scope of work also includes
abatement of asbestos, and removing and replacing impacted components that are beyond their
remaining service life such as ceiling tiles, light fixtures, and fire sprinkler heads.

6. Grape Elementary School Ceiling System Improvement Project
Program Background and Scope Approximately 29,000 square feet of suspended ceiling
systems in the 002DCR administrative/library building has been identified as requiring seismic


May 13, 2014

Attachment A continued

7. Hyde Park Elementary School Ceiling System Improvement Project
Educational Service Center Intensive Support and Innovation, Board District 1
systems in the 002CAJ auditorium building has been identified as requiring seismic corrections

8. Marvin Elementary School Ceiling System Improvement Project
Educational Service Center West, Board District 1
systems in the 003DCS food services building has been identified as requiring seismic

9. Roosevelt High School Ceiling System Improvement Project
Educational Service Center ISIC, Board District 2
systems in the 020CER boys' gymnasium building has been identified as requiring seismic


May 13, 2014

Attachment A continued

10. Stevenson Middle School Ceiling System Improvement Project
Educational Service Center Intensive Support and Innovation, Board District 2
systems in the 017CAS student store building has been identified as requiring seismic

11. Vaughn Next Century Learning Center Ceiling System Improvement Project
Independent Charter, Board District 6
systems in the 003DAN classroom building has been identified as requiring seismic corrections
TAB 16
Amendment to the Information Technology Strategic Execution Plan to Define and Approve 3 Core
Network Upgrade Projects
Action Proposed:
Staff proposes that the Board of Education amend the Information Technology Division (ITD) Strategic
Execution Plan (SEP) to approve the definitions, allocate funds, and take the associated action(s) for three Core
Network Upgrade projects, as described in Attachment A. These projects will upgrade critical information
technology systems that serve our school sites. There are three projects with a combined requested funding
allocation of $8,905,696 being proposed.
Background:
principles, funding sources, specific categories of need, and spending targets for the SUP. As proposed projects
are developed, they are submitted to the Bond Oversight Committee (BOC) for consideration and the Board of
Education for approval.
The SUP includes a spending target to address Technology Infrastructure and System Upgrades including
Core IT Network Upgrades. The three proposed projects will upgrade the core networks, including cyber
security considerations, to enable the functionality and safety of District LANs.
Expected Outcomes:
Staff anticipates that the Board will amend the ITD-SEP to define three projects and allocate $8,540,696 of
Bond Program funding and $365,000 of General Fund. These projects will help address the critical needs of the
District's school facilities.
Failure or delay of approval will postpone the execution and/or implementation of the proposed projects and
programs and the associated benefit to the schools and students.
This action is consistent with the Districts long-term goal to address unmet school needs as described in
Proposition BB and Measures K, R, Y, and Q.
Budget Impact:
The combined requested bond funding allocation for the 3 projects being proposed as part of this action is
$8,540,696. Projects will be funded with bonds proceeds from already issued and/or to-be-issued Measures K,
R, Y, and Q, where appropriate. The one time (non-recurring) General Fund impact associated with the core
network upgrades projects is $365,000. ITD anticipates increased telecom costs of between $180,000-$360,000
per year after the School WAN Availability & Out of Band Management project is completed. Based on
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estimated E-Rate and California Teleconnect discounts, the total net cost to the District is estimated to be
$18,000-$36,000. Project Hardware/Software contracts will be negotiated with 5-year annual service options.
Beginning in Year 6, annual maintenance contract expenses are estimated at $605,465.
This report includes projects that will upgrade critical information technology systems that serve our school
sites. The School WAN Availability & Out of Band Management project includes installation of devices at
school sites that enable Out of Band Management. To ensure staff and student safety, ITD has engaged the
Office of Environmental Health and Safety to review and approve the specifications. Additionally, the Request
for Proposals will include a requirement for safety testing before any devices are installed.
the ITD-SEP, and therefore it will not adversely affect the Districts ability to successfully complete the ITD-
SEP.
Attachments:
Attachment A - Amendments to the Information Technology Strategic Execution Plan
Attachment B - Bond Oversight Committee Resolution 2014-16
Informatives:
None.
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Attachment A
Amendments to the Information Technology Strategic Execution Plan
Project Definitions and Associated Actions
BOE #386-13/14

Page 1 of 6
PROGRAM: Core Network Upgrades
PROJECT: School WAN Availability & Out of Band Management
BUDGET: $1,605,696 100% bond funded

SCOPE: To support the goal of providing an Empowered Learning experience to our
students, our schools must be able to rely on a modern, robust network capable of consistently
providing wireless access to the internet and adequate capacity to meet the throughput demands
created by todays instructional technologies.

The School Wide Area Network (WAN) Availability and Out of Band Management (OOBM)
project will ensure that at least 99% of District schools have Internet connectivity at the
beginning of the instructional day by implementing hardware and software that will allow for
centralized oversight of school site network equipment for troubleshooting and remote issue
resolution. The system also provides a secondary connection to the Districts network enabling
continuity of critical business functions in the event of a primary network outage.

With the current system of in-band management, a systems administrator may be aware of
connection issues but cannot ascertain specific details regarding the nature of the problem. A
technician must be dispatched to the location of the problem device and physically plug in to
diagnose the problem and restore the device to the Districts network, provided the technician
has the equipment necessary to do so. During this time, a school sites connection to the District
network will be lost and business critical functions will go offline impacting instruction. This
traditional method of operations means not just additional costs in terms of labor, but a loss of
valuable instructional time.

The School WAN Availability and OOBM solution will minimize downtime, allowing schools
to take maximum advantage of the Virtual Learning Complex LAUSDs optimized
information, safety and communications infrastructure. By providing secure, alternate paths to
remotely access, monitor, and manage network devices, the Solution ensures that the systems
administrator can remotely restore a device to the network whether said device is powered on or
an operating system is installed or functional. The Solution will minimize the need for site visits,
reducing costs and time of device restoration and maximizing instructional time. Providing an
alternate, secure connection also assures that a school will stay connected while the problem is
being resolved.

In addition to remote troubleshooting, the Solution has the capability for automatic issue
resolution. When the system detects a loss of connection due to a bad configuration or an outage,
it will automatically revert back to the previous functional operating system and restore the sites
connection to the Districts network.

Attachment A
BOE #386-13/14

Page 2 of 6
SCHEDULE: The School WAN Availability and OOBM project was originally identified in the
May 2012 IT Strategic Execution Plan. As such the initial planning for this project: technical
architecture, design specifications, solution solicitation and selection, and vendor/product
recommendation, was funded and conducted as part of the Virtual Learning Complex Program
Planning Phase.

Once funded, implementation of the School WAN Availability and OOBM project will unfold in
three phases. Phase one will entail the procurement of the School WAN Availability and OOBM
solution. Under phase two, the central components for an out of band management system will
be installed, implemented and tested. The management system is requisite to remotely
troubleshooting and resolving issues occurring at school sites, thus minimizing disruption of
school business.

Finally, the third phase of the School WAN Availability and OOBM project entails
implementation and installation of components at school sites that will enable the centralized
system to monitor network availability at schools.

Out of Band Management
J F M A M J J A S O N D J F M A M J J A S O N D
Procurement
Central Components -
Implementation, Installation and Testing
School Sites Components -
2015
Q1 Q2
2014 2014-2015
Q3 Q4 Q1 Q2 Q3 Q4

Attachment A
BOE #386-13/14

Page 3 of 6
PROJECT: IP Address Planning
BUDGET: $4,000,000 total project budget, $3,800,000 of which will be funded by bond
funds, and $200,000 by General Fund

SCOPE: Under the IP Address Planning project, ITD will implement the necessary management
system to support the Districts transition from the IPv4 to IPv6 IP address protocol.

In order for devices computers, tablets, printers, smartphones, access points, routers, etc. to
communicate with one another and the internet over a network, they must be assigned an IP
address. An IP address is a unique numeric label assigned to each device. At present, LAUSDs
network utilizes the IPv4 address protocol. Only so many addresses can be allocated from the
IPv4 system due to its limited number of characters. The District will soon run out of IP
addresses. IPv6, the next generation protocol, utilizes an exponentially larger address which will
accommodate LAUSDs needs now and into the future.

IPv6 was officially launched on June 6, 2012 and is rapidly being adopted throughout the
industry. In its first year, IPv6s global adoption and use more than doubled
1
. This rapid
adoption is spurred by analyst predictions that all available, unallocated IPv4 addresses will be
consumed by 2019
2
. Failure to adopt the IPv6 protocol by this date will result in an inability of
new devices to access new or existing networks and the internet.

Failure by the District to transition to the IPv6 protocol jeopardizes many technology supported
goals, as IP address use is on the rise. Under the Common Core Technology Program (CCTP),
phases 1 and 2 of which were approved in February 2013 and January 2014, respectively, every
K-12 student in the District will receive a personal computing device. This translates into the
need for over 650,000 new IP addresses to support devices alone. If the District allows students,
staff and guests to Bring Your Own Devices (BYOD), even more addresses will be required.
Furthermore, the over 45,000 additional network devices (access points, routers, switches, etc.)
that are being implemented to support technology use in the classroom will need new IP
addresses.

Moreover, LAUSDs technological roadmap, aimed at increasing functionality and decreasing
replacement and maintenance costs, requires additional IP addresses. Under the Converged
Technology Program, many school site functionalities, including phones, public
announcement/intercom systems and clocks, will be added to the network and require new IP
addresses.

1
World IPv6 Launch (accessed February 14, 2014); available from http://www.worldipv6launch.org
2
IPv6: Five Things You Should Know (accessed February 14, 2014); available from
http://www.cisco.com/web/about/ac123/ac147/archived_issues/ipj_6-4/ipv4.html

Attachment A
BOE #386-13/14

Page 4 of 6
SCHEDULE: The IP Address Planning project was originally identified in the May 2012 IT
Strategic Execution Plan. As such the initial planning for this project including: technical
architecture, design specifications, solution solicitation and selection, and vendor/product
recommendation, was funded and conducted as part of the Virtual Learning Complex Program
Planning Phase.

Once funded, implementation of the IP Address Planning project will unfold in three phases.
Phase one entails the procurement of the IP Address Planning solution. Under phase two, a
centralized IP address management system will be put in place. The management system is
requisite to handle the more complex addresses that will be introduced under IPv6. The system
will also allow for better management and allocation of the remaining IPv4 addresses, extending
their life and availability until IPv6 addresses can be distributed throughout the District.

Finally, the third phase of the IP Address Planning project entails implementation of the
components necessary to enable IPv6 at school sites and offices through-out the District. Below
is the anticipated timeline for the IP Address Planning project.
IP Address Planning
J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D
Procurement
Central Components -
School Sites Components -Implementation,
Installation and Testing
Q1 Q2
2014-2015 through 2017-2018 2018
Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1
2014
Q3 Q4

Attachment A
BOE #386-13/14

Page 5 of 6
PROJECT: Data Center Network Upgrade
BUDGET: $3,300,000 total project budget, $3,135,000 of which will be funded with bond funds and
$165,000 of which will be funded with non-bond funds

SCOPE: The methods and modes of educating the students of Los Angeles are changing rapidly. This
includes: 1) utilization of data to drive classroom decision making, as identified as one of the Districts
goals, 2) institution of the Common Core State Standards, which mandates student technology
proficiency, in the 2014-2015 school year, and 3) the use of personal computing devices in the
classroom to access media rich, interactive lesson plans and tools. These changes, supported by the
Superintend of Schools and Board of Education, along with mission-critical business functions such as
food services, student transportation, payroll and facilities services rely upon the presence of a highly
available, advanced technological infrastructure, specifically an integrated network infrastructure.

Information requested in the classroom, be it student data, a website, or an attendance portal must be
available on-demand. This information must transit the Districts network. At present, the Data Center
network has a 1 GB pathway which is insufficient to meet the growing technological demands of the
District. Under the Data Center Network Upgrade project a 10 GB network component will be
implemented, enabling high speed server to server communication between the Districts primary Data
Center, disaster recovery
3
site, network nodes and schools.

In the absence of this upgrade, network data transfer will be slow, hindering classroom technology
usage. Furthermore, the Districts Disaster Recovery efforts will be inhibited, for the new equipment
paid for and implemented under the Disaster Recovery program requires a 10 GB connection to function
properly.

SCHEDULE: The Data Center Network Upgrade project was originally identified in the May 2012 IT
Strategic Execution Plan. As such the initial planning for this project including: technical architecture,
design specifications, solution solicitation and selection, and vendor/product recommendation, was
funded and conducted as part of the Virtual Learning Complex Program Planning Phase.

Once funded, implementation of the Data Center Network Upgrade project will unfold in four phases.
Phase one entail the procurement of the Beaudry Data Center components. Under phase two, these
components will be put in place. Phase three entails the procurement of the Disaster Recovery Data
Center components. Finally, under phase four, the Disaster Recovery Data Center network upgrade
components will be put in place.

3
Approved by the Board of Education in June 2013, phase 2A of the Disaster Recovery and Business Continuity program
enable business continuity, in the event of a Beaudry-based disaster, by deploying a secondary (failover) site on District
owned property and modernizing and consolidating data center technologies to fit within the failover site.

Attachment A
BOE #386-13/14

Page 6 of 6

DC Network Upgrades
J F M A M J J A S O N D J F M A M J J A S
Beaudry Data Center Components -
Procurement
Beaudry & Central Components -
Disaster Recovery Data Center Components -
Procurement
Disaster Recovery Data Center Components -
2015
Q1
2014 2014-2015
Q3 Q4 Q1 Q2 Q3 Q4
TAB 17
Amendment to the Information Technology Strategic Execution Plan to Define and Approve Phase 2 to
complete the Disaster Recovery and Business Continuity Project
Action Proposed:
Staff proposes that the Board of Education amend the Information Technology Division (ITD) Strategic
Execution Plan (SEP) to approve the definition and allocate $50,398,280 for Phase 2 to complete the Disaster
Recovery and Business Continuity Project. This project will establish a secondary data back-up site to protect
LAUSD from a Beaudry-based disaster and a tertiary data back-up site to protect LAUSD in case there is a
catastrophic event in Los Angeles.
Background:
principles, funding sources, specific categories of need, and spending targets for the SUP. As proposed projects
are developed, they will be submitted to the Bond Oversight Committee (BOC) for consideration and the Board
of Education for approval.
The SUP includes a spending target to address Technology Infrastructure and System Upgrades including
Disaster Recovery Systems.
Many of LAUSDs mission-critical functions-such as school and student information, student transportation,
payroll, food services, policing, and facilities services-rely on technological systems that could be crippled in
the event of a disaster within LAUSDs Beaudry Avenue Data Center. The Disaster Recovery/Business
Continuity (DR/BC) program is intended to protect the Districts data, technology investments, student and
staff safety, and efforts to develop a 21
st
century learning environment. The DR/BC plan includes two phases:
(1) internet and data recovery in the event of a Beaudry-based disaster or other disruption; (2) creation of a
secondary site for IT service continuity, first for all production systems and then for all non-production systems,
in the event of a Beaudry-based disaster or other disruption; and creation of an out-of-state tertiary disaster
recovery site for use in case of a catastrophic event (such as a major earthquake) that affects the L.A. region.
The Information Technology Division received approval and funding for phase 1 in June 2013.
DR/BC phase 1, completed November 2013, enabled ITD to provide Data Recovery for production systems at
backup site involving the following:
Identification of a suitable site, data replication technology, and necessary infrastructure upgrades to
prevent the loss of high-priority business and educational production data by storing a copy of those
data at a small location within the District but outside LAUSD headquarters.
Planning for faster and guaranteed recovery through the secondary and tertiary data center sites.
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DR/BC phase 2, expected to be completed June 2016, involves deployment of a secondary (failover) site on
District-owned property for all critical data and production systems, modernization/consolidation of Data
Center technologies to fit within the failover site, as well as creation of an out-of-state tertiary disaster recovery
site.
The Information Technology Division is requesting funding for Phase 2 to enable ITD to procure staffing,
services, and IT equipment so that implementation can begin on the scheduled start dates (See Attachment for
Phase 2 Schedule) to complete the following:
Enable ITD to provide Disaster Recovery for all systems at the secondary (failover) site deployed in
the event of a Beaudry-based disruption.
Enable ITD to replicate mission critical production data and systems at a tertiary site in a different
seismic zone for use in the event of a catastrophic event (such as a major earthquake) that affects the
L.A. region.
Expected Outcomes:
Staff anticipates that the Board will amend the ITD-SEP to define four projects and allocate $47,878,366 of
Bond Program funding and $2,519,914 of General Fund. This project will ensure that LAUSD maintains access
to critical data so that the District can bounce back from a Beaudry-based disaster or Los Angeles-based
catastrophe.
Failure or delay of approval will postpone the execution and/or implementation of the proposed projects and
programs and the associated benefit to the schools and students.
Budget Impact:
The requested bond funding allocation for phase two of the disaster recovery and business continuity project
being proposed as part of this action is $47,878,366. The project will be funded with bonds proceeds from
already issued and/or to-be-issued Measures K, R, Y, and Q, where appropriate. The one time (non-recurring)
General Fund impact associated with the project is $2,519,914. The anticipated ongoing General Fund impact
associated with the project is estimated at $350,000 per year in rental charges and utilities for the tertiary site.
the ITD-SEP, and therefore it will not adversely affect the Districts ability to successfully complete the ITD-
SEP.
Attachments:
Attachment A - Disaster Recovery and Business Continuity Phase 2 Schedule
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Informatives:
None.
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Attachment A Disaster Recovery and Business Continuity Phase 2 Schedule
Amendment to the Information Technology Strategic Execution Plan
BOE #387-13/14

Page 1 of 1

Schedule:
Disaster Recovery & Business Continuity
Program Status

Phase 2
2014-2016
Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2
J A S O N D J F M A M J J A S O N D J F M A M J
Disaster Recovery
Failover sustainment implementation
Technology platform standardization
Tertiary data center implementation

TAB 18
Amendment to the Information Technology Strategic Execution Plan to Define and Approve IT
Infrastructure Projects
Action Proposed:
Staff proposes that the Board of Education amend the Information Technology Division Strategic Execution
Plan (SEP) to define projects and allocate $3,300,000 of available bond budget savings, resulting from 2012 E-
rate funded applications, to survey all K-12, Option, and Community Day School sites IT Infrastructure used
for emergency and daily communication and for instruction. IT Infrastructure includes telephone,
intercommunication, public address, video, and data network.
In addition, staff proposes that the Board of Education amend the Information Technology Division (ITD) SEP
to approve projects and allocate $5,700,000 of available bond budget savings, resulting from 2012 E-rate
funded applications, to cover match and ineligible items required for an estimated $25.4 million in E-rate
applications to replace or upgrade IT Infrastructure at 56 schools with the oldest equipment (see attachment).
Background:
The average age of telecommunications systems (telephone, public address, and intercommunication) at
LAUSDs K-12 schools is between 13 and 15 years and these systems are experiencing increased failure rates.
Because the average useful life for telecommunications equipment is seven years, the current equipment is
obsolete and it is becoming increasingly difficult to obtain replacement parts. Failures or non-working systems
and phones disrupt daily communication and may prevent critical communication during emergencies.
Due to the limited availability of bond funding, it is important to survey schools to assess and document current
conditions. With this information, ITD can develop a strategic execution plan that will address the highest need
schools first. The surveys will begin July 1, 2014 and should be completed by June 30, 2016.
While the surveys are conducted, ITD proposes to bid and file for E-rate funding to upgrade the oldest school
networks and install modern Voice Over IP (VOIP) technology and IP-based public address and
intercommunication equipment and services. The use of existing cabling will reduce installation costs and this
solution will help reduce ongoing basic telephone costs.
E-rate applications for approximately $25.4 million will be filed for up to 56 schools (see attachment) that meet
a combination of the following criteria:
1) Qualify for E-rate at the 90 percent level
2) Large number of helpdesk calls for repairs
3) Telephone, Public Address, and Intercommunications between 13 and 15 years of age
4) Network equipment between 7 to 10 years of age
The request is in alignment with the Board approved BOE#091-13/14, the 2013 Information Technology
Strategic Execution Plan Amendment (Revised) design guidelines upgrading and replacing obsolete end-of-
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life, maximizing the use of space by centralizing, data, voice, and video systems, and design for convergence,
and allowing multiple solutions to be addressed at once, thus reducing installation and long term maintenance
costs.
The action allows $3.3 million in bond budget savings, as a result of 2012 E-rate funded applications, to be
used to complete surveys of IT Infrastructure used for emergency and daily communication and for instruction
at all K12, Option, and Community Day Schools. In addition, the action allows $5.7 million in bond budget
savings to cover match and ineligible items required to file E-rate applications for 56 schools.
Expected Outcomes:
Approval of the proposed action and the subsequent investments in upgrades and replacement of obsolete and
failing aging telephone, public address, intercommunication, and network infrastructure.
Approval of the proposed action will provide funding to begin to address the next phase of investments in IT
infrastructure that is necessary for communication and instruction. If the proposed action is not approved, IT
infrastructure surveys will not be completed and E-rate applications seeking funding to address IT
infrastructure needs at 56 schools will not be filed. Schools telecommunications systems will continue aging
and failing. It will become increasingly more difficult to repair existing systems because the parts and cable are
obsolete.
Budget Impact:
This proposed action impacts Bond Program Funds only. Funding will come from Bond Program Funds
allocated to IT Network Modernization Projects within ITDs Strategic Execution Plan. If approved, $3.3
million will be allocated to complete IT Infrastructure surveys for all K-12, Option, and Community Day
School sites and $5.7 million will be allocated to file E-rate applications for approximately $25.4 million to
complete 56 school IT Infrastructure projects. There is no anticipated impact to General Fund.
Not applicable.
Attachments:
Attachment A - List of 56 Schools
Informatives:
None.
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Attachment A List of 56 Schools for Projects to Replace or Upgrade IT
Infrastructure
Amendment to Information Technology Division Strategic Execution Plan
Attachment BOE #388-13/14

Page 1 of 2

LOC
CODE
SITE NAME Board Member ESC Estimated Total
5822 153RD ST EL Board District 7 XP $413,158.76
5753 186TH ST EL Board District 7 S $487,159.30
7137 32ND/USC PER ART MAG Board District 1 W $452,951.43
3973 4TH ST EL Board District 2 E $495,460.03
2041 ALEXANDRIA EL Board District 2 E $610,436.94
2068 ALLESANDRO EL Board District 5 E $321,077.64
2096 AMESTOY EL Board District 7 S $513,724.58
2192 ARLINGTON HTS EL Board District 1 W $457,015.07
4685 AURORA EL Board District 7 E $316,325.24
2323 BASSETT EL Board District 3 N $546,427.78
2329 BEACHY EL Board District 6 N $465,143.43
2470 BLYTHE EL Board District 3 N $403,342.73
7123 BRADLEY GLBL AWR MAG Board District 1 W $382,262.13
2630 BURBANK EL Board District 3 N $350,705.47
2658 BURTON EL Board District 6 N $395,141.81
2671 BUSHNELL WAY EL Board District 5 E $356,697.94
2945 CENTURY PARK EL Board District 1 W $486,643.99
3137 COHASSET EL Board District 6 N $465,143.43
3151 COLDWATER CYN EL Board District 3 N $487,159.30
3178 COLISEUM EL Board District 1 XP $329,325.24
2301 DE LA TORRE JR EL Board District 7 S $448,834.37
2386 DEL OLMO EL Board District 2 E $448,834.37
8738 DOWNTWN BUSINESS MAG Board District 2 E $372,197.94
3630 ERWIN EL Board District 3 N $603,744.37
4014 FRIES EL Board District 7 S $381,342.17
4041 GARDENA EL Board District 7 S $408,595.12
4123 GLASSELL PARK EL Board District 5 E $446,072.96
4192 GLENWOOD EL Board District 6 N $503,214.24
4295 GRIDLEY EL Board District 6 N $524,033.87
2042 HARVARD EL Board District 2 W $367,508.79
4507 HELIOTROPE EL Board District 5 S $604,267.92
4548 HOBART BLVD EL Board District 2 E $746,368.61
6549 HOLLYWOOD PC Board District 4 W $256,535.93
6880 INDEPENDENCE EL Board District 5 S $510,946.21
8777 KAHLO HS Board District 2 XS $180,451.33
4760 KITTRIDGE EL Board District 3 N $453,414.96

Attachment A List of 56 Schools for Projects to Replace or Upgrade IT
Infrastructure
Amendment to Information Technology Division Strategic Execution Plan
Attachment BOE #388-13/14

Page 2 of 2

LOC
CODE
SITE NAME Board Member ESC Estimated Total
4767 LANE EL Board District 5 E $391,495.66
5170 LEXINGTON AVE PC Board District 5 E $279,731.84
5113 MACK EL Board District 1 W $426,538.64
7220 MAPLE PC Board District 2 E $261,690.57
5302 MIDDLETON PC Board District 5 S $264,267.90
5384 MONTE VISTA EL Board District 5 E $413,652.02
5466 NEVIN EL Board District 5 E $503,805.25
6021 PARMELEE EL Board District 7 S $518,288.22
6027 PARTHENIA EL Board District 3 N $417,722.40
4776 PRIMARY ACADEMY Board District 6 N $269,422.54
6164 QUEEN ANNE EL Board District 1 W $366,917.78
7749 ROOSEVELT HS CNMT Board District 2 XP $1,591,859.68
3574 SENDAK EL Board District 6 N $456,973.26
6988 SUNRISE EL Board District 2 XP $431,791.03
7014 SYLMAR EL Board District 6 N $474,033.55
7438 VAN NUYS EL Board District 6 N $480,370.21
7534 VINE EL Board District 4 W $472,638.24
7575 VIRGINIA EL Board District 1 W $402,551.77
8117 VISTA MS Board District 6 XP $778,185.21
7630 WASHINGTON PC Board District 1 S $225,068.09
GRAND TOTAL $25,418,669.26

E-rate eligible (80%) $20,334,935.40
Bond Match (10%) $2,541,866.93
Ineligible Items (10%) $2,541,866.93

TAB 19
Approval of the Material Revision of Bert Corona Charter School to Expand to Add Grade 5 and
Increase Enrollment Capacity
Action Proposed:
Staff recommends the approval of the material revision of the charter for Bert Corona Charter School (BCCS)
to expand to 5
th
grade and increase its enrollment capacity from 375 to 500. The school will serve a total of
500 students in grades 5-8 (125 students per grade level) beginning 2015-16 school year. This material
revision is contingent upon the approval of the renewal of the Bert Corona Charter proposed in BR 397 -
13/14.
Background:
The organizations leadership shares that the purpose of the addition of this grade level is to provide a more
comprehensive education for students that will allow the school to utilize relevant intervention strategies
earlier to ensure that all students are more prepared for success in high school by the time they matriculate
from 8
th
grade. Similar grade configurations are employed at other charter schools with positive results.
Should the Board of Education approve this material revision, the BCCS charter will increase enrollment and
include 5
th
grade starting in 2015-2016. This material revision is related to the renewal consideration of Bert
Corona Charter School (BR 397-13/14) and amends the renewal charter petition to conform to provisions of
this material revision.
Bert Corona Charter School was originally approved by the Board of Education in April 2004, renewed on
June 9, 2009, and is before the Board for its second renewal today, May 13, 2014. Bert Corona Charter
School serves students in grades 6-8 in Board District 6, Educational Service Center North (ESCN), at 9400
Remick Avenue, Pacoima, CA 91331, a private site. The schools current enrollment is 364 students in
grades 6-8.
The Bert Corona Charter School is one of two charter schools currently operated by the Youth Policy Institute
(YPI), a Los Angeles-based nonprofit organization that designs and operates education and training programs
for low-income communities. The addition of 5
th
grade is a strategic move that the school believes will
support their efforts to continue its positive performance trend and improve student achievement through its
current practice of looping to develop strong teacher to student supportive relationships. Looping
involves teachers moving with their students as they matriculate to the next grade. The addition of this grade
level will allow teachers of all grade levels to implement this strategy earlier as students transition to middle
school. Teaming is an important element of the Bert Corona Charter Schools instructional model.
Bert Corona Charter School has moved from an SPF rating of Focus to Service and Support and
increased API growth scores by 84 points in the aggregate over its term. The schools recent school-wide
performance on the California Standards Test (CST) reveals a positive trend upward. For example, 2013
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performance on the California Standards Test (CST) reveals a positive trend upward. For example, 2013
results in English Language Arts and mathematics show that Bert Corona Charter School is making steady
progress in helping students move toward proficiency from the lower CST bands. A lower percentage of
students at Far Below Basic and Below Basic (18%) than all 5 Resident Schools (Resident Schools Median =
26%) and 6 out of 7 Comparison Schools in their charter (Comparison Schools in Charter Median = 23%).
In mathematics, results show that Bert Corona Charter School has a lower percentage of students at Far
Below Basic and Below Basic (31%) than all 5 Resident Schools (Resident Schools Median = 34%.)
An additional analysis of trends in student proficiency shows positive growth over the last three years in ELA.
Based on California Standards Test results, in 2011, 33% of 6
th
graders scored at Far Below Basic or Below
Basic and by 2013, 21% of 8
th
graders scored at Far Below Basic or Below Basic. This reflects a 12%
decrease of students performing at the lowest two tiers. During the same time period in 2011, 27% of 6
th
graders scored Proficient and Advanced and in 2013 32% of 8
th
graders scored Proficient or Advanced, an
increase of 5%. The leadership at Bert Corona Charter School believes that with the addition of 5
th
grade, the
school will be able to further impact these positive trends in student achievement towards proficiency and
advanced levels of performance.
Expected Outcomes:
Bert Corona Charter School is expected to operate its charter school in a manner consistent with local, state,
and federal ordinances, laws and regulations and with the terms and conditions set forth in its charter.
Yes - The approval of the material revision of the charter would grant Bert Corona Charter School the right
to continue to operate as a charter school under the terms of the charter, as amended, for the remainder of its
charter term for a (5) year period beginning July 1, 2014. This material revision is related to the renewal
consideration of Bert Corona Charter School (BR 397-13/14). Should the Board the Education approve BR
397 - 13/14, the renewal petition shall be amended to conform to provisions of this material revision.
No - The denial of the material revision of the charter would result in Bert Corona Charter School
continuing to operate under the terms of its current charter as a 6-8
th
grade school with an enrollment capacity
of 375 as proposed for the renewal in BR 397-13/14.
There are no policy implications at this time.
Budget Impact:
State income and various other income sources to the District are reduced when current District students
enroll at a charter school, and comparable or offsetting 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-profit public benefit corporation is not held liable for the charter schools debts or
obligations as long as the school district complies with all oversight responsibilities. The District will
continue to have monitoring and oversight responsibility for charter school finances, as specified in the
Charter Schools Act. Any modifications to the charter schools petition or operations with significant
financial implications would require District approval prior to implementation. Approval of the material
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revision is also contingent upon adequate liability insurance coverage.
If all pending issues, if any, are not resolved at the time of the Board meeting, the Office of General Counsel
may recommend the denial of the material revision.
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DESEGREGATION IMPACT STATEMENT (DIS)
BERT CORONA CHARTER SCHOOL
BOARD OF EDUCATION REPORT 396- 13114
May 13, 2014
I. Category of Proposed Action:
The proposed act ion would amend the charter of Bert Corona Charter School to increase its enrollment
capacity from 375 to 500 students in grades 5-8 during the second year of the renewal charter (see related
BR 397 - 13/ 14). Effective upon Board approval of the material revi sion and ending at the expiration of
the renewal charter on June 30, 2019, the school 's total enrollment will be 500 student s in grades 5-8.
II. Summarv Description of Current District Practice:
Charter schools are schools of choice by legislation and are open to any student in the State of
Ca lifornia. Charter schools are granted single charter status for a maximum of five (5) years. It should
be noted, however, that although State legi slati on allows student s to attend a charter school from any
area in the state, the Los Angeles Unified School Di strict (LAUSD) is under Court Order, Crawford v.
LAUSD, which applies to all schools within or chartered through the LAUSD. Any modificat ions to
the Court-Ordered Integration Program must first be approved by Student Integrati on Services.
III. Proposed Change:
The approval of thi s material revision would revi se the chal1er of Bert Corona Charter School, effective
upon Board approval of the material revision, to provide an enrollment capacity of 500 students in
grades 5-8 in year two of the approved renewal charter (see related BR 397 - 13/ 14).
IV. Effects of This Proposal:
The Los Angeles Unified School District (LAUSD) does not guarantee availability of Court-ordered
Integration funding. The charter school will be responsible for maintaining the Court Order and
providing information requested by the LAUSD as set forth in the Charter petition. Modificati ons or
school deci sions cannot negatively impact or cause additional costs to the Coul1-ordered Integration
budget.
V. Analyze the Impact of This Proposal on Integration. Desegregation. Re-segregation and/or Segregation:
If the Charter goals are met, there should be positive results on the five (5) Harnl s of Racial Isolation
which are low academic ach ievement, low self-esteem, lack of access to post-secondary oppOltunities,
interracial hostility and intolerance, and overcrowded conditions. The Court-ordered Integration
Program for participating students will operate under various Court Orders for school s within the Los
Angeles Unified School District. Any modificati on of the Court-ordered Integration Program must first
be approved by Student Integrati on Services.
VI. If proposed action affects negativel y any desegregation program, li st other option(s) ident ified:
If the District COlIlt-ordered Integration Guidelines are followed, there will not be a negative effect on
the District's Court-ordered Integrati on Program.
PREPARED BY:

Aida Tatiossian
Specialist
Charter Schools Divi sion
Bd. of Ed. Rpt. No. 396 - 13114
APPROVED BY:
--
Modesta 1. Bassity
Interim Director
Student Integration Services
Page 1 of 1 Board of Education
May13,201 4

Bert Corona Charter School Material Revision Page 1

MATERIAL REVISION TO CHARTER OF
This Material Revision to the Charter of Bert Corona Charter School (Material Revision) is made
between Los Angeles Unified School District (District), a California public school district, and YPI Charter
Schools, Inc. a California non-profit corporation, (Parties) operating a California public Bert Corona
Charter School known as Bert Corona Charter School (Bert Corona Charter School).

This Material Revision is to be read in conjunction with and shall expressly amend the Renewal
Charter of Bert Corona Charter School which is being recommended for approval by the Los Angeles
Unified School District Board of Education on May 13, 2014. (Charter). The effective date of this Material
Revision is the date of approval by the Board of Education on May 13, 2014 or on any such date the Board
of Education approves the Material Revision.

A. WHEREAS, Parties agree to materially revise the Charter, and where required, its Bylaws, to reflect
changes to the Charter as noted below.
B. WHEREAS, District and Bert Corona Charter School jointly agree to amend certain provisions of the
Charter to reflect District policy and applicable state and federal laws, statutes, and regulations.
C. WHEREAS, if the renewal petition is approved, Bert Corona Charter School will be approved to serve
grade levels 6 through 8 and with herein Material Revision amend the renewal petition to expand to grades
levels 5 through 8.
D. WHEREAS, if the renewal petition is approved, Bert Corona Charter School will be approved to serve an
enrollment capacity of 375 students and with herein Material Revision amend the renewal petition to
increase its enrollment capacity to 500 students.
E. WHEREAS, Bert Corona Charter School is operated by YPI Charter Schools, Inc., a nonprofit
California Public Benefit Corporation whose mission is to provide options in quality education for the
communities served through the development and management of high quality Charter Schools; and

F. WHEREAS, on January 16, 2014, the Board of Trustees of Bert Corona Charter School approved the
addition of grade 5; and

G. WHEREAS, the purpose of adding grade 5 for the benefit of looping, and

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

1. Upon the approval of this Material Revision, Bert Corona Charter School shall follow the renewal petition
and this material amendment.
2. Material Revision to Bert Corona Charter School:


a. Name: The Bert Corona Charter School shall henceforth be named Bert Corona Charter. All
references, in the Charter, to the name of the Bert Corona Charter School shall be deleted and
replaced with Bert Corona Charter.
b. Grades Served and Instructional Program: All references in the Charter to the grades served at
Bert Corona Charter School as 6-8 shall be deleted and replaced with grades 5-8. Likewise, all
references to the educational program and related components shall be materially revised to reflect
grades 5-8.
c. Enrollment Capacity: All references in the charter to the enrollment capacity of 375 students shall
be replaced with the enrollment capacity of 500 students.
EDUCATIONAL PROGRAM
A description of the educational program of the school, designed, among other things, to identify those whom the school is
attempting to educate, what it means to be an educated person in the 21
st
century, and how learning best occurs. The goals
identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong
learners. Ed. Code 47605 (b)(5)(A)
A description, for the Bert Corona Charter School , of annual goals, for all pupils and for each subgroup of pupils identified
pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for
the grade levels served, or the nature of the program operated, by the Bert Corona Charter School, and specific annual actions
to achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the
specific annual actions to achieve those goals. Cal. Ed. Code 47605(b)(5)(A)(ii).
General Information
The contact person for Bert Corona Charter School is Dixon Singerland, Board President
The contact address for Bert Corona Charter School is 634 S. Spring Street, 4
th
Floor, Los
Angeles, CA 90014.
The contact phone number for Bert Corona Charter School is (213) 688-2802.
The proposed address or target community of Bert Corona Charter School is 9400 Remick
Avenue, Pacoima, CA 91331 which is located in Los Angeles Unified School District (LAUSD or
District)
Board District 6 and Educational Service Center North.
The term of this charter shall be from July 1, 2014 to June 30, 2019.
The grade configuration of Bert Corona Charter School is 5
th
grade through 8
th
grade.
The number of students in the first year will be 500 starting in 2015-2016.
The grade level(s) of the students in the first year will be 5-8 starting in 2015-2016.
The scheduled opening date of Bert Corona Charter School is Renewal.
The admission requirements include: No admissions requirements.
The enrollment capacity is 500. (Enrollment capacity is defined as all students who are enrolled in
Bert Corona Charter School regardless of student residency).
The type of instructional calendar (e.g. traditional/year-round, single track/multi-track, extended
day/year) will be: Traditional,
The bell schedule for Bert Corona Charter School will be: For Bert Corona Charter School 8:00-
3:30
If space is available, traveling students will have the option to attend.


Student Population To Be Served
Bert Corona Charter School serves grades 6 through 8
th
and looks to expanding into 5
th
grade during the
2015-2016 school year. Among the values that are core to the schools theory of action includes strong
student-teacher relationships. One of the strategies that will be utilized to accomplish this goal is through
the idea of looping. Teachers move with their cohort of students from one grade-level to another.
Currently, the school will be able to implement this theory of action in 7
th
and 8
th
grades. The later is not
possible for the 6
th
grade teaching team as there is no place for them to loop.

Second, with the transition to Common Core State Standards adding grade 5 would allow the 6
th
grade
teachers to team in planning interdisciplinary units of study both vertically and by grade level. In other
words, teacher colleague-to-colleague relationships are as important in this theory of action. We believe
that the relationships are critical at all levels of our program, teacher to teacher and student to student. As
an example private-practice is effective in medicine but not in schools. Teaming is an important element
of our program and adding the corresponding elementary grade will assist toward this aim of building strong
teaching teams as it allows teachers to loop back and forth between 5
th
and 6
th
grades.

Third, many researchers and practitioners claim that 5th graders would benefit from inclusion in the middle
school (Alley, 1992; Jenkins & McEwin, 2005), contending greater similarities between 5th and 6th graders
and 7th and 8th graders (Alexander, Williams, Compton, Hines, Prescott, Kealy, 1968). Jenkins and
McEwin (2005) concluded their study of programs and practices in three grade organizations (K-6, K-8, and
5-8), "Therefore, it is recommended that fifth graders be either placed at 5-8 middle schools or be provided
with a more appropriate curriculum in K-5 or K-6 schools" (p.13).

Additionally, research conducted on Bert Corona Charter Schools throughout the state of California reveals
findings that match the above stated research. Many middle schools that have a grade span of grades 5-8
outperform those who have a 6
th
-8
th
grade span. Other factors such as size and curriculum need to also be
considered. Bert Corona will continue to operate as a small school even with adding grade 5. McEwin and
others (1996) also concluded that in general 5-8 schools have higher implementation levels than other
organizations of programs and practices that provide a better match between characteristics and needs of
most fifth graders. We want to give our students the very best possible opportunities to have a successful
middle school experience. Research further supports our rationale to add grade 5 to the Bert Corona
Charter School.

Rationale for adding Grade 5 during the 2015-2016 school year. The school would need a year to obtain a
zoning variance to increase the number of students on the campus. Additionally, the school would continue
to use the current facility to add grade 5. Plans will move ahead to add additional bungalows or seek
approval to use the additional unused classroom space held by the current landlord.

Student educational interests are targeted to areas of Service Learning/Project-based and technology
integration (in all core subjects, including Mathematics and Science). Our Service Learning/Project-based
and technology integration program will use a blended instructional model using teacher direct instruction,
independent learning, and technology enhance learning. This learning model is used to support hands-on,
real-world relevant integrated curriculum to support our students as they join our workforce and continue to
prepare for the 21
st
century, thus preparing students for college and career-readiness.


Table 1.15 - Bert Corona Charter School Enrollment Roll-out Projections 2014-2019

STUDENT POPULATION
Bert Corona Charter School will increase grade levels to include 5
th
grade during the year 2 of our 5 year
renewal, during the 2015-2016 school year.
The projected student population will reflect the demographics of the surrounding schools (see
Demographic Information, below). According to the data, over 12% of the students enrolled at Bert Corona
Charter School come from families at the federal poverty level. The majority of students (86%) are from
low-income families that are eligible for free and reduced meals (86%). At Bert Corona Charter School all
students will be granted equal access to the school resources no matter their economic or academic status.
In addition, Bert Corona Charter School work and engages with the surrounding schools to ensure that
students smoothly transition into and out of our program.
I. English Language Arts
The English Language Arts courses will prepare students for thoughtful study by conveying the importance
of becoming active thinkers during reading and writing exercises. In the area of curriculum development
and language arts instruction for grades 5-8, Bert Corona Charter School will:
Develop a language arts curriculum that incorporates the grade-level curriculum content specified
in the California Common Core State Standards See detailed summary below.
Integrate reading, writing, speaking, and listening to form a greater understanding of history-social
science, mathematics, and science.
Develop important habits of mind in the form of evidence, connections and patterns, supposition,
and meaning that will produce active and thoughtful writers, poets, researchers, and speakers.
Teach students to read with ease, fluency, and enjoyment.
Expose students to multicultural fiction, non-fiction, poetry, essays, and scripts.
Teach students to write with clarity, expression, and purpose.
Coach students to deliver and critique oral presentations effectively.
Engage students to reflect upon ways literature and writing impact their lives through authentic
writing and multicultural literature selections.
Integrate appropriate technology and technological analysis into the study of English-Language
Arts.

GRADE

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019
5 125 125 125 125
6 125 125 125 125 125
7 125 125 125 125 125
8 125 125 125 125 125
Total 375 500 500 500 500


Fifth Grade Language Arts
Reading: Word Analysis,
Fluency, and Systematic
Vocabulary Development
Students will use their knowledge of word origins and word
relationships, as well as historical and literary context clues, to
determine the meaning of specialized vocabulary and to understand
the precise meaning of grade-level appropriate words.
Reading: Comprehension (Focus on
Informational Materials)
Students will read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives
of the text by using their knowledge of text structure, organization, and
purpose.
Writing Students will write clear, coherent, and focused essays. The writing
exhibits students' awareness of the audience and purpose. Essays
contain formal introductions, supporting evidence, and conclusions.
Students will progress through the stages of the writing process as
needed.
Literary Response and Analysis Students will read and respond to historically or culturally significant
works of literature that reflect and enhance their studies of history and
social science. They will clarify the ideas and connect them to other
literary works.
Written and Oral English Language
Conventions
Students will write and speak with a command of standard
English conventions appropriate to the grade level.
Listening and Speaking Students will deliver focused, coherent presentations that convey ideas
clearly and relate to the background and interests of the audience. They
will learn to evaluate the content of oral communication.

II. Mathematics
Students will acquire a combination of mathematical hands-on skills and conceptual understanding. In the
area of curriculum development and mathematic instruction for grades 5-8, Bert Corona Charter School
will:
Continue to implement and refine a mathematics curriculum that incorporates the grade-level
curriculum
Content specified in the Mathematics California Common Core State Standards. Integrate the
core concepts of numbers, algebra, geometry, and statistics into a greater understanding of


science, history-social science, and language arts.
Develop important habits of mind in the form of evidence, connections and patterns,
supposition, and meaning that will produce active and thoughtful mathematicians and
statisticians.
Teach students to understand and intuitively use mathematical reasoning: analyzing a
problem; estimating a solution; expressing a clear solution and process; and checking validity
of results.
Engage students to reflect upon ways mathematical concepts and theories impact their lives
through real-life examples and problems.
Integrate appropriate technology and technological concepts into the study of mathematics.

Fifth Grade

As per the California Common Core State Standards In grade 5, instructional time should focus on three critical areas: (1)
developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of
fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers
divided by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into the place value
system and developing understanding of operations with decimals to hundredths, and developing fluency with whole
number and decimal operations; and (3) developing understanding of volume.

(1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of
fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in
calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the
meaning of fractions, of multiplication and division, and the relationship between multiplication and division to
understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited
to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)
(2) Students develop understanding of why division procedures work based on the meaning of base-ten numerals and
properties of operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division.
They apply their understandings of models for decimals, decimal notation, and properties of operations to add
and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable
estimates of their results. Students use the relationship between decimals and fractions, as well as the
relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power
of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite
decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.
(3) Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by
finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a
1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for
solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of
right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of
shapes in order to determine volumes to solve real-world and mathematical problems

Students will learn about important events and documents shaping history as well as explore fundamental
concepts of geography, economics, political science and sociology. In the area of curriculum development


and history-social sciences instruction for grades 5-8, Bert Corona Charter School will:

Continue to implement and refine a history and social sciences curriculum that incorporates the
grade-level curriculum content specified in the History-Social Sciences Common Core State
Standards
Integrate the core concepts of history and the social sciences into a greater understanding of
science, mathematics, and language arts.
and meaning that will produce active and thoughtful historians and social scientists.
Present history through primary sources such as art, letters, music, maps, and personal accounts.
Engage students in historiography enabling them to compare sources, identify bias, cite trends,
and understand cause and effect, and debate issues of historical significance.
Use geography as a medium for understanding historical trends and events, the movement of
people and ideas, and the human relationship to its natural environment.
Engage students to reflect upon ways history and the social sciences impact their lives through
trends in government, economics, civics, and social change.
Integrate appropriate technology and technological analysis into the study of history and the social
sciences.

All grades will integrate the following skills into the study of social studies: Historical and social sciences
analysis, chronological and spatial thinking as well as research, evidence, and point of view.

Fifth Grade

Grade 5 Students

C
r
a
f
t

a
n
d

S
t
r
u
c
t
u
r
e

4. Determine the meaning of words and phrases as they are used in a text, including figurative language
such as metaphors and similes. (See grade 5 Language standards 46 for additional expectations.)
CA
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
6. Describe how a narrators or speakers point of view influences how events are described.

I
n
t
e
g
r
a
t
i
o
n

o
f

K
n
o
w
l
e
d
g
e

a
n
d

I
d
e
a
s

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
8. (Not applicable to literature)


9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
R
a
n
g
e

o
f

R
e
a
d
i
n
g

C
o
m
p
l
e
x
i
t
y

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the
high end of the grades 45 text complexity band independently and proficiently.

Grade 5 Students

K
e
y

I
d
e
a
s

a
n
d

D
e
t
a
i
l
s

1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
2. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.

C
r
a
f
t

a
n
d

S
t
r
u
c
t
u
r
e

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area. (See grade 5 Language standards 46 for additional expectations.)
CA
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.


IV. Science
Students will begin to understand how scientific processes operate and how those processes relate to one
another. In the area of curriculum development and science instruction for grades 5-8, Bert Corona Charter
School will:
Continue to implement and refine a science curriculum that incorporates the grade-level curriculum
content specified in the Science California Common Core State Standards
Integrate the core concepts of earth science, life science, and physical science into a greater
understanding of history-social science, mathematics, and language arts.
and meaning that will produce active and thoughtful scientists.
Teach students to understand and intuitively use the scientific method: identify a problem; pose
relevant questions; state a hypothesis; conduct an experiment; understand the variables; analyze
the data; and reach a conclusion or solution that serves as the hypothesis for the next round of
inquiry.
Provide opportunities for lab experiments, field trips, and service learning where students gather,
manipulate and record data from their community to better understand the natural world around
them.
Engage students to reflect upon ways scientific concepts and theories impact their lives through
their environmental and personal health.
Integrate appropriate technology and technological concepts into the study of science.

Fifth Grade Science
Science and Engineering practices, Disciplinary core ideas is focused on matter flow in organisms. Cross
Cutting concepts are in Engergy and Matter.
5-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification
Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:

Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 35 builds
on K2 experiences and progresses to critiquing
the scientific explanations or solutions proposed
by peers by citing relevant evidence about the
natural and designed world(s).
Support an argument with evidence, data, or a
model. (5-LS1-1)

Disciplinary Core Ideas
LS1.C: Organization for Matter and
Energy Flow in Organisms
Plants acquire their material for growth
chiefly from air and water. (5-LS1-1)

Crosscutting Concepts
Energy and Matter
Matter is transported into, out of, and
within systems. (5-LS1-1)
Connections to other DCIs in fifth grade: 5.PS1.A (5-LS1-1)
Articulation of DCIs across grade-bands: K.LS1.C (5-LS1-1); 2.LS2.A (5-LS1-1); MS.LS1.C (5-LS1-1)
Common Core State Standards Connections:
ELA/Literacy
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-
LS1-1)


RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-
LS1-1)
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-LS2-1)
MP.4 Model with mathematics. (5-LS2-1)
MP.5 Use appropriate tools strategically. (5-LS2-1)
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)
-LS2 Ecosystems: Interactions, Energy, and Dynamics
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the
environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed
materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms,
ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Education:

Developing and Using Models
Modeling in 35 builds on K2 models and
progresses to building and revising simple
models and using models to represent events
and design solutions.
Develop a model to describe phenomena.
(5-LS2-1)

-----------------------------------------------
Connections to Nature of Science

Science Models, Laws, Mechanisms, and
Theories Explain Natural Phenomena
Science explanations describe the
mechanisms for natural events. (5-LS2-1)

LS2.A: Interdependent Relationships in
Ecosystems
The food of almost any kind of animal
can be traced back to plants.
Organisms are related in food webs in
which some animals eat plants for food
and other animals eat the animals that
eat plants. Some organisms, such as
fungi and bacteria, break down dead
organisms (both plants or plants parts
and animals) and therefore operate as
decomposers. Decomposition
eventually restores (recycles) some
materials back to the soil. Organisms
can survive only in environments in
which their particular needs are met. A
healthy ecosystem is one in which
multiple species of different types are
each able to meet their needs in a
relatively stable web of life. Newly
introduced species can damage the
balance of an ecosystem. (5-LS2-1)
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
Matter cycles between the air and soil
and among plants, animals, and
microbes as these organisms live and
die. Organisms obtain gases, and
water, from the environment, and
release waste matter (gas, liquid, or
solid) back into the environment. (5-
LS2-1)

Systems and System Models
A system can be described in terms of
its components and their interactions.
(5-LS2-1)
Connections to other DCIs in fifth grade: 5.ESS2.A (5-LS2-1); 5.PS1.A (5-LS2-1)
Articulation of DCIs across grade-bands: 2.PS1.A (5-LS2-1); 2.LS4.D (5-LS2-1); 4.ESS2.E (5-LS2-1); MS.LS1.C (5-LS2-1); MS.LS2.A (5-LS2-


1); MS.LS2.B (5-LS2-1)
ELA/Literacy
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently. (5-LS2-1)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes. (5-LS2-1)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-LS2-1)
MP.4 Model with mathematics. (5-LS2-1)
5-ESS1 Earths Place in the Universe
5-ESS1 Earths Place in the Universe
5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from
Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety of factors. Relative
distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the
performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars.
Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day
and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of
patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in
particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Education:

Analyzing and Interpreting Data
Analyzing data in 35 builds on K2
experiences and progresses to introducing
quantitative approaches to collecting data
and conducting multiple trials of qualitative
observations. When possible and feasible,
digital tools should be used.
Represent data in graphical displays (bar
graphs, pictographs and/or pie charts) to
reveal patterns that indicate
relationships. (5-ESS1-2)
Engaging in argument from evidence in 35
builds on K2 experiences and progresses to
critiquing the scientific explanations or
solutions proposed by peers by citing
relevant evidence about the natural and
designed world(s).
Support an argument with evidence,
data, or a model. (5-ESS1-1)

ESS1.A: The Universe and its Stars
The sun is a star that appears larger and
brighter than other stars because it is
closer. Stars range greatly in their
distance from Earth. (5-ESS1-1)
ESS1.B: Earth and the Solar System
The orbits of Earth around the sun and of
the moon around Earth, together with the
rotation of Earth about an axis between
its North and South poles, cause
observable patterns. These include day
and night; daily changes in the length and
direction of shadows; and different
positions of the sun, moon, and stars at
different times of the day, month, and
year. (5-ESS1-2)

Patterns
Similarities and differences in patterns
can be used to sort, classify,
communicate and analyze simple rates of
change for natural phenomena. (5-ESS1-
2)
Scale, Proportion, and Quantity
Natural objects exist from the very small
to the immensely large. (5-ESS1-1)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-bands: 1.ESS1.A (5-ESS1-2); 1.ESS1.B (5-ESS1-2); 3.PS2.A (5-ESS1-2); MS.ESS1.A (5-ESS1-1),(5-ESS1-
2); MS.ESS1.B (5-ESS1-1),(5-ESS1-2);
ESS1-1)
quickly or to solve a problem efficiently. (5-ESS1-1)
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point(s). (5-ESS1-1)


ESS1-1)
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-ESS1-1)
the development of main ideas or themes. (5-ESS1-2)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2)
MP.4 Model with mathematics. (5-ESS1-1),(5-ESS1-2)
5.NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns
in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10. (5-ESS1-1)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in the context of the situation. (5-ESS1-2)
-ESS2 Earths Systems
5-ESS2 Earths Systems
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere
interact. [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are
each a system and each system is a part of the whole Earth System. Examples could include the influence of the
ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems
through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The
geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited
to the interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide
evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes,
rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
Education:

Modeling in 35 builds on K2 experiences
and progresses to building and revising
simple models and using models to represent
events and design solutions.
Develop a model using an example to
describe a scientific principle. (5-ESS2-1)
Using Mathematics and Computational
Thinking
Mathematical and computational thinking in
35 builds on K2 experiences and
progresses to extending quantitative
measurements to a variety of physical
properties and using computation and
mathematics to analyze data and compare
alternative design solutions.
Describe and graph quantities such as
area and volume to address scientific
questions. (5-ESS2-2)

ESS2.A: Earth Materials and Systems
Earths major systems are the geosphere
(solid and molten rock, soil, and
sediments), the hydrosphere (water and
ice), the atmosphere (air), and the
biosphere (living things, including
humans). These systems interact in
multiple ways to affect Earths surface
materials and processes. The ocean
supports a variety of ecosystems and
organisms, shapes landforms, and
influences climate. Winds and clouds in
the atmosphere interact with the
landforms to determine patterns of
weather. (5-ESS2-1)
ESS2.C: The Roles of Water in Earths
Surface Processes
Nearly all of Earths available water is in
the ocean. Most fresh water is in glaciers
or underground; only a tiny fraction is in
streams, lakes, wetlands, and the
atmosphere. (5-ESS2-2)

Standard units are used to measure and
describe physical quantities such as
weight and volume. (5-ESS2-2)
A system can be described in terms of its
components and their interactions. (5-
ESS2-1)
Articulation of DCIs across grade-bands: 2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1);
MS.ESS2.A (5-ESS2-1); MS.ESS2.C (5-ESS2-1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2)


ELA/Literacy
quickly or to solve a problem efficiently. (5-ESS2-1),(5-ESS2-2)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2)
the development of main ideas or themes. (5-ESS2-1),(5-ESS2-2)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2)
MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in the context of the situation. (5-ESS2-1)
5-ESS3 Earth and Human Activity
5-ESS3 Earth and Human Activity
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earths
resources and environment.
Education:

Obtaining, Evaluating, and
Communicating Information
Obtaining, evaluating, and communicating
information in 35 builds on K2
experiences and progresses to evaluating
the merit and accuracy of ideas and
methods.
Obtain and combine information from
books and/or other reliable media to
explain phenomena or solutions to a
design problem. (5-ESS3-1)

ESS3.C: Human Impacts on Earth
Systems
Human activities in agriculture, industry,
and everyday life have had major effects
on the land, vegetation, streams, ocean,
air, and even outer space. But
individuals and communities are doing
things to help protect Earths resources
and environments. (5-ESS3-1)

A system can be described in terms of its
components and their interactions. (5-
ESS3-1)

----------------------------------------------

Science Addresses Questions About the
Natural and Material World.
Science findings are limited to questions
that can be answered with empirical
evidence. (5-ESS3-1)
Articulation of DCIs across grade-bands: MS.ESS3.A (5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)
ELA/Literacy
ESS3-1)
quickly or to solve a problem efficiently.(5-ESS3-1)
ESS3-1)
paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-ESS3-1)
MP.4 Model with mathematics. (5-ESS3-1)
5-PS1 Matter and Its Interactions
5-PS1 Matter and Its Interactions
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement:
Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in
water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of
evaporation and condensation or defining the unseen particles.]


5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when
heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples
of reactions or changes could include phase changes, dissolving, and mixing that forms new substances.] [Assessment
Boundary: Assessment does not include distinguishing mass and weight.]
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement:
Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids.
Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to
magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment
does not include density or distinguishing mass and weight.]
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
[Clarification Statement: Examples of combinations that do not produce new substances could include sand
and water. Examples of combinations that do produce new substances could include baking soda and vinegar or
milk and vinegar.]
Education:

simple models and using models to
represent events and design solutions.
Develop a model to describe
phenomena. (5-PS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations to
answer questions or test solutions to
problems in 35 builds on K2 experiences
and progresses to include investigations that
control variables and provide evidence to
support explanations or design solutions.
Conduct an investigation collaboratively
to produce data to serve as the basis for
evidence, using fair tests in which
variables are controlled and the number
of trials considered. (5-PS1-4)
Make observations and measurements to
produce data to serve as the basis for
evidence for an explanation of a
phenomenon. (5-PS1-3)
Using Mathematics and Computational
Thinking
Mathematical and computational thinking in
35 builds on K2 experiences and
progresses to extending quantitative
measurements to a variety of physical
properties and using computation and
mathematics to analyze data and compare
alternative design solutions.
Measure and graph quantities such as
weight to address scientific and
engineering questions and problems. (5-
PS1-2)

PS1.A: Structure and Properties of Matter
Matter of any type can be subdivided into
particles that are too small to see, but
even then the matter still exists and can
be detected by other means. A model
shows that gases are made from matter
particles that are too small to see and are
moving freely around in space can
explain many observations, including the
inflation and shape of a balloon; the
effects of air on larger particles or
objects. (5-PS1-1)
The amount (weight) of matter is
conserved when it changes form, even in
transitions in which it seems to vanish.
(5-PS1-2)
Measurements of a variety of properties
can be used to identify materials.
(Boundary: At this grade level, mass and
weight are not distinguished, and no
attempt is made to define the unseen
particles or explain the atomic-scale
mechanism of evaporation and
condensation.) (5-PS1-3)
PS1.B: Chemical Reactions
When two or more different substances
are mixed, a new substance with
different properties may be formed. (5-
PS1-4)
No matter what reaction or change in
properties occurs, the total weight of the
substances does not change. (Boundary:
Mass and weight are not distinguished at

Cause and Effect
Cause and effect relationships are
routinely identified, tested, and used to
explain change. (5-PS1-4)
Natural objects exist from the very small
to the immensely large. (5-PS1-1)
Standard units are used to measure and
describe physical quantities such as
weight, time, temperature, and volume.
(5-PS1-2),(5-PS1-3)

------------------------------------------------

Scientific Knowledge Assumes an Order
and Consistency in Natural Systems
Science assumes consistent patterns in
natural systems. (5-PS1-2)


this grade level.) (5-PS1-2)

Articulation of DCIs across grade-bands: 2.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3); 2.PS1.B (5-PS1-2),(5-PS1-4); MS.PS1.A (5-PS1-1),(5-PS1-
2),(5-PS1-3),(5-PS1-4); MS.PS1.B (5-PS1-2),(5-PS1-4)
ELA/Literacy
quickly or to solve a problem efficiently. (5-PS1-1)
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of
a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4)
paraphrase information in notes and finished work, and provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-
PS1-4)
Mathematics
MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.5 Use appropriate tools strategically. (PS1-2),(PS1-3)
5.NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns
in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10. (5-PS1-1)
5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by
unit fractions. (5-PS1-1)
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
5-PS2 Motion and Stability: Forces and Interactions
5-PS2 Motion and Stability: Forces and Interactions
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification
Statement: Down is a local description of the direction that points toward the center of the spherical Earth.]
[Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]
Education:

Engaging in argument from evidence in 35
builds on K2 experiences and progresses to
critiquing the scientific explanations or
solutions proposed by peers by citing
relevant evidence about the natural and
designed world(s).
Support an argument with evidence,
data, or a model. (5-PS2-1)

PS2.B: Types of Interactions
The gravitational force of Earth acting on
an object near Earths surface pulls that
object toward the planets center. (5-PS2-
1)

Cause and Effect
Cause and effect relationships are
routinely identified and used to explain
change. (5-PS2-1)
Articulation of DCIs across grade-bands: 3.PS2.A (5-PS2-1); 3.PS2.B (5-PS2-1); MS.PS2.B (5-PS2-1); MS.ESS1.B (5-PS2-1); MS.ESS2.C
(5-PS2-1)
ELA/Literacy
PS2-1)
PS2-1)


W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1)
5-PS3 Energy
5-PS3 Energy
5-PS3-1. Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body
warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and
flow charts.]
Education:

simple models and using models to represent
events and design solutions.
Use models to describe phenomena. (5-
PS3-1)

PS3.D: Energy in Chemical Processes and
Everyday Life
The energy released [from] food was once
energy from the sun that was captured by
plants in the chemical process that forms
plant matter (from air and water). (5-PS3-1)
LS1.C: Organization for Matter and Energy
Flow in Organisms
Food provides animals with the materials
they need for body repair and growth and the
energy they need to maintain body warmth
and for motion. (secondary to 5-PS3-1)

Energy and Matter
Energy can be transferred in various
ways and between objects. (5-PS3-1)
Articulation of DCIs across grade-bands: K.LS1.C (5-PS3-1); 2.LS2.A (5-PS3-1); 4.PS3.A (5-PS3-1); 4.PS3.B (5-PS3-1); 4.PS3.D (5-PS3-1);
MS.PS3.D (5-PS3-1); MS.PS4.B (5-PS3-1); MS.LS1.C (5-PS3-1); MS.LS2.B (5-PS3-1)
ELA/Literacy
quickly or to solve a problem efficiently. (5-PS3-1)
the development of main ideas or themes. (5-PS3-1)
3-5-ETS1 Engineering Design
3-5-ETS1 Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
Education:

Asking Questions and Defining Problems
Asking questions and defining problems in 3
5 builds on grades K2 experiences and
progresses to specifying qualitative
relationships.
Define a simple design problem that can
be solved through the development of an
object, tool, process, or system and

ETS1.A: Defining and Delimiting
Engineering Problems
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of a
designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals for

Influence of Engineering, Technology,
and Science on Society and the Natural
World
Peoples needs and wants change over
time, as do their demands for new and
improved technologies. (3-5-ETS1-1)
Engineers improve existing technologies


includes several criteria for success and
constraints on materials, time, or cost. (3-
5-ETS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations to
answer questions or test solutions to
problems in 35 builds on K2 experiences
and progresses to include investigations that
control variables and provide evidence to
support explanations or design solutions.
Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence, using fair tests
in which variables are controlled and the
number of trials considered. (3-5-ETS1-3)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in 35 builds on K2 experiences
and progresses to the use of evidence in
constructing explanations that specify
variables that describe and predict
phenomena and in designing multiple
solutions to design problems.
Generate and compare multiple solutions
to a problem based on how well they
meet the criteria and constraints of the
design problem. (3-5-ETS1-2)
solutions can be compared on the basis
of how well each one meets the specified
criteria for success or how well each
takes the constraints into account. (3-5-
ETS1-1)
ETS1.B: Developing Possible Solutions
Research on a problem should be carried
out before beginning to design a solution.
Testing a solution involves investigating
how well it performs under a range of
likely conditions. (3-5-ETS1-2)
At whatever stage, communicating with
peers about proposed solutions is an
important part of the design process, and
shared ideas can lead to improved
designs. (3-5-ETS1-2)
Tests are often designed to identify
failure points or difficulties, which suggest
the elements of the design that need to
be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution
Different solutions need to be tested in
order to determine which of them best
solves the problem, given the criteria and
the constraints. (3-5-ETS1-3)
or develop new ones to increase their
benefits, decrease known risks, and meet
societal demands. (3-5-ETS-2)
Connections to other DCIs in this grade-band:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:
Fourth

Grade: 4-PS3-4
Connections to 3-5-ETS1.B: Designing Solutions to Engineering Problems include:
Fourth Grade: 4-ESS3-2
Connections to 3-5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-
ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-
3)
ELA/Literacy
5-ETS-2)
quickly or to solve a problem efficiently. (3-5-ETS2)
5-ETS-2)
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of
a topic. (3-5-ETS1-1),(3-5-ETS1-3)
paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-
3)
Mathematics
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)


MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
3-5.OA Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)

VII. Physical Education and Health
In the area of curriculum development and physical education and health for grades 5-8, The primary goal
of the physical education program is to teach its students a life-long pursuit and understanding of the
importance of healthy living. Research demonstrates that the majority of students spend only 8% of
their physical education class time in actual activity and are, instead, generally waiting or observing
(Gutfeld, G. and Sangriorgio, M. P.E or not P.E. Prevention. July 1993, Vol 45, Issue 7, p 18). The
Bert Corona Charter School believes that regular activity during the school day is strongly
associated with higher concentration levels, as well as more directed, composed behavior
(www.livestrong.com/article/529108-what-are-the-benefits-of-physical-education-in-
school/#ixzz207tQ5hOI).

Based on this research and our core values, Ber t Cor ona Char t er School will allocate at
least 140 minutes of physical and health education with additional opportunities for physical activities
engagement in the extended day program.

Bert Corona Charter School will:
Continue to implement and refine a physical education program using the guidelines specified in
Challenge Standards for Student Success: Physical Education (California Department of
Education, 1998).
Continue to implement and refine a health curriculum that incorporates the grade-level curriculum
content specified in the Challenge Standards for Student Success: Health Education (California
Department of Education, 1998).
Approach physical fitness with the goals of personal challenge, teamwork, sportsmanship, and fun.
Promote excellent physical, social, and emotional health among students through stress
management, sex education, nutrition, gang prevention, and conflict resolution.
Engage students to reflect upon ways physical education and health impact their lives through
personal wellbeing.

INSTRUCTIONAL MATERIALS
Instructional materials at Bert Corona Charter School were chosen by teachers and the site admin and
coordinated within the teacher teams. Textbooks are integrated as appropriate in relation to an analysis of
standards via the Strategic Design process. Specifically, teachers use the Appendices and recommended
support materials to design units, and then integrate textbook resources as appropriate. The
implementation of the CA CCSS, NEXT Generation and other state content standards will be used to
support student academic achievement. The adoption of materials, textbooks and resources needed to
fully implement each core area will be closely integrated with state identified and approved adoptions.fo
textbooks, resources and supplemental materials.


Student texts and instructional materials are identified based on the following criteria:
Alignment with Common Core State Standards
Research-base and evaluation data showing success with similar student populations
Accessibility for students
Alignment with schools mission
Ease of use for teachers

The school continuously evaluates, updates, and revises textbook adoptions based on student needs and
research about the most effective resources. The following is a current list of textbooks in use at the school:

Level Subject Title Publisher Use
5 Language
Arts
To be selected and aligned to
Common Core State Standards
In
Class
Home
5 Math To be selected and aligned to
In
Class
Home
5 Science To be selected and aligned to
In
Class
Home
5 Social Studies To be selected and aligned to
In
Class
Home


Academic Programs

Level Subject Title Publisher Use
5,6,7,8
Math
English
Science
Social Studies
Success For All-Reading
Edge
Assessment Study Island
Achieve3000 (Teen Biz)
Success For All
Achieve3000
In Class
After School
Home
5,6,7,8 Math ALEKS ALEKS In Class
5,6,7,8 Math Adaptive Curriculum In Class
After School

Teachers are encouraged to use original and primary source material as much as possible. Instructional materials
will include novels, photographs, essays, speeches, video, textbooks, and manipulatives. Teachers and students will
have access to the Internet, educational software, word processing, data processing, and digital graphics in each
classroom. Instructional material will be relevant, thought provoking, and interactive.
SCHEDULE
Bert Corona Charter School students will participate in cohorts throughout their daily schedule. Each
student will take at minimum the following course scope and sequence designed specifically to meet the
grade level standards.
Bert Corona Course Sequence
Subject 5
th
grade 6
th
grade 7
th
Grade 8
th
Grade
English Language
Arts
English
Language Arts
English
Language Arts
English Language
Arts
English Language
Arts
History History 5 History 6
Ancient History
History 7
World History
History 8
US History
Mathematics Math 5 Math 6 Math 7 Math 8
Science Science 5 Science 6
Earth Science
Science 7
Biological
Science
Science 8
Physical Science
Physical Education PE PE PE PE
Advisory Advisory 5 Advisory 6 Advisory 7 Advisory 8
SFA/Reading elective SFA/Reading elective SFA/Reading elective SFA/Reading elective SFA/Reading elective
Communications/ELD Communications/ELD Communications/ELD Communications/ELD Communications/ELD


Bert Corona Charter School uses a schedule that gives teachers ample time to develop student
understanding. Core subject classes (Language Arts, Math, Social Studies, and Science) are given 50
minutes or more for all grades. Before school and after-school learning opportunities equal
approximately 3 hours each day.

Before- and after-school time will continue to be used for intervention for struggling students,
enrichment, extra- curricular activities, and community services.

Advisory Period - Students meet with faculty or staff in small groups (approximately 25:1 ratio)
throughout the course of the school year. In the beginning of each year, the advisory groups focuses
on academic reflection and development of digital portfolios. They also build a sense of community
among students and adults and establish trusting relationships. As the year progresses, the advisory
provides a forum for goal setting, problem-solving, and launching service learning activities. At the
middle and end of each year, the advisory provides an avenue for students to reflect on their efforts in
school, their behavior, and their academic accomplishments.

Bert Corona Charter School have block scheduling for the school week. Periods 1,2,3 meet on
Mondays and Wednesdays. Periods 4,5,6 meet on Tuesdays and Thursdays. All periods will meet on
Fridays. Students will participate in PE activities on Mondays, Wednesdays, and Thursdays, and have
an Advisory/Study Hall on Wednesday/Thursday. Each day begins with a 0 period which begins at
7:55 and ends at 8:45 for the SFA Reading Elective Monday-Friday.

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A TYPICAL DAY
A typical day at Bert Corona Charter School is designed for deep exploration of subject matter content
and to provide ample opportunities for students to socialize and engage in enriching extra-curricular
activities. The schedule is set up to ensure equitable access for all students to a curriculum that meets their
needs and challenges them academically. Students generally arrive at school between 7:30 a.m. and 8:00
a.m. so that they can have breakfast and prepare for the day. Every day begins with all students attending
an advisory class where they eat breakfast and check in with their advising teacher. Then, they head to a
reading elective course during period 1; the program is entitled Success For All: The Reading Edge. This
program provides prevention, intervention, and gifted (honors) reading instruction. Students then have a
recess break and transition into their core content courses and/or other electives (Technology and
Communications).
Fifth, sixth and seventh grade students have four 75 minute blocks for their core curriculum. These longer
blocks allow for deeper exploration of subject matter and thematic integration to ensure mastery of content.
Furthermore, each sixth and seventh grade student only sees 3 or 4 teachers in the course of the day, and
make only 4-5 transitions. This supports a small learning community and minimizes opportunities for
problems to arise. Eighth grade students have seven, 50 minute blocks so that they have more opportunity
for electives and PE each day. For ELA and History, students visit their teachers every-other day for 100
minutes instead of daily for 50 minutes. While this equates to the same number of instructional minutes,
the longer blocks for instruction allow teachers to more adequately meet the needs of all learners and the
requirements of the rigorous ELA standards outline in the College and Career Readiness Standards. The
day ends at 3:36 p.m. except on Mondays, when the instructional day ends at 2:20 p.m., and teachers stay
on campus until 4:30 p.m. for professional development. Every day, students participate in intervention
workshops, enrichment, extra-curricular activities, and community service after school between 3:336 p.m.
(2:20 p.m. on Mondays) and 6:00 p.m.
Students lunch is served hot every day. Sixth grade students have a separate lunch time in order to foster
a safe and pro-social environment during this year of transition from elementary to middle school.
With funding from the Carol M. White Physical Education (PE) program, Bert Corona Charter School
teachers and staff created a physical education program the is beneficial to students on multiple levels. PE
teachers have been trained in, and are implementing the Sports, Play, and Active Recreation for Kids
(SPARK) curriculum. The program includes sports, dance, and general fitness, and is aligned to National
PE standards. Students also engage in team building, leadership and communication through the Fulcrum
program.
All Bert Corona Charter School students participate in advisory meetings, or class council meetings,
where topics such as conflict resolution, college awareness, and service-learning projects are discussed.
The advisory curriculum is taught weekly during a longer advisory block on Mondays. Then, teachers have
a quick check-in with their advisory students each subsequent day of the week.


Summative Assessment Performance Targets
Below is a chart consistent with the way information is reported on a school accountability
report card, EC 47605(b)(5)(C)), identifying and describing specific targets that align with the
eight (8) state priorities identified in California Education Code 52060(d).

As the school becomes more familiar with its target student population, the schools goals,
actions and targets associated to the Eight State Priorities may be revised depending on the local
control and accountability plan which will be adopted.

To the extent that the targets set forth in the charter do not meet state requirements, the state
targets shall supersede the state standardized assessments and goals in the chart.

MEASURES AND SKILL DEVELOPMENT
Bert Corona Charter School will evaluate academic; as well as, critical-thinking, problem-solving, and
interpersonal skills. The following student outcomes are more fully described in Element 1 under Academic
Core Curriculum. In addition, the assessment methods by which the outcomes will be evaluated are
outlined in Element 3 under Methods to Measure Student Outcomes
Student Outcomes Align with State Common Core State Standards:
Both classroom assessments and standardized test scores help to measure subject specific outcomes
related to the Common Core State Standards. The chart below demonstrates what each student will
master in each core subject.

Academic Rigor and the California Common Core State Standards Goals
Bert Corona expects its graduates to develop the following abilities:
Table 2.2 BERT CORONA CHARTER SCHOOL Common Core State Standards Goals

strand in Reading, Critical
Thinking

units on the software are
completed

Publisher Assessments Common Core State
Standards/Language Arts
Standards
5-8
Teacher choice, Approximately 4
times a year
80 %
Various Software
Monitoring Voyager/
VocabularyJourneys
Common Core State
Standards/Language Arts
Standards
5-8
Throughout the year as episodes or
units on the software are completed
80%
Internally-Created
Assessment (Teacher
Formative Assessments)
Measure standards
mastery
5-8 Daily or Weekly 70%
ELA Smarter Balance
Mastery of Content
Standards
5-8 Annual
70%


Portfolios-Student
Reflections
Learning Experiences are
captured
5-8 On-going 80%
Presentation of Learning
Service Learning Project
Mastery
8 Annual 70%
Mathematics
Mathematics Skills
4Sight Mathematics
CST Equivalent
5-7 Quarterly ( 4 times a year) 70%
Study Island
Mathematics Skills
CST Equivalent
5-8 Quarterly ( 4 times a year) 70 %
Voyager Mathematics
Measure standards
mastery
5-8 Ongoing 70%
Smarter Balance Math Math Numeracy 5-8
Every Six weeks out of our learning
lab (six times a year)
Grade Level
Status
Various Software
Monitoring Study Island
Math, ALEKS, Kahn
Academy
Mathematics Standards 5-8
Throughout the year as episodes or
units on the software are completed
80%
Internally-Created
Assessment
Measure standards
mastery
Published Designed
Assessments
Measure standards
mastery
5-8 Daily, weekly, and each quarter 70%

Internally-Created
Assessment
Measure standards
mastery
Published Designed
Assessments
Measure standards
mastery

Internally-Created
Assessment
Measure standards
mastery
Published Designed
Assessments
Measure standards
mastery
English Language Learners
ELD Common Core State
Standards

Various Software
Monitoring Voyager/
VocabularyJourneys
Measures English
Language Development
5-8 Three Times a year
Level 4 or RFEP
Equivalency
Internally-Created
Assessment
Measure standards
mastery
Publisher Designed
Assessments
Measure standards
mastery
Science
Science Skills
NEXT Generation
5-8 Quarterly (4 times a year) 70%
Study Island
Science Skills
Mastery of Content 5-8
Every two weeks using
computer assisted learning
Throughout the year as
episodes or units on the
software are completed
80%


Publisher Assessments
Measure standards
mastery
History/Social Studies
Social Studies Skills
NEXT Generation
5-8 Quarterly (4 times a year) 70%
Study Island
Science Skills
Mastery of Content 5-8
Every two weeks using
computer assisted learning
Throughout the year as
episodes or units on the
software are completed
70%
Publisher Assessments
Measure standards
mastery


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

DATED: May 13, 2014 BERT CORONA CHARTER SCHOOL
(Charter School)

By:

Title:

Authorized Representative of Bert Corona Charter School.

DATED: May 13, 2014 LOS ANGELES UNIFIED SCHOOL DISTRICT
(District)

By:

Title:

Authorized Representative of Los Angeles Unified School
District.

TAB 20
Approval of the Renewal of the Charter for Bert Corona Charter School [Public Hearing]
Action Proposed:
Staff recommends approval of the renewal, with a benchmark, of the charter for Bert Corona Charter School
(BCCS) for five (5) years, beginning July 1, 2014 until June 30, 2019, to serve 375 students in grades 6-8.
The renewal petition is submitted with a material revision requesting to expand and add 5
th
grade instruction
and increase enrollment capacity see related BR 396 - 13/14.
Background:
On Friday, March 21, 2014, Bert Corona Charter 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 Office of the General Counsel, and other District staff. The 60-day statutory timeline
for Board action on this petition continues until Tuesday, May 20, 2014.
In accordance with Education Code sections 47605 and 47607, the Charter Schools Division considers the
following criteria when reviewing a renewal petition submitted by a charter school:
Confirmation that the charter schools performance has met the minimum criteria under Education
Code section 47607(b), including considering increases in pupil academic achievement for all groups
of pupils served by the charter school as the most important factor in determining whether to grant a
charter renewal;
Review of the charter petition to assess the soundness of the educational program; ensure it contains
the required affirmations; and ensure it contains reasonably comprehensive descriptions of the 16
elements;
Assessment that the petitioners are demonstrably likely to successfully implement the program;
Confirmation of the academic, operational, and fiscal soundness of the charter school based on the
Charter Schools Division oversight and the schools achievement results on the Districts School
Performance Framework.
Academic Renewal Criteria:
Education Code section 47607 requires authorizing entities to consider increases in pupil academic
achievement for all groups of pupils served by the charter school as the most important factor in determining
whether to grant a charter renewal.
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. Moreover,
as stated above, Education Code section 47607 requires the authorizing Board of Education to consider
increases in pupil academic achievement for all groups of pupils served by the charter school as the most
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important factor in determining whether to grant a charter renewal.
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. (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.
Staff assesses that Bert Corona Charter School has met minimum academic performance criteria for renewal,
inclusive of analysis of data presented under Education Code section 47607(b)4.
Bert Corona Charter School serves students in grades 6-8 in Board District 6, Educational Service Center
North (ESCN), at 9400 Remick Avenue, Pacoima, CA 91331. The school has reported its current enrollment
as 364 students in grades 6-8. The school is located on a private site.
During the current charter term of Bert Corona Charter School, the schools student body has reflected the
community in which it operates. According to October 2012 CDE data, the schools demographics are
approximately 96% Latino, 1% African American, 1% Filipino, and 2% White. Bert Corona Charter School
has chosen to implement its own English Learner Master Plan and has provided supporting documentation to
the Charter Schools Division.
Bert Corona Charter School is one of two charter schools currently operated by the Youth Policy Institute
(YPI), a Los Angeles-based nonprofit organization that designs and operates education and training programs
for low-income communities.
The school has shown a substantially positive trend in academic achievement over the term of the charter. For
example, the school has moved from an SPF rating of Focus to Service and Support and increased API
growth scores by 84 points in the aggregate over its term.
In 2013, the school achieved a school-wide Growth API of 734, a 43-point increase from its 2012 Base API
of 691. Its two-year API aggregate growth of 50 points exceeds the 11-point target. Overall API growth
from 2009 Base (650) to 2013 Growth API (734) is 84 points. The school has outperformed the Resident
Schools Median in 2012-2013 in Growth API. Moreover, the schools Academic Performance Index (API)
growth in 2012-2013 of 43 points is greater than the CDE Similar Schools Median (-11), Resident Schools
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growth in 2012-2013 of 43 points is greater than the CDE Similar Schools Median (-11), Resident Schools
Median (+5), and Comparison Schools Median (-1).
Recent school-wide performance on the California Standards Test (CST) also reveals positive trends and
making steady progress in helping students move toward proficiency from the lower CST bands. Bert Corona
Charter School has a lower percentage of students at Far Below Basic and Below Basic (18%) than all 5
Resident Schools (Resident Schools Median 25%) and 6 out of 7 Comparison Schools listed in their charter
(Comparison Schools in Charter Median 23%). In mathematics, results show that Bert Corona Charter
School has a lower percentage of students at Far Below Basic and Below Basic (31%) than all 5 Resident
Schools (Resident Schools Median 34%).
English Language Arts (ELA) performance as measured by the California Standards Test shows that Bert
Corona Charter School maintained student proficiency rates at the Proficient and Advanced levels between
2011-2012 (37%) and 2012-2013 (36%). Over the same time period, the number of students scoring at Far
Below Basic and Below Basic in ELA decreased by 7%.
Mathematics performance as measured by the California Standards Test shows an 11% increase of students
scoring at Proficient and Advanced levels between 2011-2012 (22%) and 2012-2013 (33%). Over the same
time period, there was a 12% decrease in the percentage of students scoring at Far Below Basic and Below
Basic. Based on this analysis, 33% of the student population increased in math proficiency within one year.
Subgroup performance data indicate that all subgroups met API growth targets in 2011-2012 with a 19 point
increase for English Learners; while 2012-2013 data reveals that two out of the three subgroups met API
growth targets. The Latino subgroup increased by 38 points, while the socioeconomically disadvantaged
subgroup increased by 48 points. English Learners declined by 8 points. According to the school, English
Learners will be supported through literacy across all content areas with a focus on systematic vocabulary
instruction and multiple opportunities for oral interactions. The CSD recommends a benchmark, as noted, to
closely monitor the schools improvement in this area.
The District-wide School Performance Framework (SPF) classification is another criterion considered when
reviewing a charter school renewal petition. According to the 2013 SPF, Bert Corona Charter School has
been classified as a Service and Support school, which is the third tier of five possible tiers of performance.
The school has increased two bands from a 2012 classification of Focus due to higher levels of student
achievement on the ELA, Math, and Algebra 1 portions of the California Standards Tests, in addition to high
Attendance Rates and low Single Student Suspensions. The Districts Academic Growth Over Time (AGT)
report for Bert Corona Charter School is another criterion considered for charter school renewal to determine
whether the charter school has a sound educational program. AGT results measure the impact of schools and
educators on the academic growth of students tested using the California Standards Test (CST). The AGT
data compares a students performance to his/her own expected performance. The AGT results for Bert
Corona Charter School in the areas of English language arts and Algebra 1 3-year average are within the
range of predicted growth. The AGT results in the area of math are below predicted growth levels. (See
Summary of Charter School Performance for additional data points.)
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Bert Corona Charter School board members, administrators, teachers and staff understand the importance of
increasing student outcomes and are committed to achieving academic success school-wide and within all of
the subgroups by implementing interventions based on assessed student needs. Students arriving with
standard scores below grade level in reading and math will be enrolled in supplemental programs such as
Success for All, Reading Edge, Mind Institute Math, ALEKS, and Study Island. All students are receiving
reading instruction at their level of proficiency through the Reading Edge. Students struggling with math
computation receive support during and after school via ALEKS, Study Mind Institute Math. Identified
students are enrolled in after-school tutoring sessions to supplement regular instruction. Tutors will be
recruited from YPIs AmeriCorps program.
BCCS has launched a new professional development approach, which includes researched-based instructional
practices aligned to Common Core methodologies to continue to support increased student achievement. The
school will be utilizing Inquiry By Design (IBD), which allows teachers to develop the rigorous academic
work demanded by the Common Core State Standards in English Language Arts and Literacy. In addition to
this BCCS will continue to design standards-based instructional plans and utilize instructional strategies that
maximize student understanding and outcomes. At the school site, the school leadership team has written a
Strategic School Plan, based on data analysis, which is designed to address the schools urgent need to raise
student achievement in all core subject areas. The school also has instituted a more intensive intervention
plan for students who have scored Basic and below on the CST, including a Saturday school program to meet
the needs of the most struggling students. School administrators will be carefully monitoring this program.
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 for all students. 1) The
school has implemented a successful Resource Program model. Students with special needs participate in the
general education setting for most, if not all, of their school day. Through the use of the push-in model,
special education teacher(s) collaborate, co-teach, and consult with general education teachers as needed to
provide appropriate student supports as outlined in their respective IEPs. 2) Collaborative, co-teaching, and 3)
Consultation service delivery methods require special education and general education teachers to plan,
deliver, and assess the effectiveness of service delivery along with accommodations and/or modifications.
This has proven to be successful for Bert Corona Charter School as documented in the 95 point increase in the
API of students with special needs (2012 Base API 521 and 2013 Growth API 616). Additionally, Bert
Corona Charter School receives support services from Youth Policy Institute, through the Promise
Neighborhoods, which was recently noted by US Secretary of Education, Mr. Arne Duncan.
Current Bert Corona Charter School Governing Board members completed questionnaires regarding conflicts
of interest. A due diligence review of the Bert Corona Charter School leader and on-site financial manager is
being performed by the Office of the Inspector General (OIG). Staff will inform the Board of any material
negative findings and take appropriate action.
Prior to the Board approval of the charter renewal, the school must submit any requested materials, including
a signed Memorandum of Understanding (MOU) for Special Education.
The petition is available for perusal in the Charter Schools Division and online at the Districts Board of
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Education website at
<http://laschoolboard.org/charterpetitions>.
Expected Outcomes:
Bert Corona Charter School is expected to operate its charter school in a manner consistent with local, state,
and federal ordinances, laws and regulations and with the terms and conditions set forth in its petition, as well
as the noted benchmark to strengthen results for English Learners. The measurable pupil outcomes and
method by which pupil progress toward outcomes will be measured as are set forth in the charter petition.
Yes - The approval of the renewal of the charter term for five (5) years would grant Bert Corona Charter
School the right to continue to operate as a charter school under the terms of the renewal petition for a five (5)
year period beginning July 1, 2014. Moreover, should the Board of Education approve the related action for
material revision in BR 396 - 13/14, the renewal petition shall be amended to conform to provisions of the
material revision reflecting a 500 student enrollment capacity and 5-8 grade level configuration.
No - The denial of the renewal of the charter term would cause the charter to expire on June 30, 2014,
unless Bert Corona Charter School appeals the denial and the charter is granted by the Los Angeles County
Board of Education or the California State Board of Education. This Board Report No. 397-13/14 and
accompanying documents shall constitute the Board of Educations adopted written findings of fact for the
denial of the Bert Corona Charter School renewal petition.
Budget Impact:
operated by, or as, a nonprofit public benefit corporation is not held liable for the charter schools debts or
financial implications would require District approval prior to implementation. Petition approval is also
contingent upon adequate liability insurance coverage.
Bert Corona Charter School currently is a member of LAUSD SELPA Option 3 (Charter Operated Programs).
Under the current LAUSD SELPA Option 3 Special Education MOU, Charter Schools fair share contribution
to special education will be 10% of charter schools AB 602 (rate includes Base, COLA, Growth/Decline, 1/3
of Program Specialist/Regionalized Services) and their Federal IDEA revenues. This amount will be paid from
the Charter Schools funds from the Local Control Funding Formula and will be allocated to support the
existing District-wide administration of special education supports and services. An additional 10% of special
education revenues will be retained by the District and allocated as directed by the Advisory Board and
members of the Charter-operated Program, with the leadership of the Charter-operated Program special
education director. These funds will be used to support the personnel for the Charter-operated Program section
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education director. These funds will be used to support the personnel for the Charter-operated Program section
of the SELPA; build management and operating procedures to create an infrastructure to support schools in
meeting the needs of students with mild to severe disabilities; and, to create and implement new programs that
serve students in charter schools. At the conclusion of each fiscal year during the entire charter petition period,
any unspent special education revenues shall be returned to the LAUSD SELPA.
If all pending issues, including but not limited to special education requirements, special education local
planning area (SELPA) requirements, and facilities matters, are not resolved at the time of the Board meeting,
the Office of General Counsel may recommend the denial of the renewal petition.
Attachments:
Desegregation Impact Statement
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~ Q r f i ' ~
I '
~ . ~ ~
...... .. .. .,..<1
BOARD OF EDUCATION REPORT 397- 13114
May 13,2014
I. Categorv of Proposed Action:
The proposed action will approve the renewal of the charter for Bert Corona Charter School , beginning
July 1, 2014 until June 30, 2019 and provide an approximate total of375 students served in grades 6-8 in
year I and grow to serve 500 students in grades 5-8 by year 5. Please see related BR 396- 13/ 14
regarding material revision to change enrollment capacity and grade levels to be served.
II. SummarY Description of Current District Practice:
Chalter schools are schools of choice by legislation and are open to any student in the State of California.
Charter schools are granted single charter status for a maximum of five (5) years. It should be noted,
however, that although State legislation allows students to attend a charter school from any area in the
state, the Los Angeles Unified School District (LAUSD) is under Court Order, Crawford v. LAUSD,
which applies to all schools within or chartered through the LAUSD. Any modifications to the Cour1-
Ordered Integration Program must first be approved by Student Integration Services.
111. Proposed Change:
The approval of this renewal of the charter would grant the charter of Bert Corona Charter School for five
(5) years beginning July 1, 2014 until June 30, 2019.
The Los Angeles Unified School District (LAUSD) does not guarantee availability of Court-ordered
providing information requested by the LAUSD as set forth in the Charter petition. Modifications or
school decisions cannot negatively impact or cause additional costs to the Court-ordered Integration
budget.
V. Analyze the Impact of This Proposal on Integration, Desegregation, Re-segregation and/or Segregation:
If the Charter goals are met, there should be positive results on the five (5) Harms of Racial Isolation
which are low academic achievement, low self-esteem, lack of access to post-secondary oppol1unities,
interracial hostility and intolerance, and overcrowded conditions. The Court-ordered Integration Program
for palticipating students will operate under various Court Orders for schools within the Los Angeles
Unified School District. Any modification of the Court-ordered Integration Program must first be
approved by Student Integration Services.
VI. If proposed action affects negatively anv desegregation program. list other option(s) identified:
If the District Court-ordered Integration Guidelines are followed, there will not be a negative effect on the
District' s Court-ordered Integration Program.
PREPARED BY:
;v'cd: ;1< CJ
Aida Tatiossian
Specialist
Charter Schools Division
Bd. of Ed. Rpt. No. 397- 13114
Interim Director
Page I of I Board of Education
May 13, 2014


Bd. of Ed. Rpt. No. 397-13/14 Page 1 of 1 Board of Education
May 13, 2014
BENCHMARK
BOARD OF EDUCATION REPORT 397 13/14
May 13, 2014

I NSTRUCTI ONAL

As part of its annual review, Bert Corona Charter School will provide a comprehensive written analysis of the
growth of English learner proficiency rates in English Language Arts based on reclassification rates, standardized
testing (once fully implemented in the State) and results from internal benchmark assessments. This analysis will
include strategies implemented to further increase the proficiencies of all English learner students. The school
will submit this analysis to the CSD prior to the scheduled annual oversight visit. .


May 13, 2014
SUMMARY OF CHARTER SCHOOL PERFORMANCE
May 13, 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


May 13, 2014
schools performance data to date, and of the academic, operational, and fiscal soundness of the charter
school based on Charter Schools Division oversight.

Bert Corona Charter School has met the minimum statutory requirement as evidenced in the attached
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. Bert
Corona Charter Schools grounds for student suspension and expulsion are aligned with those listed in
Education Code Section 48900 et seq. As the data below shows, Bert Corona Charter School had 4
suspensions and no expulsions for the 2012-13 school year. In 2011-12 the school reported 46
suspensions and 2 expulsions. As of the date of this report, the school reports 2 suspensions and no
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. Bert Corona Charter School
will implement and continue to develop a school-wide positive behavior intervention and support plan
that will foster a culture of discipline grounded in positive behavior intervention to ensure that students
succeed both socially and academically. The program will be called Caught Being a Leader (CBL).
CBL is led by school site administration with the support of the School Culture and Climate Committee
(SC&CC) that consists of a team of stakeholders from the school community.

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
Bert
Corona
Charter
School
8054 2 0 4 0 46 2

Special Education

According to the December 2012 CASEMIS report, Bert Corona Charter School (BCCS) enrolled
Special Education students at a rate that is reflective of the District average. Bert Corona Charter School
had a special education enrollment rate of 13%, which was two percentage points higher 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.


May 13, 2014

The BCCS Executive Director participates on the COP Option 3 Executive Council, and the BCCS
Director of Special Education provides training for both the COP Option 3 schools and the traditional
schools within the LAUSD SELPA. BCCS has successfully served students with Autism for many
years.

OCT
2012
Enroll
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368 49 13% 12% 2% 4 0 0 0 0 2 0 6 0 35 2 0 0

English Learners

The tables below represent the number of English Learners identified, served, and reclassified by Bert
Corona Charter School. The schools October 2012 CALPADS Demographics with Comparison
Schools shows an English learner population of 17% which was higher than the LAUSD Similar
Schools from CDE Median of 11%. The schools 2012-13 reclassification rate of 20.3% was higher
than the District rate of 13.7%. The school is rigorous in their close monitoring of the progress of
English Learners, providing targeted, differentiated instruction, and reclassifying students when they
are ready. In order to further support an immersion model of language development, through the use of
Specially Designed Academic Instruction in English (SDAIE) Strategies and Blended Learning, students
participate in a class that focuses on building vocabulary,reading comprehension, and academic
languageusing technology as support.. Capstone projects assigned in the class will provide students with
the concrete experiences that help them transition in language proficiency with multiple opportunities
for oral presentations.

ESC BD
Loc
Code
School
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XR 6 8054 Bert Corona Charter School 368 82% 0% 17% 96% 2% 1% 0% 1%

RECLASSIFICATION

2011-12
2011-12
# EL
2012-13
# Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
Bert Corona Charter School 74 15 20.3% -3.1%
LAUSD Similar Schools from CDE Median 86 19 24.8% 8.5%
Resident Schools Median 335 54 17.0% -1.9%
Comparison Schools in Charter Median 364 57 17.0% 2.3%
District 180,618 24,697 13.7% -1.7%


May 13, 2014

2010-11
2010-11
# EL
2011-12
# Reclassified
2011-12
Reclassification Rate
Bert Corona Charter School 90 21 23.3%
LAUSD Similar Schools from CDE Median 88 16 16.3%
Resident Schools Median 384 72 18.9%
Comparison Schools in Charter Median 384 60 14.7%
District 194,904 29,956 15.4%

2009-10
2009-10
# EL
2010-11
# Reclassified
2010-11
Reclassification Rate
Bert Corona Charter School 99 14 14.1%
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
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


May 13, 2014
This may involve working alongside effective peers in or beyond the school.

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

Areas of particular strength include:

The School Performance Framework rating for 2013 is Service and Support, up from a
classification of Focus.
The school-wide API of 734, showed an increase of 43 points from 2012.
The school reclassifies English Learners at a rate of 20%, which is higher than the District rate of
13.7%
Areas recommended for improvement include:

School is encouraged to continue to work to increase API proficiency for English Learners.
There was a slight decline (-8).
The schools 2013 (3-year average) AGT in Math is below the range of predicted growth and
significantly below the District average.


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


The governing board reviews and monitors school performance data to inform and evaluate
decision making. Document review and interviews with board members revealed that the
governing board reviews school performance data through mid-year reports shared by the
Director of Instruction, discussions around the School Performance Framework, and benchmark
results.
The governing board has implemented and monitors systems and procedures for the
comprehensive evaluation of school staff. Substantial evidence was provided of how the
schools leaders and teachers are evaluated.
The school has established partnerships and works closely with established community
organizations to ensure community participation and maximize resources available to students
and families. Some include: Youth Policy Institute, Americorps Family Technology Project,
and El Proyecto del Barrio.
The school employs a variety of opportunities to involve parents, including parent advisory
meetings, parent conferences, parent volunteer opportunities, and parent trainings.


May 13, 2014

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

Areas of particular strength:

As per 2012-13 Audit:
Cash reserve is $263.098 which is equivalent to 5.89%. This is an improvement from 2011-
12 audit cash reserve which was only 3.06%
Net assets are positive $1,540,753. An increase of $185,054 compared to 2011-12 Audits
net asset of $1,355,699. Net assets trending upward since 2009-10.
Net Income is positive $185,054. An increase of 521.91% compared to 2011-12 Audits net
income of $35,456.

It is recommended that the school updates its policies and procedures manual to delineate
provisions for the proper use of credit cards and strengthen segregation of duties for Student
Body procedures in the areas of collection and deposit of funds.

Additional Information:
2012/2013 Audit
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 school to be Proficient.


Multicultural literature and cultural references are integrated into the instructional experience to
increase the relevance of school in students lives. The background and culture of all students
are respected and valued.
Parent and student surveys are used to examine school needs and satisfaction and to improve
practices accordingly.
Authentic assessments such as project-based assignments or writing samples are used to judge
student achievement in addition to traditional evaluation instruments.
The school utilizes instructional technology to teach students keyboarding skills, Power Point,
and Microsoft Word. A technology communications class is mandatory for all incoming 6
th

graders, where presentations are prepared and shared in many ways, both formally and
informally.


May 13, 2014
Areas noted for improvement include:

Discussions with school leadership, classroom observations, and document review revealed the
following areas of focus:
1) Rigor; Use of Blooms higher level thinking skills; and the incorporation of effective
questioning techniques are the focus areas for teachers. School leadership affirmed that
professional development will continue to strengthen teacher capacity. The school is
continuing to focus on Marzanos practices (Classroom Instruction That Works) and has
instituted instructional rounds to support these focus areas.
2) The school is working diligently to meet its mission and vision. School-site leadership
shared that the administrative and teaching staff will continue to implement the action plan to
promote student learning and academic growth. The initiatives include: a) Targeted
professional development for teachers; b) Individualized instruction using online programs
such as ALEKS, and/or Adaptive Curriculum; c) Leveled reading using Success for All
curriculum; d) Small group learning; and e) Project-based learning

106872
Schoolwide Academic Performance Index
(API)
Base API
Growth API
Growth Target
Growth
Met Schoolwide Growth Target
Met All Student Groups Target
Base API State Rank
Base API Similar Schools Rank
Subgroup API
Growth
Target
Growth Met Target
Growth
Target
Growth
Met
Target
Growth
Target
Growth
Met
Target
African American or Black - - - - --
American Indian or Alaska Native - - - - --
Asian - - - - --
Filipino - - - - --
Hispanic or Latino - - 6 7 Yes 5 38 Yes
Native Hawaiian or Pacific Islander - - - - --
White - - - - --
Two or More Races - - - - --
English Learners - - 7 19 Yes 6 -8 No
Socioeconomically Disadvantaged - - 6 6 Yes 6 48 Yes
Students with Disabilities - - - - --
2011
Base API
2012
Growth API
11-12
Growth
2012
Base API
2013
Growth API
12-13
Growth
Bert Corona Charter 680 687 7 691 734 43
CDE Similar Schools Median 783 774 -9 776 765 -11
Resident Schools Median 710 724 14 726 731 5
Comparison Schools Median 716 734 18 746 745 -1
Basic, Below
Basic & Far
Below Basic
Proficient &
Advanced
Basic,
Below Basic
& Far Below
Basic
Proficient &
Advanced
Bert Corona Charter 64% 36% 67% 33%
CDE Similar Schools Median 50% 50% 61% 39%
Resident Schools Median 60% 40% 63% 38%
Comparison Schools Median 58% 43% 55% 45%
# Criteria # Met % Met # Criteria # Met % Met
Bert Corona Charter 17 10 59% 17 12 71%
CDE Similar Schools Median 17 12 72% 17 10 54%
Resident Schools Median 21 15 71% 21 11 52%
Comparison Schools Median 21 13 62% 21 10 53%
English Language Arts Mathematics
AYP Comparison
2012 AYP 2013 AYP
2012-13 CST Comparison
Yes No
* 1 1
* 1 1
Blanks indicates that the subgroup is not numerically significant; therefore will have not API score or target information.
API Comparison
7 43
Yes Yes
681 687 734
B 6 5
A charter school that has operated for at least four years is eligible for renewal only if the school has satisfied at least one of the following criteria prior to
receiving a charter renewal: Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three years, both school wide and
for all groups of pupils served by the charter school; ranked 4 to 10 on the API statewide or similar schools rank in the prior year or in two of the last three years
both schoolwide and for all groups of pupils served by the charter school (SB 1290). The academic performance of the charter school must be at least equal to the
academic performance of the public schools that the charter school pupils would otherwise have been required to attend, as well as the academic performance
of the schools in the school district in which the charter school is located, taking into account the composition of pupil population served at the charter school
(Ed. Code 47607).
2010-11 2011-12 2012-13
* 680 691
Bert Corona Charter
Loc. Code: 8054
CDS Code:
CRITERIA SUMMARY
Office of Data and Accountability 4/27/2014
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ESC BD
Loc
Code
School
Total Enroll
#
% F/R
Meal
% GATE % EL % Latino % White
% Af.
Amer.
% Asian % Fili.
% Am
Indian
% Pacific
Island
% Two or
More
XR 6 8054 Bert Corona Charter 368 82% 0% 17% 96% 2% 1% 0% 1% 0% 0% 0%
LAUSD Similar Schools from CDE
S 7 8127 Alexander Fleming Middle 1563 71% 14% 9% 70% 7% 15% 2% 5% 0% 2% 0%
XR 2 8100 Alliance Richard Merkin Middle 468 96% 0% 19% 96% 0% 3% 0% 0% 0% 0% 0%
XR 5 8020 Aspire Centennial College Preparatory Ac 540 95% 0% 13% 99% 0% 1% 0% 0% 0% 0% 0%
XR 2 2024 Excel Charter Academy 342 89% 4% 11% 99% 0% 0% 1% 0% 0% 0% 0%
W 4 8038 Hubert Howe Bancroft Middle 890 83% 17% 13% 82% 7% 6% 3% 2% 0% 0% 0%
XR 1 8458 KIPP Academy of Opportunity 385 74% 0% 3% 12% 0% 86% 0% 0% 0% 0% 2%
XR 6 8212 Lakeview Charter Academy 345 88% 8% 13% 95% 1% 1% 0% 1% 1% 0% 0%
XR 7 8464 Magnolia Science Academy 3 379 72% 0% 5% 44% 1% 51% 1% 1% 0% 0% 1%
XR 4 8011 Magnolia Science Academy 4 194 79% 0% 7% 61% 18% 16% 2% 2% 0% 1% 1%
XR 5 5166 Magnolia Science Academy Bell 495 94% 0% 15% 98% 2% 0% 0% 0% 0% 0% 0%
S 7 8104 Richard Henry Dana Middle 1498 66% 15% 8% 73% 13% 9% 1% 1% 1% 1% 0%
XR 7 8018 Synergy Kinetic Academy 474 96% 10% 20% 95% 0% 4% 0% 0% 0% 0% 0%
XR 1 8460 View Park Preparatory Accelerated Charte 344 74% 0% 0% 3% 0% 95% 0% 0% 0% 1% 0%
LAUSD Similar Schools from CDE Median 468 83% 0% 11% 82% 1% 6% 0% 0% 0% 0% 0%
Resident Schools
XP 6 8228 Charles Maclay Middle 847 89% 8% 27% 96% 0% 4% 0% 0% 0% 0% 0%
N 6 8363 Francisco Sepulveda Middle 1629 87% 18% 24% 85% 3% 3% 3% 6% 0% 0% 0%
N 6 8321 Pacoima Middle 1559 84% 14% 19% 94% 3% 1% 1% 1% 1% 0% 0%
N 6 8080 Richard E. Byrd Middle 1662 89% 12% 19% 93% 2% 1% 2% 3% 0% 0% 0%
XP 6 8396 Sun Valley Middle 1083 76% 7% 27% 96% 1% 1% 1% 1% 0% 0% 0%
Resident Schools Median 1559 87% 12% 24% 94% 2% 1% 1% 1% 0% 0% 0%
Charter Comparison Schools
XR 6 3747 Fenton Avenue Charter 653 100% 7% 25% 88% 1% 7% 1% 2% 0% 0% 0%
N 6 4329 Haddon Avenue Elementary 849 96% 7% 40% 99% 0% 0% 0% 0% 0% 0% 0%
XR 6 5973 Pacoima Charter Elementary 1344 100% 3% 56% 98% 1% 1% 0% 0% 0% 0% 0%
N 6 8321 Pacoima Middle 1559 84% 14% 19% 94% 3% 1% 1% 1% 1% 0% 0%
N 6 8080 Richard E. Byrd Middle 1662 89% 12% 19% 93% 2% 1% 2% 3% 0% 0% 0%
N 6 8358 San Fernando Middle 950 96% 8% 25% 96% 1% 1% 1% 0% 0% 0% 0%
Charter Comparison Schools Median 950 96% 8% 25% 96% 1% 1% 1% 0% 0% 0% 0%
OCTOBER 2012 CALPADS DEMOGRAPHICS WITH COMPARISON SCHOOLS
This page displays K-12 enrollment number and percentages of select subgroups as of October 2012 Census Day. % of English Learners
(ELs) is calculated by dividing the total number of ELs reported on the March 2013 Language Census by the October 2012 Census
enrollment number.
Bert Corona Charter
School Demographic Characteristics
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
XR 6 8054 Bert Corona Charter 99 14 14% 90 21 23% 74 15 20%
S 7 8127 Alexander Fleming Middle 244 48 20% 204 47 23% 179 44 25%
XR 2 8100 Alliance Richard Merkin Middle 99 8 8% 98 7 7% 100 18 18%
XR 5 8020 Aspire Centennial College Prepara 209 57 27% 104 48 46% 104 66 63%
XR 2 2024 Excel Charter Academy 56 23 41% 54 21 39% 45 29 64%
W 4 8038 Hubert Howe Bancroft Middle 240 25 10% 193 28 15% 145 36 25%
XR 1 8458 KIPP Academy of Opportunity 2 4 200% 1 0 0% 13 0 0%
XR 6 8212 Lakeview Charter Academy 32 18 56% 39 20 51% 48 21 44%
XR 7 8464 Magnolia Science Academy 3 14 7 50% 17 0 0% 30 8 27%
XR 4 8011 Magnolia Science Academy 4 2 0 0% 0 0 -- 12 4 33%
XR 5 5166 Magnolia Science Academy Bell -- 14 -- 88 16 18% 86 19 22%
S 7 8104 Richard Henry Dana Middle 189 32 17% 140 32 23% 117 18 15%
XR 7 8018 Synergy Kinetic Academy 73 17 23% 94 0 0% 115 34 30%
XR 1 8460 View Park Preparatory Accelerate 0 0 -- 1 0 0% 2 0 0%
LAUSD Similar Schools from CDE Median 65 17 23% 88 16 16% 86 19 25%
Resident Schools
XP 6 8228 Charles Maclay Middle 347 39 11% 313 58 19% 251 54 22%
N 6 8363 Francisco Sepulveda Middle 512 71 14% 494 71 14% 371 50 13%
N 6 8321 Pacoima Middle 460 79 17% 348 72 21% 335 57 17%
N 6 8080 Richard E. Byrd Middle 422 77 18% 384 86 22% 342 74 22%
XP 6 8396 Sun Valley Middle 420 69 16% 397 75 19% 328 49 15%
Resident Schools Median 422 71 16% 384 72 19% 335 54 17%
XR 6 3747 Fenton Avenue Charter 394 98 25% 343 4 1% 364 6 2%
N 6 4329 Haddon Avenue Elementary 405 37 9% 407 60 15% 407 79 19%
XR 6 5973 Pacoima Charter Elementary 785 90 11% 712 62 9% 859 104 12%
N 6 8321 Pacoima Middle 460 79 17% 348 72 21% 335 57 17%
N 6 8080 Richard E. Byrd Middle 422 77 18% 384 86 22% 342 74 22%
N 6 8358 San Fernando Middle 458 62 14% 395 47 12% 375 47 13%
Charter Comparison Schools Median 422 77 14% 384 60 15% 364 57 17%
RECLASSIFICATION RATES WITH COMPARISON SCHOOLS
a
Bert Corona Charter
This page displays the number of English learners (ELs), the number of students reclassified since the prior Census Day, and
the reclassification rate for each specified year. The numbers used are from the Language Census collected by the state each
March. The reclassification rate is calculated by dividing the number reclassified by the number of prior year ELs.
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
Bert Corona Charter 74 15 20.3% -3.1%
Resident Schools Median 335 54 17.0% -1.9%
District 180,618 24,697 13.7% -1.7%
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
Bert Corona Charter 90 21 23.3%
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
Bert Corona Charter 99 14 14.1%
District 205,312 26,080 12.7%
Bert Corona Charter
RECLASSIFICATION OF ENGLISH LEARNERS WITH COMPARISON SCHOOLS' MEDIANS
This page displays the number of English learners (ELs), the number of students reclassified since the prior
Census Day and the reclassification rate for each specified year. The numbers used are from the Language
Census collected by the state each March. The reclassification rate is calculated by dividing the number
reclassified by the number of prior year ELs.
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4
BERT CORONA CHARTER
May 13, 2014

The following documents:

Final budget
Final petition
Enrollment and lottery form

are available for perusal at the:

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

TAB 21
Approval of Issuance of Notice of Intent to Revoke for Charter High School of Arts - Multimedia and
Performing (CHAMPS) and Adoption of Notice of Facts in Support of Revocation for CHAMPS
Pursuant to Education Code Section 47607(e) [Public Hearing]
Action Proposed:
Staff recommends that the Board of Education approve the issuance of the Notice of Intent to Revoke and
adopt the Notice of Facts in Support of Revocation for Charter High School of Arts - Multimedia and
Performing (CHAMPS) pursuant to Education Code section 47607(e). Staff also recommends that the
Charter Schools Division (CSD) be authorized to send and receive any documents related to the Notice of
Intent to Revoke and Notice of Facts in Support of Revocation.
The LAUSD Board approved the renewal of the charter for CHAMPS on May 18, 2010, to serve 900 students
in grades 9-12 for a five-year term that expires June 30, 2015. The charter was amended administratively in
March 13, 2014 to serve 1,000 students and to include a small independent study program for up to no more
than 50 students. The school is in its ninth year of operation and currently serves 946 students in grades 9-12.
Data show that the student population is 53% White, 27% Latino, 10% two or more races, 9% African
American, and 1% Asian. CHAMPS is located at 6842 and 6952 Van Nuys Boulevard, Van Nuys, CA 91405
in Board District 6, Educational Service Center North (ESCN).
Background:
Pursuant to Education Code section 47607(c), the authorizing entity may revoke the charter of a charter school
if it finds, through a showing of substantial evidence, that the charter school did any of the following:
(1) Committed a material violation of any of the conditions, standards, or procedures set forth in the
charter.
(2) Failed to meet or pursue any of the pupil outcomes identified in the charter.
(3) Failed to meet generally accepted accounting principles, or engaged in fiscal mismanagement.
(4) Violated any provision of the law.
Education Code section 47607(d) requires the authorizing entity to notify the charter school in writing of any
violation and give the charter school a reasonable opportunity to remedy the violation prior to revocation.
Education Code section 47607 (e) provides: Prior to revoking a charter for failure to remedy a violation
pursuant to subdivision (d), and after expiration of the schools reasonable opportunity to remedy without
successfully remedying the violation, the chartering authority shall provide a written notice of intent to revoke
and notice of facts in support of the revocation to the charter school.
At a public hearing held on April 228, 2014, the LAUSD Board of Education authorized the District to issue a
Notice of Violations to CHAMPS providing the school with reasonable opportunity to remedy violations by
May 2, 2014. The District received CHAMPS response to the Districts Notice of Violations which included
information regarding the charter schools actions and proposed actions to remedy the violations.
The Board of Education is required to consider increases in pupil academic achievement for all groups of
pupils served at the charter school as the most important factor in determining whether to revoke a charter.
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pupils served at the charter school as the most important factor in determining whether to revoke a charter.
(Ed. Code 47607 (c)(2).) According to the 2012 and 2013 SPF (School Performance Framework,) CHAMPS
has been classified as an Achieving school, which is the second highest of five possible tiers of performance.
The 2012-2013 Academic Performance Index (API) for CHAMPS was 798 (a decline of 5 points from
previous year). The school did not meet annual yearly progress (AYP) and did not meet the growth target for
the Hispanic or Latino subgroup in 2012-2013
CHAMPS has engaged in fiscal mismanagement, material violations of its charter, and has failed to implement
effective fiscal controls and oversight at the governing board level. District staff has carefully and thoroughly
reviewed CHAMPS response to the Notice of Violations and all evidence presented and determined that
CHAMPS has not fully remedies and failed to refute the violations. As set forth in the attached Notice of
Intent to Revoke and Notice of Facts in Support of Revocation, the District has serious ongoing concerns
regarding the governing boards capacity to exercise its fiduciary obligations and operate the school
effectively.
Staff therefore recommends the issuance of the attached Notice of Intent to Revoke and Notice of Facts in
Support of Revocation on the following grounds:
1. Fiscal Mismanagement (EC 47607(c)(1)(C)
2. Material Violation of the Charter (EC 47607(c)(1)(A)
Expected Outcomes:
Staff recommends that the Board issue the Notice of Intent to Revoke and adopt the Notice of Facts in Support
of Revocation. If the Board approves the issuance of the Notice of Intent to Revoke and adopts the Notice of
Facts in Support of Revocation of CHAMPS, thereby adopting the written factual findings contained therein, a
public hearing on the revocation of the CHAMPS shall be held at 1:00 p.m. on June 10, 2014, in the LAUSD
Board Room located at 333 South Beaudry Avenue, Los Angeles, CA, 90017.
Should the Board revoke the charter of CHAMPS at the public revocation hearing on June 10, 2014, based on
fiscal mismanagement, CHAMPS will not continue to qualify as a charter school for funding and for all other
purposes during the pendency of an appeal. (47607(i).)
Yes - Board approves the issuance of the Notice of Intent to Revoke and adopts the Notice of Facts in
Support of Revocation to CHAMPS. Board directs Charter Schools Division staff to issue the Notice of Intent
to Revoke and Notice of Facts in Support of Revocation notifying CHAMPS of the revocation hearing
scheduled for 1:00 p.m. on June 10, 2014, in the LAUSD Board Room located at 333 South Beaudry Avenue,
Los Angeles, CA, 90017. Staff is also directed to receive any response from CHAMPS School.
No - The issuance of the Notice of Intent to Revoke and adoption of Notice of Facts in Support of
Revocation will not be approved. CHAMPS will continue to operate as a charter school under the terms and
conditions as set forth in its current charter.
Budget Impact:
The budget impact will be dependent on the resolution of revocation proceedings.
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Find attached Notice of Intent to Revoke and Notice of Facts in Support of Revocation with attached exhibits
outlining substantial evidence why CHAMPS failed to refute the violations and/or successfully remedy the
violations outlined in the April 8, 2014 Notice of Violations.
Attachments:
Informatives:
powered by Legistar
- 1 -

NOTICE OF INTENT TO REVOKE AND
NOTICE OF FACTS IN SUPPORT OF REVOCATION
Charter High School of Arts-Multimedia and Performing (CHAMPS)
Education Code Section 47607(e)
May 13, 2014

Pursuant to its oversight obligations, revocation provisions in the Charter Schools Act and
corresponding regulations, the Los Angeles Unified School Districts Board of Education
(LAUSD Board) issues this NOTICE OF INTENT TO REVOKE AND NOTICE OF FACTS
IN SUPPORT OF REVOCATION to Charter High School of Arts-Multimedia and Performing
(CHAMPS) and its governing board for committing fiscal mismanagement and material
violations of CHAMPS Charter.

LEGAL AUTHORITY
Education Code 47607(e)
1
provides, in relevant part:
Prior to revoking a charter for failure to remedy a violation pursuant to subdivision (d),
and after expiration of the schools reasonable opportunity to remedy without
successfully remedying the violation, the chartering authority shall provide a written
notice of intent to revoke and notice of facts in support of the revocation to the charter
school. No later than 30 days after providing the notice of intent to revoke the charter,
the chartering authority shall hold a public hearing, in the normal course of business, on
the issue of whether evidence exists to revoke the charter.

California Code of Regulations regarding charter revocation provides:
(c) Upon receipt of a Notice of Violation, the charter school's governing body as
described in the school's charter, if it chooses to respond, shall take the following actions:

(1) Submit to the chartering authority a detailed, written response addressing each
identified violation which shall include the refutation, remedial action taken, or
proposed remedial action by the charter school specific to each alleged violation.
The written response shall be due by the end of the remedy period identified in
the Notice of Violation.

(2) Attach to its written response supporting evidence of the refutation, remedial
action, or proposed remedial action, if any, including written reports, statements,
and other appropriate documentation.

(d) After conclusion of the reasonable opportunity to remedy, the chartering authority
shall evaluate the response of the charter school's governing body as described in the
school's charter response to the Notice of Violation and any supporting evidence, if
submitted, and shall take one of the following actions:

(1) If the chartering authority has substantial evidence that the charter school has
failed to refute to the chartering authority's satisfaction, or remedy a violation
identified in the Notice of Violation, continue revocation of the school's charter
by issuing a Notice of Intent to Revoke to the charter school's governing body as
described in the school's charter; or

1
All statutory references are to the California Education Code unless otherwise provided.
- 2 -

(2) Discontinue revocation of the school's charter and provide timely written
notice of such action to the charter school's governing body as described in the
school's charter.
(Title 5, California Code of Regulations section 11968.5.2, subds. (c) and (d).)

The LAUSD Board shall consider increases in pupil academic achievement for all groups of
pupils served by the charter schools as the most important factor in determining whether to
revoke a charter. ( 47607(c)(2).)

BACKGROUND
On April 22, 2014, the LAUSD Board of Education approved the issuance of the Notice of
Violations to CHAMPS for fiscal mismanagement and material breach of its charter based on a
former employees misuse of the schools credit card. CHAMPS was provided with a reasonable
opportunity to remedy or refute the violations on or before May 2, 2014. (See Attachment A,
Notice of Violations (NOV) and Board Report, April 22, 2014). On April 30, 2014,
CHAMPS Board President submitted the response to the NOV stating that CHAMPS has fully
cured the violations. (See Attachment B, CHAMPS Response to NOV and Exhibits, April 30,
2014).

According to the 2012 and 2013 SPF (School Performance Framework,) CHAMPS has been
classified as an Achieving school which is the second highest of five possible tiers of
performance. The 2012-2013 Academic Performance Index (API) for CHAMPS was 798 (a
decline of 5 points from previous year). The school did not meet annual yearly progress (AYP)
and did not meet the growth target for the Hispanic or Latino subgroup in 2012-2013.

The Charter Schools Division (CSD) carefully evaluated CHAMPS response and supporting
evidence and, while CHAMPS response provides some remedies, Staff determines that
substantial evidence still exists that CHAMPS failed to remedy and present evidence that it has
remedied or refuted all of the violations identified in the NOV.

The factual bases for issuance of the Notice of Intent to Revoke are set forth below. The District
incorporates all of the substantial evidence and supporting documentation contained in the April
22, 2014, Notice of Violations. (Attachment A, LAUSDs NOV with Exhibits, April 22, 2014.)

I. Fiscal Mismanagement (EC 47607(c)(1)(C)

Evidence
The NOV provided that CHAMPS has engaged in fiscal mismanagement by failing to ensure and
implement fiscal controls which led to the misuse of public school funds by the Director of Fund
Development (DFD) and then did not take immediate and appropriate actions to rectify the
breach. The NOV also identified that CHAMPS breached its own fiscal policies and procedures
which require that individuals authorized to use the school credit card must sign out and return
the credit card within 24 hours of the purchases with related documentation of all purchases,
unless authorized by the School Director. The evidence showed that proper fiscal controls were
not exercised over the use of the credit card since unauthorized personal purchases were only
discovered by the Executive Director (ED) after reviewing monthly statements. Evidence also
showed the ED had prior knowledge that the DFD misused the schools credit card in September
- 3 -

2013 for $3,000 of personal purchases over and above the allowable business expenses, yet the
ED continued to authorize the DFD to use the credit card enabling her to make unauthorized
charges of $24,000 in October 2013. (Attachment A, NOV, Exhibit 1: Declaration of Sharon
Bradley; Exhibit 7: CHAMPS Fiscal Policies and Procedures Handbook, p. 29 of 54).

CHAMPS Response to NOV
CHAMPS responded that in exception to CHAMPS credit card policy in place at the time, the
CFO approved a credit card for the DFD that was not adequately supervised by the ED, but the
school did attempt to hold the DFD responsible for repayment of the charges. There was no
requirement to terminate the employee and CHAMPS acted consistently with its policies on
employee misconduct. (Attachment B, CHAMPS Response to NOV, p. 5).
CHAMPS submitted a new revised credit card policy and board resolution approving and
authorizing other actions related thereto. (Attachment B, Exhibit 5.) Under the new policy, only
the ED or Principal are issued school credit cards and applications for credit cards may be made
only with the approval of the Board of Directors; receipts for purchases must be turned in no
later than first business day after the purchase or if made out of town, upon the ED or Principals
return; employees may only check out the credit card with permission and by using the schools
credit card log and required to submit receipts immediately; schools business manager is
required to perform a weekly reconciliation of the credit card log and report any unreconciled
charges to the ED or Principal, and in the event of more than $500, to the Board of Directors.
(Attachment B, pp. 5-6). CHAMPS also submitted a newly adopted policy for reporting theft of
funds or property which states that any theft or misappropriation of $950 or more must be
reported by the ED to the Board of Directors, law enforcement and the LAUSD charter schools
office. (Attachment B, p. 6; Exhibit 6: CHAMPS Board Resolution adopting policy on
Reporting Theft of Funds or Property).

CHAMPS also submitted documentation that the insurance covered the loss in the amount of
$25, 468.34. (Attachment B, Exhibits 1-3).

Districts Position: CHAMPS failed to fully refute the violation or remedy the violations.
First, it is welcome news that the insurance covered the loss of schools public funds. However,
the violation in this particular matter is that the school engaged in fiscal mismanagement, and it
is the administration and the boards actions during and after the breach which are being
analyzed. . CHAMPS stated that under its new credit card policy, only the ED or Principal will
be issued school credit cards. Although the new credit card policy sets forth more specific rules
to prevent misuse of the schools credit card, the fiscal control policies and procedures which had
been in place already state that credit cards will bear the names of both CHAMPS Charter High
School and the School Director. (Attachment A, NOV, Exhibit 7, p. 29.) In the Response to the
NOV, CHAMPS admitted to violating this policy when the CFO
2
approved the DFDs request to
open an American Express card for fundraising events subject to the proviso that the DFD pay
the bill herself and put the receipts on her expense report for reimbursement. In addition,
CHAMPS stated that unbeknownst to the CFO or ED, the DFD supplied the schools bank
information to American Express with the credit card application. (Attachment B, CHAMPS

2
CSD staff contacted CHAMPS Board Chair Bob Kahn on May 2, 2014, to request clarification on whether the
CFO/Board role was a paid position. Mr. Kahn responded that, the CFO is a volunteer position and, as this
individual is also an officer of the Corporation filling the position of Chief Financial Officer, we have used the title
of CFO in our response to LAUSD. (Attachment C, Email from Sharon Bradley to Robert Kahn, May 2, 2014).

- 4 -

Response to NOV, pp. 3 and 5.) It is confounding why the CFOin violation of school policy at
the timewould allow a credit card to be opened for another employee other than a School
Director with the arrangement that the DFD pay the bill herself and put the receipts on her
expense report for reimbursement. The schools policy at the time stated, The School Director
may authorize an individual to use a school credit card to make an authorized purchase on behalf
of the schoolthe school card will be kept under supervision of the School Director, and
authorized individuals must sign the credit card out and must return the credit card and related
documentation of all purchases within 24 hours of the purchases, unless otherwise authorized by
the School DirectorCredit cards will bear the names of both CHAMPS CHARTER HIGH
SCHOOL and the School Director.(Attachment A, Exhibit 7, p. 29).

To compound the fiscal mismanagement, the administration and CFO did not supervise or
review the credit card application before it was turned in. If the expenses were for the schools
business purposes, the fiscal procedures for Purchasing outlined on of the Fiscal Control Policies
and Procedures would have sufficed to allow the DFD to make transactions related to business
expenses without issuing her a separate credit card in violation of the schools policies.
(Attachment A, NOV, Exhibit 7, p. 29). With regards to the policy adopted regarding reporting
theft, the policy does not address documentation of theft in any amount and only addresses that
theft in the amount over $950 will be brought to the boards attention.

Accordingly, although CHAMPS board passed a resolution and adopted a new credit card
policy setting forth specific processes including weekly reconciliation of the credit card by the
business manager, reporting of any unreconciled amounts over $500 to the board of directors so
action can be taken, and applications for credit cards to be approved only by the board, this new
policy does not fully remedy the fiscal mismanagement violation. The CFO allowed a credit card
to be issued to the DFD contrary to existing fiscal policies and procedures designed to prevent
misuse. Regardless of new systems and processes that the board passed, the remedy provided by
CHAMPS does not cure the administration and the CFO/board members disregard and violation
of the schools policies that were in existence, and which made the school more susceptible to
fiscal mismanagement.

II. Material Violation of the Charter (EC 47607(c)(1)(A)

Evidence
The NOV provided that CHAMPS violated the governance section of its charter (Element 4)
which provides, in part:
Board of Directors
The Board of Directors will have a legal and fiduciary responsibility as well as
organizational and accountability tasks for CHAMPS. The Board of Directors has
incorporated the school as a nonprofit corporation with the Secretary of State of
California (#C2712210) and the paperwork is included in the appendix.

Scope of Authority The following policies, programs and responsibilities will be under
the authority of the Board of Directors:
Strategic planning long-range goals and annual objectives;
Annual budget development, approval and monitoring;
Fiscal oversight fundraising goals;
- 5 -

Hiring, evaluating, and when necessary, replacing administrators and managers.

The NOV provided evidence that CHAMPS Board of Directors did not exercise its fiduciary
duties by failing to conduct fiscal oversight which amounts to a material breach of the charter.
The NOV stated that the first incident regarding the misuse of the credit card occurred in
September 2013 yet the Board did not hold a meeting to discuss the issue until January 27, 2014.
The Board member who serves as the schools CFO/Board Treasurer was reportedly made aware
of the misuse of credit card on or about October 2013 but it was not discussed until the January
27, 2014 closed session meeting. In responses to CSDs oversight inquiries, the Board President
accepted the Executive Directors rationale to enter into a payment plan with the DFD. It was
only when the DFD abruptly resigned sometime in December 2013 that the governing Board
pursued action to recoup the funds by directing the Executive Director to file a report with LAPD
and the insurance company. (Attachment A, NOV, Exhibit 1, Sharon Bradleys Declaration;
Exhibit 2, emails to and from Joanne Saliba and Sharon Bradley; Exhibit 8, CHAMPS charter).

CHAMPS responded that only the ED knew of the DFDs prior conviction for theft before
January 2014; the ED believed the credit card had been accidentally misused and the CFO was
assured the accidental charges would be paid; and, that as soon as the CFO and ED realized the
DFD did not intend to repay the charges and the board learned of the theft, it instructed the ED to
notify the police, insurance company, and LAUSD staff. (Attachment B, CHAMPS Response to
NOV, p. 6).

CHAMPS reiterated the adoption of the new credit card policy as discussed above. CHAMPS
also submitted a newly adopted policy for reporting theft of funds or property which states that
any theft or misappropriation of $950 or more must be reported by the ED to the Board of
Directors, law enforcement and the LAUSD charter schools office. (Attachment B, p. 6; Exhibit
6: CHAMPS Board Resolution adopting policy on Reporting Theft of Funds or Property).
CHAMPS also provided evidence of governance training presented by Procopio, Cory,
Hargreaves & Savitch, LLP regarding charter school governance, board member fiduciary duties
and best practices for fiscal oversight. (Attachment B, Exhibits 7 and 8).

CHAMPS response does not address at least three board members failure to exercise their
fiduciary duties by immediately informing the entire board of the DFDs misuse of the funds.
CHAMPS provided a detailed timeline and account of the events in their response which
emphasizes and clarifies that the CFO/board member was first made aware of the misuse of the
credit card in early October 2013 but did not act to inform the entire board until January 27,
2014. The following timeline of events is from CHAMPS response to the NOV:
1) Early October 2013 the CFO noticed an $8,500 electronic check payable from
CHAMPS to American Express. The CFO immediately called the ED and ExEd to ask
them to look into the matter and reminded the ED that the DFD was required to pay the
American Express bill personally. The ED reported back later that same week that
$3,300 of the amount was accidentally used by the DFD and that the DFD would
immediately repay the amount directly to American Express and pay the card personally
in the future.
2) October 15, 2013 CFO was informed by the ED that the personal charges on the
DFDs card had continued and the ED took the card away and cancelled the account.
- 6 -

The CFO was informed by Exed of undocumented amount on the card was $27,000. ED
told CFO that she was sorting out the accidental charges on the account and that the ED
believed that the DFD would pay American Express directly.
3) Late October or November 2013 CFO shared with two other board members that the
school credit card was mistakenly misused by an employee, that the credit card had been
cancelled, and that the ED was working with the employee to have the full amount
repaid.
4) Through November 2013 ED told CFO that at least $15,000 of the charges was
personal charges and that the DFD made an online payment for $15,000 to cover the
charges on November 15.
5) Mid-December 2013 ED told CFO that the $15,000 payment was returned for
insufficient funds and that the DFD demonstrated an attempt to partially pay by money
order but was told by American Express that money orders were never received. At this
time, the ED and CFO were suspicious and asked the schools counsel to prepare a
promissory note for the employee to execute.
6) Early January DFD failed to sign the promissory note. ED and CFO reasonably
concluded the DFD did not intend to pay the funds back. DFD resigned January 7, 2014.
7) January 14, 2014 CFO discovered from DFDs employment records that she had prior
conviction for grand theft. CFO told ED that the full board would need to be informed
and placed the item on the closed session agenda for next meeting.
8) January 27, 2014- Closed session meeting held by CHAMPS board. ED was directed to
file a police report and to notify the schools insurer and LAUSD staff. ED reported that
the audit of the rest of the CHAMPS employees DOJ clearances had come back clean.

The above timeline further substantiates the evidence provided in the Districts NOV that the
CFO/board member knew as early as October 2013 that there had been a misuse of the credit
card and did not bring this to the full boards attention until nearly four months later. The
concern is not only about the delay in notifying the full board but the number of critical events
that took place within that time period in which the CFO was informed repeatedly of
accidental charges on the credit card as well as two misrepresentations that the DFD
supposedly made payments. By CHAMPS own account, the ED and the CFO were suspicious
when the $15,000 payment was returned for insufficient funds yet it acted on this suspicion by
drafting a promissory note for the DFD to sign. The CFO had at least four instances beginning
in October 2013 to address the situation with the full board but only when the DFD failed to sign
the promissory note that the ED and the CFO reasonably concluded that the DFD did not
intend to pay the funds back and placed the matter on the next closed session agenda. Moreover,
CHAMPS response also evidences that two other board members were made aware of the
misuse of the credit card sometime in late October or November of 2013.
3
As noted in the NOV,
the DFD continued to work at CHAMPS and presented to the board in December 2013 even after
three board members knew of the misuse of credit card.

CHAMPS response does not remedy the material breach of the charter that the Board of
Directors will have a legal and fiduciary responsibility as well as organizational and
accountability tasks for CHAMPS and responsibility over fiscal oversight fundraising goals
and hiring, evaluating, and when necessary, replacing administrators and managers. The
CFO/board member as the officer of the board has a responsibility to inform the full board of
significant events especially pertaining to fiscal oversight issues yet failed to do so even after
being notified several times by the ED of the misuse of the card and the increasing problem of

3
The two board members were Board President and Vice President. (See Attachment C).
- 7 -

getting the DFD to pay for the large amount of personal charges that were misused. The CFO
allowed the situation of DFDs nonpayment of the unauthorized charges to escalate before
finally notifying the full board after the DFD quit and disappeared. The failure in exercising his
fiduciary oversight and duties may have prevented the full board from the opportunity to address
the situation sooner and file a report with law enforcement.
III. CONCERN REGARDING GENERAL CAPACITY TO OPERATE CHARTER
SCHOOL

Evidence
The CSD expressed serious concerns regarding the demonstrated lack of capacity and
accountability demonstrated by the CHAMPS board and administration in handling the matter
which raises larger questions about the boards ability to exercise sound judgment and conduct
fiduciary oversight as stated in its charter. Concerns were raised that the DFD may have been
employed in a capacity to handle public funds in spite of the schools knowledge of her previous
arrest for grand theft in 2011. The NOV raised concerns about CHAMPS governance by failing
to discipline the DFD and report the incident to law enforcement and also the governing boards
failure to conduct an investigation into the incident and appropriateness of the EDs actions.
(Attachment A, NOV. pp. 6-7).

CHAMPS response confirms that the ED knew of the grand theft conviction and continued the
employment of the DFD in spite of this knowledge. CHAMPS response also confirms that the
ED did not conduct the required DOJ clearance prior to the DFDs hiring and start date.
(Attachment B, Response to NOV, p. 7). The CHAMPS board was unaware until January 2014
that the ED violated the schools policy and the law regarding conducting DOJ clearance prior to
hiring an employee. The ED unilaterally made the judgment call to permit the DFD to continue
to work despite the prior conviction for grand theft. (Attachment B, p. 3). As soon as the CFO
learned of the DFDs prior conviction on January 14, 2014, the CFO ordered an audit of the DOJ
clearances for all employees. Further, the CHAMPS board adopted a new background check
policy which imposes additional restrictions on hiring. (Attachment B, Exhibit 4).

CHAMPS also represented that a new ED is expected to be selected within days of the response
submitted and is expected to start in May. (Attachment B, p. 7; Exhibits 9 and 10).

It is evident from the NOV and CHAMPS response that the ED made fatal errors in
administration and judgment in violating the law and schools policies when she hired the DFD
without first conducting a DOJ clearance and making the determination that the DFD continue to
be employed in spite of subsequently learning of the prior conviction for grand theft. CHAMPS
remedy to replace the ED in light of this violation and for her judgment and supervision of the
DFD is a remedy that is warranted. However, the District continues to have concerns that
CHAMPS response does not take accountability at the board of directors level. As
demonstrated in the evidence presented in the NOV as well as CHAMPS own response to the
NOV, the CFO/board member knew as early as October 2013 of the misuse of the credit card
and the Board President and Vice President were made aware sometime in late October or
November 2013. CHAMPS response does not address the fact that policies were violated by an
existing officer of the board. Accordingly, although there are new board resolutions and policies
adopted to tighten fiscal policies and procedures, and the board received governance training
from its contracted law firm, the remedies presented do not cure the fact that the CFO/ board
- 8 -

member has demonstrated that he would make unilateral decisions in violation of schools
policies and has failed to exercise his fiduciary duties as a board officer to inform the entire
board of egregious incidence such as the misuse of the schools credit card by an employee.. As
the District stated in the Notice of Violations, In total, these facts also amount to fatal errors in
judgments on the part of the Board and cast serious doubts about said members effectiveness in
governing a sound, legally compliant public school. The Board has not wholly cured this
matter through its response and lack of self-accountability to date.

Accordingly, the District hereby issues this Notice of Intent to Revoke and Notice of Facts in
Support of Revocation to the governing board of CHAMPS Charter School. Should the LAUSD
Board revoke the charter of CHAMPS at the public revocation hearing on the date specified
below based on fiscal mismanagement, CHAMPS will not continue to qualify as a charter school
for funding and for all other purposes during the pendency of an appeal. (47607(i).)

The date and time specified for a public hearing concerning revocation is as follows:

DATE: June 10, 2014
TIME: 1:00 p.m.
LOCATION: Los Angeles Unified School District
Board Room 1
st
floor
333 South Beaudry Avenue

ATTACHMENTS INDEX

Attachment A
LAUSD Notice of Violations and Exhibits and Board Report, April 22, 2014

Attachment B
CHAMPS Response and Exhibits, April 30, 2014

Attachment C
Email to and from Sharon Bradley to Robert Kahn, May 2, 2014

ATTACHMENT A

April 22, 2014

Charter High School of the Arts
Multimedia and Performing (CHAMPS)
Robert Kahn, Board President
6842 Van Nuys Blvd.
Van Nuys, CA 91405

RE: ISSUANCE OF NOTICE OF VIOLATIONS TO CHARTER HIGH SCHOOL OF THE ARTS
MULTIMEDIA AND PERFORMING (CHAMPS)

Dear Mr. Kahn and CHAMPS Board of Directors:

At the public hearing held on Tuesday, April 22, 2014, the Los Angeles Unified School District Board of
Education (Board) approved the issuance of the Notice of Violations of Grounds for Revocation of the
charter of CHAMPS based on fiscal mismanagement (EC 47607(c)(1)(C); and, material violation of any
Conditions, Standards, or Procedures set forth in the Charter (EC 47607(c)(1)(A)), based on incidence
involving the misuse of the school credit card and corresponding governance and operational concerns.

As stated in the Notice of Violations, CHAMPS has until May 2, 2014, to submit its written response and
documentation refuting the allegations or remedying the violations. Please see the attached Notice of
Violations and exhibits.

CHAMPS should provide a detailed, written response addressing each of the specifically identified violations
which includes the remedial actions taken specific to each violation, or arguments refuting the allegations.
Please attach to your written response and any supporting evidence of your refutation of the identified
violations or remedial actions that have been taken. Please submit your response to LAUSDs Charter
Schools Division:

Jos Cole-Gutirrez, Director

Sincerely,

Jos Cole-Gutirrez
Director, Charter Schools Division

Attachments: LAUSD Board Report 37313/14; Notice of Violations with exhibits

c: Dr. Robert Perry, Administrative Coordinator, Charter Schools Division
Tom Nichols, Senior Coordinator, Charter Schools Division
Sharon Bradley, Specialist, Charter Schools Division
Sent by Email and U.S. Mail
bkahn@champscharter.org
JOHN E. DEASY, Ph.D.
Superintendent

MATT HILL
Chief Strategy Officer

JOS COLE-GUTIRREZ
Director, Charter Schools Division

333 South Beaudry Avenue, 20
th
Floor
Office: (213) 241-0399 Fax: (213) 241-2054


Bd. of Ed Rpt No. 373 13/14 Page 1 of 4 Board of Education
April 22, 2014

Report Number: 373 13/14
Date: April 22, 2014
Subject: Approval of the Issuance of Notice of Violations for Charter High School
of Arts Multimedia and Performing (CHAMPS) Pursuant to Education
Code Sections 47607(c) and (d) (Public Hearing)
Responsible Staff:
Name Jos J. Cole-Gutirrez, Director
Office/Division Charter Schools Division
Telephone No. (213) 241-0399

BOARD REPORT

Action Proposed:

Staff recommends approval of the issuance of a Notice of Violations
pursuant to Education Code 47607(c) and (d) for Charter High School of
Arts - Multimedia and Performing (CHAMPS) requesting that the charter
school remedy the violations by May 2, 2014, and that staff be authorized to
send and receive any documents in response to the Notice of Violations.

Background:

The LAUSD Board approved the renewal of the charter for CHAMPS on
May 18, 2010, to serve 900 students in grades 9-12 for a five-year term that
expires June 30, 2015. The charter was amended administratively in March
13, 2014 to serve 1,000 students and to include a small independent study
program for up to no more than 50 students. The school is in its ninth year
of operation and currently serves 946 students in grades 9-12. Data show
that the student population is 53% White, 27% Latino, 10% two or more
races, 9% African American and 1% Asian. CHAMPS is located at 6842
and 6952 Van Nuys Boulevard, Van Nuys, CA 91405 in Board District 6,
Educational Service Center North (ESCN).

Pursuant to Education Code 47607(c), the authorizing entity may revoke
the charter of a charter school if it finds, through a showing of substantial
evidence, that the charter school did any of the following:

Committed a material violation of any of the conditions, standards,
or procedures set forth in the charter.

Failed to meet or pursue any of the pupil outcomes identified in the
charter.

Failed to meet generally accepted accounting principles, or engaged
in fiscal mismanagement.


April 22, 2014
Violated any provision of the law.

The LAUSD Board shall consider increases in pupil academic achievement
for all groups of pupils served by the charter school as the most important
factor in determining whether to revoke a charter. (Education Code
47607(c)(2)). The Academic Performance Index (API) for school year 2012-
2013 was 798 (a decline of 5 points from previous year). The school did not
meet annual yearly progress (AYP) and did not meet the growth target for
the Hispanic or Latino subgroup in 2012-2013.

California Education Code 47607(d) requires the authorizing entity to
notify the charter school in writing of any violation and give the charter
school a reasonable opportunity to remedy the violation prior to revocation.

The District is requesting the issuance of the attached Notice of Violations
based on the following grounds:

(1) Fiscal Mismanagement (EC 47607(c)(1)(C)

(2) Material Violation of any Conditions, Standards, or Procedures set
forth in the Charter (EC 47607(c)(1)(A))

As the evidence provided in the attached Notice of Violations demonstrates,
CHAMPS has engaged in fiscal mismanagement, material violations of its
charter, and has failed to demonstrate effective governance capacity
including but not limited to:

(1) Failure to ensure and implement fiscal controls to prevent
inappropriate staff use of schools credit card. Staff used schools
credit card for personal transactions.

(2) Failure of the CHAMPS Board of directors to exercise its fiduciary
duties by conducting fiscal oversight. The first incident occurred in
September 2013 yet the Board did not hold a meeting to discuss the
issue until January 27, 2014.

(3) Failure to immediately report this unauthorized credit card use to
law enforcement and/or the Charter Schools Division and failure to
fully disclose information to the Charter Schools Division.

(4) Failure to act on the employees misconduct through staff discipline
or termination.


April 22, 2014
Expected Outcomes:

CHAMPS is requested to remedy the violations listed in the attached Notice
of Violations on or before May 2, 2014. CHAMPS failure to remedy the
violations will lead to a recommendation to the Board of Education to issue
a Notice of Intent to Revoke and Notice of Facts in Support of Revocation.
If the Board ultimately revokes CHAMPS charter at a subsequent revocation
hearing, CHAMPS ceases to operate. The charter school may choose to file
an appeal with LACOE within 30 days of the revocation. [Education Code
47607(f)(l)]

Board Options
and Consequences:

Yes The approval of the issuance of the Notice of Violations to
CHAMPS directs Charter Schools Division staff to issue the Notice of
Violations and receive any response from CHAMPS. Further, at a
subsequent Board of Education meeting, the Charter Schools Division will
report CHAMPS response to the Notice of Violations and staff
recommendation to the Board.

No The denial of the issuance of the Notice of Violations to CHAMPS
directs Charter Schools Division staff not to issue the Notice of Violations.
CHAMPS will not be required to respond to a formal Notice of Violations
and the formal revocation process will not be initiated.

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

Budget Impact: The budget impact will be dependent on the resolution of revocation
proceedings.


See attached Notice of Violations and exhibits.

Attachments:

Informative

Desegregation
Impact Statement

Bd. of Ed. Regular Board Meeting (CS) - 1 - Stamped Order of Business
9:00 a.m., 04-22-14

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES
Governing Board of the Los Angeles Unified School District

REGULAR MEETING STAMPED ORDER OF BUSINESS
Including Closed Session Items
333 South Beaudry Avenue, Board Room
9:00 a.m., Tuesday, April 22, 2014

Pledge of Allegiance

Roll Call of Members

OPEN SESSION ITEMS

Consent Items

Items for action below assigned by the Board at the meeting to be adopted by a single vote. Any item may
be pulled off of consent for further discussion by any Board Member at any time before action is taken.

New Business for Action

1. Board of Education Report No. 373 - 13/14 PUBLIC HEARING
Charter School Division ADOPTED
(Issuance of Notice of Violations for Charter High School of Arts Multimedia and
Performing (CHAMPS) Pursuant to Education Code Sections 47607(c) and (d) requesting
charter school remedy violations by May 2, 2014.)

Correspondence and Petitions

2. Williams/Valenzuela Settlement Uniform Complaint - Quarterly Report Summary
PUBLIC HEARING ADOPTED BY CONSENT

Board Member Resolutions for Action

3. Mr. Kayser, Ms. Ratliff - Parkinsons Awareness Month ADOPTED BY CONSENT
(Noticed April 8, 2014)

Whereas, Parkinsons disease is a progressive neurological movement disorder of the central
nervous system, which has a unique impact on each patient;

Whereas, There are over one million Americans diagnosed with Parkinsons disease;

Whereas, Although new medicines and therapies may enhance life for some time for people
with Parkinsons, more work is needed for a cure;

9:00 a.m., 04-22-14

Whereas, Increased education and research are needed to help find more effective treatments
with fewer side effects and ultimately a cure for Parkinsons disease;

Whereas, A multidisciplinary approach to Parkinsons disease care includes local wellness,
support, and caregiver groups; and

Whereas, April has been proclaimed as World Wide Parkinsons Awareness Month for all to
recognize the need for more research and help in dealing with the devastating effects of
Parkinsons disease; now therefore, be it

Resolved, That the Governing Board of Los Angeles Unified School District proclaim April as
World Wide Parkinsons Disease Awareness Month.

4. Dr. Vladovic, Ms. Garca Recognizing April 2014 as Autism Awareness Month
(Noticed April 8, 2014) ADOPTED BY CONSENT

Whereas, Autism is a spectrum disorder, which means no two people with autism are affected
the same way, and it is a complex developmental disability that usually appears during the first
three years of life and results in a neurological disorder that affects the functioning of the
brain;

Whereas, Autism knows no racial, ethnic or social boundaries and neither income, lifestyle nor
education affects the occurrence, and it is estimated that 1.5 million people live with autism
spectrum disorder in the United States;

Whereas, Autism affects social interaction, and communication skills, and an average of 1 in
88 children are diagnosed with this spectrum disorder, and prevalence has increased 78% since
the United States Centers for Disease Control and Preventions first study in 2007;

Whereas, Early intervention and detection of autism can make a dramatic difference in a
childs ability to overcome challenges related to autism;

Whereas, With support, people with autism can live full lives and make meaningful
contributions to society; and

Whereas, April 2, 2014, is known as Light It Up Blue Day which shines a light on Autism
Awareness; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District acknowledges
the month of April as Autism Awareness Month, and we pledge our support and
encouragement to the assistance of all those affected by autism;

Resolved further, That the Board remains committed to providing high quality intervention
and support services for our children identified as having autism;

Resolved further, That the Superintendent, at every April Board meeting, provide the LAUSD
with an annual report that shares relevant information to the public about autism including our
9:00 a.m., 04-22-14

plan to educate parents and LAUSD staff on providing support services for children with
autism; and be it finally

Resolved, That the Superintendent, at every April Board meeting, provide an update on the
programs that LAUSD offers for children who are living with autism and valuable information
about the research based services that the district offers.

5. Ms. Ratliff, Ms. Garca, Dr. Vladovic Teacher Appreciation Week 2014
(Noticed April 8, 2014) ADOPTED BY CONSENT

Whereas, Instruction and teachers are at the very heart of the Los Angeles Unified School
Districts mission to provide our students with an education that prepares them to be college
and career-ready;

Whereas, Teachers are the drivers of educational high achievement towards the goal of 100 %
graduation rates;

Whereas, Teachers are more than purveyors of knowledge in the classroom, they also serve
our students as role models and mentors;

Whereas, Teachers positively impact the lives of students well beyond the classroom; and

Whereas, The National Education Association and the National Parent Teacher Association
have designated the week of May 5-9, 2014, as National Teacher Appreciation Week and May
6, 2014, as National Teacher Day; now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District hereby
recognizes and honors the contributions of teachers to quality education across the Los
Angeles Unified School District;

Resolved further, That the Los Angeles Unified School District hereby declares the week of
May 5-9, 2014, as Teacher Appreciation Week; and be it finally

Resolved, That the Los Angeles Unified School District hereby declares May 6, 2014, as
National Teacher Day.

Board Member Resolutions for Initial Announcement (Continued on Tab 13)

6. Ms. Garca - Celebrating Asian/Pacific American Heritage Month
FOR ACTION MAY 13, 2014

Whereas, In 1977, Congress introduced a House resolution to proclaim the first ten days of
May as Asian/Pacific Heritage Week;

Whereas, On October, 1978, President Jimmy Carter signed a joint resolution
designating this as an annual celebration, which we now know as Asian-Pacific Heritage
Week;
9:00 a.m., 04-22-14

Whereas, In 1990, May was chosen to commemorate the immigration of the first
Japanese to the United States, which was on May, 1843, and to mark the anniversary of the
completion of the transcontinental railroad on May 10, 1869, in which the majority of the
workers who laid the tracks were Chinese immigrants;

Whereas, In 1990 Congress voted to expand Asian-Pacific Heritage from a week to a month-
long celebration and in May 1992, the month of May was permanently designated as
Asian/Pacific American Heritage Month;

Whereas, Studies have found that the academic needs of Asian American and Pacific Islander
students are frequently overlooked;

Whereas, Understanding Asian and Pacific Islander history is an important part of celebrating
Asian and Pacific Islander Heritage Month;

Whereas, Asian Americans and Pacific Islanders have contributed in significant ways to all
aspects of society;

Whereas, Asian Americans and Pacific Islanders have endured and overcome hardship and
heartache. In the earliest years, tens of thousands of Gold Rush pioneers, coal miners,
transcontinental railroad builders, as well as farm and orchard laborers, were subject to unjust
working conditions, prejudice, and discrimination - yet they excelled;

Whereas, Even in the darkness of the Exclusion Act and Japanese internment, Asian
Americans and Pacific Islanders have persevered, providing for their families and creating
opportunities for their children;

Whereas, California is one of the states with the largest Asian American and Pacific Islanders
population; and

Whereas, In the Los Angeles Unified School District, 6.14% of the student population are
identified as Asian, Filipino, or Pacific Islander; now therefore, be it

Resolved, That the Board of Education of the City of Los Angeles proclaims May as the
Asian/Pacific Islander Heritage Month and encourages all students, faculty, administrators,
and parents to remember and celebrate the contributions that Asian and Pacific Islanders have
made to California and the United States through various classroom projects; and be it finally

Resolved, That the Superintendent work with all schools of the Los Angeles Unified School
District to recognize and celebrate Asian/Pacific American Heritage Month through culturally
relevant activities and through in-depth discussions of historically relevant topics.

9:00 a.m., 04-22-14

7. Ms. Garca, Ms. Ratliff Affirming our Commitment to the School Discipline Policy and
School Climate Bill of Rights and Establishing May as School Climate Bill of Rights
Awareness Month FOR ACTION MAY 13, 2014

Whereas, The Los Angeles Unified School District is committed to closing the achievement
gap by providing equitable access to a vigorous education that ensures all students will
graduate from high school college-prepared and career-ready;

Whereas, Student achievement begins with safe classrooms and a healthy environment that is
conducive to learning and free from disruption;

Whereas, On May 14, 2013, the Governing Board of the Los Angeles Unified School District
adopted the School Discipline Policy and School Climate Bill of Rights Resolution that among
other things, promotes alternatives to school suspensions; implements restorative justice
strategies at schools; and builds upon LAUSD's implementation of the School-Wide Positive
Behavior Interventions and Supports (SWPBIS) aimed at reducing suspensions, increasing
attendance and academic achievement;

Whereas, The Los Angeles Unified School District SWPBIS Task Force has shown continued
partner support and demand for effective and efficient implementation of the 2013 School
Discipline Policy and School Climate Bill of Rights resolution;

Whereas, The White House has announced the My Brothers Keeper Initiative and has
specifically called for improving school climate and reversing zero-tolerance policies;

Whereas, The Successful School Climate: Progressive Discipline and Safety Committee has
heard testimony from students, teachers and administrators on how Positive Behavior and
Interventions and Support (PBIS) and Restorative Justice (RJ) create an academically
supportive environment in schools;

Whereas, Youth, parents, and community organizations continue to work with LAUSD
leadership on expanding the implementation of the School Discipline Policy and School
Climate Bill of Rights Resolution, as well as working with the School Climate Committee and
Discipline task force;

Whereas, School Climate Bill of Rights Month is a vehicle to promote student empowerment,
safety and wellness in our schools and offers an excellent opportunity to focus the energy,
attention, commitment, and action of the entire educational community on ensuring students
are engaged, healthy, and achieving;

Whereas, The LAUSD is committed to helping students succeed academically without
imposing negative life altering consequences that can further add to their likelihood to be part
of the school-to-prison-pipeline;

Whereas, The Los Angeles School Police Department has continued to be a champion for
reforms to end outdated approaches to discipline and punitive strategies for correcting
inappropriate student behavior;
9:00 a.m., 04-22-14

Whereas, LAUSD has been the trailblazer in California and San Francisco Unified School
District and Fresno Unified School District have followed suit toward more mental health
based approaches to correcting negative student behavior;

Whereas, School Climate Bill of Rights Month is an opportunity for all students in LAUSD to
deepen their educational experience and to strengthen their connection to the schools culture;
now, therefore, be it

Resolved, That the Governing Board of the Los Angeles Unified School District affirms our
commitment to the School Discipline Policy and School Climate Bill of Rights;

Resolved further, That the Governing Board of the Los Angeles Unified School District
establishes May as School Climate Bill of Rights Awareness Month; and be it finally,

Resolved, That the Governing Board of the Los Angeles Unified School District directs the
Superintendent to work with all schools to recognize and celebrate May as the School Climate
Bill of Rights Awareness Month.

Public Comment

The public can address the Board at the commencement of the meeting in the Board Room on any
item that is described in this notice or other issues under the purview of the Board of Education.
At the conclusion of the closed session portion of the meeting, announcements required regarding
actions taken by the Board of Education will be made in the Board Room.

CLOSED SESSION ITEMS (Purpose and Authority)

8. Conference with Legal Counsel

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

Appeal Recommendation in the Matter of the Dismissal of
Valencia Black - OAH Case No. 2012100891

Los Angeles Unified School District, v. F. Sanchez, et al.
Los Angeles Superior Court Case No. BC 4390905

Los Angeles Unified School District, v. Winans, et al.

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

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

9:00 a.m., 04-22-14

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

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

9. Personnel (Government Code Section 54957)

Employee Discipline/Dismissal/Release

Public Employment
Assistant Superintendent, School Operations
Associate General Counsel II (5)
Chief Facilities Executive
Chief of Police
Chief of Staff, External Affairs
Chief Operating Officer
Chief Procurement Officer
Construction Manager (5)
Deputy Director of Facilities Contracts
Deputy Director of Facilities, Maintenance and Operations
Deputy Director of Facilities Planning and Development
Deputy Director of Facilities Program Support Services
Deputy Director of Facilities Project Execution (2)
Deputy Superintendent, School Operations
Director, Facilities Asset Development (2)
Director, Facilities Contracts
Director, Facilities Maintenance & Operations
Director, Facilities Planning and Development
Director, Facilities Program Support Services
Director, Food Services
Director, Office of Environmental Health & Safety
Director, Regional Construction (2)
Director, Transportation
Executive Director, Curriculum and Instruction
Executive Director, Adult and Career Education
Executive Director, Intensive Support and Intervention
Executive Director, Office of Data and Accountability
Executive Director, Student Health and Human Services
Executive Director, Parent Community and Student Branch
Executive Director, Talent Management
Executive Director, Special Education
Local Instructional Area Superintendent (4)
Temporary Advisor on Detached Service to LAs Promise (2)
9:00 a.m., 04-22-14

10. 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

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

12. Approval of Notes

Board Member Resolution for Initial Announcement (Continued from Tab 7)

13. Mr. Zimmer - Supporting Senate Bill 1174: To Ensure Students Access to Biliteracy
FOR ACTION MAY 13, 2014

Whereas, On the statewide primary election of June 2, 1998 California voters approved
Proposition 227 which severely restricted the use of primary language for instructing English
Learners and instead called for a transitional program of Structured English Immersion that
was normally not to last for more than one year;

Whereas, This initiative was the first to ask the public to vote on a specific instructional
strategy for educating children,

Whereas, Normally, instructional methods are the purview of teacher training and research
institutions where educators debate decisions about instruction through a process adjudicated
by the State Board of Education,

Whereas, In 2006 the California Dept. of Education contracted with the American Institutes of
Research and West Ed to conduct a five year legislatively mandated evaluation of the effects
of Proposition 227,

Whereas, This study found that Proposition 227 had not helped substantially in improving
English Learner reclassification, integration, or academic performance;

Whereas, The program requirements of Proposition 227 do not reflect the current state of the
art evidence-based programs that develop students biliteracy and bilingualism and are the
most effective for long term academic success and for closing the achievement gap;

9:00 a.m., 04-22-14

Whereas, A large body of research has demonstrated the cognitive benefits and increase in
academic performance of students in dual and tri-immersion programs;

Whereas, As evidenced by the growth of these programs across the state, parents have
expressed their interest in having multilingual programs, in order to prepare their children to
participate in the global economy;

Whereas, SB 1174 (Lara, D-33); which asks the Legislature to place an initiative on the ballot
to amend Proposition 227; has been introduced and is currently under consideration by the
California Senate, and

Whereas, SB 1174 has the support of the California Assn. for Bilingual Education and
Californians Together, a coalition of parents, teachers, education advocates and civil rights
groups, now, therefore be it

Resolved, That the Board of Education strongly support Senate Bill 1174, introduced by
Senator Ricardo Lara; and be it finally

Resolved, That the Superintendent direct the Office of Legislation to communicate the
Districts position to the appropriate committees of the State Legislature and the Los Angeles
delegation.

Recess into Closed Session

Reconvene to Open Session
Report on any actions taken

Adjournment

Please note that the Board of Education may consider at this meeting any item referred from a Board Meeting five calendar days prior to
this meeting (Education Code 54954.2(b)(3)).

The Board of Education may also refer any item on this Order of Business for the consideration of a committee or meeting of the Board of
Education.

Requests for disability related modifications or accommodations shall be made 24 hours prior to the meeting to the Board Secretariat in
person or by calling (213) 241-7002.

Individuals wishing to speak at a Board meeting must sign up at the meeting. There will be no sign ups in advance of the meeting.
Speakers must sign up prior to the item being acted upon by the Board. Speakers should plan to arrive early as items with no speakers may
be acted on at the beginning of the meeting.
- - - -

If you or your organization is seeking to influence an agreement, policy, site selection or any other LAUSD decision, registration may be
required under the District's Lobbying Disclosure Code. Please visit www.lausd.net/ethics to determine if you need to register or call
(213) 241-3330.

Materials related to an item on this Order of Business distributed to the Board of Education are available for public inspection at the
Security Desk on the first floor of the Administrative Headquarters and at http://laschoolboard.org/04-22-14RegBdCS.

Items circulated after the initial distribution of materials are available for inspection at the Security Desk.
NOTICE OF VIOLATIONS TO
CHARTER HIGH SCHOOL OF ARTS-MULTIMEDIA AND PERFORMING (CHAMPS)
(EDUCATION CODE 47607(c) and (d))

April 22, 2014

Page 1 of 8

Pursuant to its oversight obligations, the Los Angeles Unified School Districts Board of Education
(LAUSD Board) issues this NOTICE OF VIOLATIONS to Charter High School of Arts-
Multimedia and Performing (CHAMPS or Charter School) and its Governing Board for
committing material breach of the charter and fiscal mismanagement.

LEGAL AUTHORITY

Pursuant to California Education Code 47607(d)
1
, the authorizing entity is required to notify the
charter school in writing of any violation and give the charter school a reasonable opportunity to
remedy the violation prior to revocation. Pursuant to section 47607(c), the authorizing entity may
revoke the charter of a charter school if it finds, through a showing of substantial evidence, that the
charter school did any of the following:

(1) Committed a material violation of any of the conditions, standards, or procedures set forth
in the charter.


(3) Failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.

(4) Violated any provision of law.

The LAUSD Board shall consider increases in pupil academic achievement for all groups of pupils
served by the charter schools as the most important factor in determining whether to revoke a charter.
( 47607(c)(2).)

The LAUSD Board hereby places CHAMPS on notice of its intent to revoke the schools Charter if it
fails to remedy the enumerated violations detailed below. The LAUSD Board reserves its right to
immediately revoke the Charter upon its written determination that any violations constitute a severe
and imminent threat to the health and safety of the pupils ( 47607(d)). The LAUSD Board also
reserves the right to consider additional evidence presented to substantiate violations listed below.

The Board of Education issues this Notice of Violations to CHAMPS based on the evidence and
grounds for revocation set forth below.

1
All statutory references are to the California Education Code unless otherwise indicated.

Page 2 of 8
BACKGROUND INFORMATION

The LAUSD Board approved the renewal of the charter for CHAMPS on May 18, 2010, to serve 900
students in grades 9-12 for a five-year term that expires June 30, 2015. The charter was amended
administratively in March 13, 2014 to serve 1,000 students and to include a small independent study
program for up to no more than 50 students. The school is in its ninth year of operation and currently
serves 946 students in grades 9-12. Data show that the student population is 53% White, 27% Latino,
10% two or more races, 9% African American, and 1% Asian. The Academic Performance Index
(API) for school year 2012-2013 was 798 (a decline of 5 points from previous year). The school did
not meet annual yearly progress (AYP) and did not meet the growth target for the Hispanic or Latino
subgroup in 2012-2013.

GROUNDS AND EVIDENCE FOR ISSUING NOTICE OF VIOLATION

I. FACTS AND EVIDENCE

Misuse of CHAMPS School Funds
On March 13, 2014, Charter Schools Division (CSD) Specialist assigned to the oversight of
CHAMPS received a call from the schools Executive Director and Board President who reported
that the schools Director of Fund Development (DFD) misused the schools credit card for
personal purchases and that they had reported this to the Los Angeles Police Department
(LAPD). (Exhibit 1, Sharon Bradleys Declaration with attached report). According to the
Executive Director, the DFD charged approximately $15,000 worth of personal purchases on the
schools credit card. The Executive Director said that she confronted the DFD who accepted
responsibility and said she would make payments on the credit card. (Exhibit 2, emails to and
from CHAMPS (jsaliba@champscharter.org), Robert Kahn and Sharon Bradley, March 13,
2014.) However, the DFD abruptly resigned on or about December 2013 without paying for the
unauthorized charges to the credit card. (See Exhibit 2; also see Attached Chronology of
Events).

Through the course of CSDs follow up which included contacting the LAPD, the unauthorized
charges on the CHAMPS credit card was larger than the $15,000 reported by the Executive
Director. According to LAPD, the amount was actually $27,000. (See Exhibit 1; see also
attached Chronology of Events).

CSD has further determined through its oversight that members of the schools leadership were
aware of this breach as early as September 2013 and did not contact the police immediately to
investigate this matter. The CHAMPS CFO who serves as a Board member and Board Treasurer
also reportedly knew of the misuse of the schools credit card when he was notified by the
Executive Director on or about October 2013 that she closed the credit card account but did not
bring this issue to the Governing Board until a closed session meeting on January 27, 2014. This
is about four months after the time when the school leader became aware of the DFDs misuse of
funds. (See Exhibit 1, Sharon Bradleys Declaration; Exhibit 2, emails to and from Joanne
Saliba, Robert Kahn and Sharon Bradley; Exhibit 3, LAPD Investigative Report). CHAMPS did
not provide any evidence that they acted upon the employees misconduct by disciplining her or
terminating her at-will contract for misusing the schools credit card.

Page 3 of 8
Notice of Concern and Request for Immediate Response
On March 18, 2014, CSD issued a Notice of Concern to CHAMPS requesting documentation
and a written response to a series of questions pertaining to the schools fiscal policies and
controls, reason why the DFD continued to be employed by CHAMPS after the discovery of
theft evidenced by Board minutes from December 16, 2013, status of the police investigation,
and rationale for not reporting to CSD until March 13, 2014. (Exhibit 4, Board Minutes,
December 16, 2013; Exhibit 5, Notice of Concern Letter to Robert Kahn, Board President and
Joanne Saliba, Executive Director, March 18, 2014).

On March 21, 2014, CHAMPS responded to the Notice of Concern. CHAMPS indicated that
the DFD reports to and is monitored by the Executive Director. The reason the DFD continued
to be employed at the school after the administration found out about the misuse of the credit
card is that it initially believed that the employees personal charges on the CHAMPS credit
card was the result of a good faith mistake by the employee resulting from a mix-up in account
numbersthe employee immediately took responsibilitythe employee further immediately
expressed her intention to pay back the money. (Exhibit 6, CHAMPS Response to LAUSDs
Notice of Concern, March 21, 2014.) CHAMPS further explained that the employee offered to
sign a promissory note to repay CHAMPS on a monthly basis and that it was part of a
calculated strategy aimed at recouping the money the employee owed. Moreover, according to
the school, they believed that there was no exposure to further risk since the Executive Director
had at that time taken the precaution of severing the employees access to any of the schools
credit cards, bank accounts or any financial transactions. CHAMPS also stated that the DFD
coordinated a number of prospective donor events and a successful student concert and no
further negative incidents occurred. (Exhibit 6.)

LAPDs Investigation
On April 9, 2014, CSD contacted Detective Derr of the LAPD. Detective Derr informed CSD
that the case was closed and that in consultation with the District Attorneys Office, the case
did not amount to a criminal case. Detective Derr explained that the burden was showing
criminal wrongdoing or intent to never repay and that this standard was not met. CHAMPS
made three separate negotiation agreements with the DFD regarding repayment (check, money
order, and promissory note) instead of taking action indicating that the DFDs actions were
stealing or misuse of public funds. Therefore, according to Detective Derr, the investigation
determined that the case was a civil breach, not a criminal case. (Exhibit 1, Sharon Bradleys
Declaration and attached report). Detective Derr shared the following information from the
investigation with CSD:

The first incident happened in September 2013 when the Executive Director discovered
about $3,000 unauthorized purchase from the credit card statement. The Executive Director
had a closed door meeting with the DFD wherein the DFD agreed to pay back the $3,000.
School did not file criminal case against the DFD and she continued to work at CHAMPS
and have access to the credit card.
The second incident happened in October 2013. The Executive Director discovered that
there was about $24,000 unauthorized purchase on the schools credit card. Once again,
there was a closed door meeting with the DFD and the Executive Director. The DFD
agreed to pay the unauthorized purchase directly to American Express.
The DFD issued a $15,000 check payable to American Express but the check bounced. She
also purchased about $4,400 in money order but American Express never received it. The

Page 4 of 8
school paid all of the unauthorized charges to American Express. DFD continued to work
at CHAMPS until she voluntarily quit in December 2013.
When the school asked the DFD to pay back the money that she had agreed to pay, she sent
a letter/email to the Executive Director in January stating that she was sick and was
hospitalized. The detective explained that this would be interpreted by the courts as
indicating that the DFD cannot pay as promised reflective of a debtor/lienholder
arrangement.
The school did not discipline the DFD for her misconduct but instead made an agreement
with her that she is going to pay back about $27,000. She continued to work at school until
her sudden departure. The school only reported to the Police when the DFD quit her job.
LAPD in consultation with the District Attorneys Office concluded that the school treated
the misuse of funds as a civil agreement, not as a criminal case.
The DFD claimed that she was not informed of the credit card usage policy. CHAMPS did
not have a policy regarding legitimate credit card expenses and illegitimate expenses.
Detective Derr ran a Department of Justice (DOJ) check on the DFD which revealed that
she had a warrant for arrest for grand theft in Pasadena sometime in 2011 for telling people
that she was a cancer patient and collected about $20,000-$30,000 from people who
believed her story. Detective Derr is not sure whether the City of Pasadena is going to
pursue her case. When Detective Derr investigated the addresses for the DFD, they turned
out not to be a residence. She has not returned the detectives phone calls.
Detective Derr said that the Executive Director was aware of the DFDs arrest for grand
theft. However, she only informed the Board when things got out of hand.
On February 19, 2014, Mr. Dennis Fried, a Board Member of CHAMPS and possibly legal
counsel came and informed Detective Derr that the CHAMPS Board has directed that the
investigation and all communication regarding DFD should go to him instead of to the
Executive Director. Mr. Fried told Detective Derr that the Executive Director knew about
the DFDs prior arrest for grand theft.
(Exhibit 1, Declaration of Sharon Bradley and attached report.)
II. GROUNDS FOR REVOCATION

1. Fiscal Mismanagement (EC 47607(c)(1)(C)
CHAMPS has engaged in fiscal mismanagement. Based on the evidence, CHAMPS failed to
ensure and implement fiscal controls which led to the misuse of public school funds in the first
place and then did not take appropriate actions to rectify the breach. CHAMPS Fiscal Policies
and Procedures Handbook states the following relevant provisions:

The School Director may authorize an individual to use a school credit card to make an
authorized purchase on behalf of the school, consistent with guidelines provided by the
School Director and/or Governing Board.

a. The school card will be kept under supervision of the School Director, and authorized
individuals must sign the credit card out and must return the credit card and related
documentation of all purchases within 24 hours of the purchases, unless otherwise
authorized by the School Director.
b. If receipts are not available or are missing, the individual making the charge will be
held responsible for payment.

Page 5 of 8
c. Credit cards will bear the names of both CHAMPS CHARTER HIGH SCHOOL and
the School Director.
d. Debit cards are not allowed.

(Exhibit 7, CHAMPS Fiscal Policies and Procedures Handbook.)

CHAMPS fiscal policies and procedures require that individuals authorized to use the school
credit card must sign out and return the credit card within 24 hours of the purchases with
related documentation of all purchases, unless authorized by the School Director. Regardless
of whether the School Director (Executive Director) authorized the DFD to retain the credit
card beyond 24 hours, it is evident that proper fiscal controls were not exercised over the use
of the credit card since unauthorized personal purchases were only discovered after reviewing
monthly statements. Moreover, it is critical to point out that according to LAPDs
investigation, the Executive Director had prior knowledge that the DFD misused the schools
credit card in September 2013 for $3,000 yet the Executive Director evidently continued to
authorize the DFD to use the credit card enabling her to make unauthorized charges of
$24,000 in October 2013. (See Exhibit 1, Sharon Bradleys Declaration; see also Chronology
of Events).

2. Material Violation of Charter (EC 47607(c)(1)(A)

CHAMPS violated Element 4 of its Charter which provides, in part:

Board of Directors
The Board of Directors will have a legal and fiduciary responsibility as well as
organizational and accountability tasks for CHAMPS. The Board of Directors has
incorporated the school as a nonprofit corporation with the Secretary of State of California
(#C2712210) and the paperwork is included in the appendix.

Scope of Authority The following policies, programs and responsibilities will be under
the authority of the Board of Directors:
Strategic planning long-range goals and annual objectives;
Fiscal oversight fundraising goals;

(Exhibit 8, CHAMPS Charter (relevant portions), pp. 76-77, emphasis added.)

CHAMPS Board of directors did not exercise its fiduciary duties by failing to conduct fiscal
oversight. It is important to note that CHAMPS Board meets monthly. The first incident
occurred in September 2013 yet the Board did not hold a meeting to discuss the issue until
January 27, 2014. The Board member who serves as the schools CFO/Board Treasurer was
reportedly made aware of the misuse of credit card on or about October 2013 but it was not
discussed until the January 27, 2014 closed session meeting. (Exhibit 1, Sharon Bradleys
Declaration; Exhibit 2, emails to and from Joanne Saliba and Sharon Bradley). In responses
to CSDs oversight inquiries, the Board President accepted the Executive Directors rationale
to enter into a payment plan with the DFD. It was only when the DFD abruptly resigned

Page 6 of 8
sometime in December 2013 that the governing Board pursued action to recoup the funds by
directing the Executive Director to file a report with LAPD and the insurance company.
2

III. CONCERN REGARDING GENERAL CAPACITY TO OPERATE CHARTER
SCHOOL

In addition to and as confirmed by the specific violations described above, based on document
review and interviews, CSD has serious concerns regarding the demonstrated lack of capacity
and accountability demonstrated by the CHAMPS Board and administration in handling this
matter, and which raises larger questions about their ability to exercise sound judgment and
conduct fiduciary oversight of their school. First, it is a concern that CHAMPS had not been
completely forthcoming with information. When the Executive Director and Board President
reported the misuse to CSD, they did not disclose the September 2013 unauthorized charges in
the amount of $3,000. CSD discovered this fact through the LAPD detective. Moreover, the
Executive Director indicated that the amount that was charged in the October 2013 statement
was for $15,000 but the LAPD detective indicated that it was actually $24,000.

Moreover, CSD is concerned that the DFD may have been employed by CHAMPS in a
capacity to handle public funds and was allowed to do so without appropriate supervision in
spite of the schools knowledge of her previous arrest in 2011.
3
(Exhibit 1, Sharon Bradleys
Declaration). If this is accurate, it raises serious concerns about the school leaderships
decision making that they would hire a person to handle fundraising and allow her access to a
public charter schools credit card with this type of arrest history. Beyond this, the school
allowed the DFD continued access to the schools resources after the first abuse in September
2013. These facts amount to fatal errors in judgments on the part of the Executive Director and
cast serious doubts about effectiveness in operating a sound, legally compliant public school.

Further, CHAMPS demonstrates questionable governance by failing to discipline and report the
incident to law enforcement after discovering that the DFD committed the following series of
events: misused credit card in September 2013 for $3,000; further unauthorized charges in
October 2013 for $24,000; bounced the payment to the credit card in November 2013; and
misrepresented that she purchased money orders for payments to the credit card that was never
received in December 2013. In fact, she continued to work at CHAMPS through December
2013, made a presentation to the Board as if nothing happened, until she resigned. (See Exhibit
4; December Board Minutes; Chronology of Events).

The District also has grave concerns regarding the capacity of the CHAMPS Governing Board
to exercise its fiduciary obligations. There is no evidence that the Governing Board disciplined

2
On April 11, 2014, CSD received an email from the Executive Director informing CSD that the insurance company was
going to cover the loss of $25,468.34. As of the writing of this Notice of Violations, the CSD has not received verifiable
documentation from the school. CSD needs further documentation of this coverage and remittance by the insurance
company.

3
The school ran a Department of Justice (DOJ) background check on the DFD which according to the schools affidavit to
CSD cleared on March 4, 2013. The DFD was hired on or about February 2013. Detective Derr informed CSD that in
2011, the DFD was arrested for grand theft in Pasadena for telling people that she was a cancer patient and collected about
$20,000-$30,000 from people who believed her story. Detective Derr does not know if the City of Pasadena pursued the
case.

Page 7 of 8
or requested the administration to discipline the DFD for this serious and criminal incident.
There is also no evidence that the Governing Board conducted its own investigation into the
misuse of the credit card and the administrations actions in response to the misuse. Instead, the
Board President in its responses to CSD validated the Executive Directors rationale to instead
enter into a payment plan with the DFD. It was not until the DFD resigned abruptly that the
Governing Board decided to file a report with the LAPD. Further, because the school decided
to enter into a promissory note and provided the DFD opportunities to pay for the unauthorized
charges instead of filing a report with law enforcement, the incident which could have
otherwise been a criminal case was deemed a civil breach of an agreement and LAPD closed
the investigation. (See Exhibit 1, Sharon Bradleys Declaration and attached report). In total,
these facts also amount to fatal errors in judgments on the part of the Board and cast serious
doubts about said members effectiveness in governing a sound, legally compliant public
school.

REASONABLE PERIOD OF TIME TO REMEDY VIOLATIONS

The following violations need to be addressed and remedied on or before May 2, 2014. Please provide
a detailed, written response addressing each of the specifically identified violations. You may attach to
your written response any supporting evidence of your refutation of the identified violations or
remedial actions that have been taken by CHAMPS. Please submit your response to LAUSDs Charter
Schools Division:

Jos Cole-Gutirrez, Director
th
Floor

Upon the conclusion of the reasonable time to remedy, the LAUSD Board shall evaluate CHAMPS
response and any supporting evidence. Should the LAUSD Board deem that CHAMPS has not taken
the appropriate measures to address and remedy the above concerns and violations, a public hearing to
consider issuance of a Notice of Intent to Revoke and Notice of Facts pursuant to Education Code
47607(e) shall be scheduled. CHAMPS is also placed on notice that pursuant to Education Code
section 47607(i), should the Board of Education revoke the charter of CHAMPS based on fiscal
mismanagement, the charter school shall cease operations pending appeal.

SERVICE

Upon the LAUSD Boards approval of issuance of Notice of Violations at the public hearing dated
April 22, 2014, LAUSDs Charter Schools Division shall issue the Notice of Violations to:

Robert Kahn, Board President
6842 Van Nuys Blvd.
Van Nuys, CA 91405
Email: rkahn@champscharter.org
School Number: (818) 994-4744

Page 8 of 8
CHAMPS Chronology of Relevant Events
(Evidence in Attached Exhibits)
Date Event
September 2013 Executive Director discovered misuse of schools American Express
credit card for $3,000 by the Director of Fund Development (DFD).
Executive Director confronted the DFD about it. The DFD remained in
her role.
October 2013 Executive Director discovered personal use/unauthorized purchases when
reviewing credit card statement. (Per LAPD detective, the amount was
$24,000). Executive Director confronted the DFD who accepted
responsibility for the purchases. Her explanation at the time was she
thought she was using another personal account.
Executive Director took the card and closed the account and informed the
schools CFO/Board Treasurer. The DFD remained in her role.
November 15, 2013 DFD submitted a $15,000 personal check to the credit card company for
payment. Within a few weeks, the check was returned for insufficient
funds. The DFD remained in her role.
December 2013 DFD sent Executive Director copies of a series of money orders made out
to the credit card company for payment. The credit card company did not
receive the money orders.
DFD worked out a payment plan with the Executive Director to pay the
charges back by the end of the school year.
DFD abruptly resigns without signing the Promissory Note.
January 2014 On January 27, the Board was notified by the Executive Director of the
misuse of the credit card in a closed session meeting. The Board
instructed the Executive Director to file a police report and make a claim
to the insurance company.
Police report filed on January 29, 2014.
March 13, 2014 Executive Director and CHAMPS Board President called Sharon Bradley,
CSD Specialist, and informed Ms. Bradley about the DFDs misuse of the
schools credit card for personal purchases.

The phone call was followed up with an email summarizing the incident
reported.
March 18, 2014 CSD sends Notice of Concern to CHAMPS with a deadline to respond by
March 21.
March 21, 2014 CHAMPS sends their response to Notice of Concern.
April 9, 2014 CSD conducted phone conference with LAPDs Detective Derr who
explained the details of his investigation and that the case was closed from
a criminal standpoint.
EXHIBIT 1
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DECLARATION OF SHARON BRADLEY

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I, Sharon Bradley, declare as follows:
1. I am a Specialist in the Charter Schools Division (CSD) of the Los Angeles Unified
School District (LAUSD or District). I have held different positions and
responsibilities in the CSD since 2006 which included reviewing charter petitions and
conducting charter school oversight. In my current position as Specialist, I am part of a
team assigned to conduct oversight of certain charter schools authorized by LAUSD,
including the Charter High School of Arts-Multimedia and Performing (CHAMPS).
2. I have personal knowledge of the matters contained within this Declaration, and if I am
called upon to testify as to the statements made herein, I could and would competently
testify hereto.
3. On March 13, 2014, CHAMPS Executive Director, Joanne Saliba, and CHAMPS Board
President, Robert Kahn, called and informed me that the schools Director of Fund
Development (DFD) misused the schools credit card for personal purchases in October
2013. Ms. Saliba stated the following: On or about October 15, 2013, she discovered
unauthorized personal purchases of about $15,000 on the schools American Express
credit card statement. Ms. Saliba said she confronted the DFD who was apologetic and
said she mistakenly thought the card was her personal card and said she would pay the
bill. The DFD sent a check for $15,000 to American Express but when Ms. Saliba
checked with American Express she found out that the check for the payment was
returned for insufficient funds. Ms. Saliba confronted the DFD about this. The DFD was
apologetic and said she purchased 10 money orders to mail as payment to American
Express. Ms. Saliba believed that the DFD had cashed the money orders back and that
those payments were never made to American Express. Ms. Saliba also shared that there
was a warrant out for the DFD as there had been other victims.
4. Board President Robert Kahn said that the board was told about this incident at a closed
session meeting in January 2014. They had informed their legal counsel and were
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working with their legal counsel. The board had directed Ms. Saliba to file a police
report and to contact their insurance company. They were waiting to hear back from the
police. He thought the DFD pretended she would pay the money back as a way to trick
or delay Ms. Saliba into not taking action against her.
5. After the call, I emailed Ms. Saliba and requested her to summarize what they stated in
writing. On the same day, March 13, 2014, Ms. Saliba emailed me with the summary of
what was reported on the phone call.
6. I emailed Ms. Saliba back (and copied Mr. Kahn) after reviewing her summary email and
asked why it took long for CHAMPS to report the incident to CSD after first knowing
about it in October 2013. Mr. Kahn replied to the email stating that he believed Ms.
Saliba sincerely thought that the DFD would actually pay the monies back in a reasonable
timeline and that Ms. Saliba discussed the matter with the board in closed session at the
next scheduled meeting in January 27. He also explained that they have been playing
telephone tag with CSD since sometime in early to mid-February.
7. On March 18, 2014, after consulting with the CSD Senior Coordinator and Fiscal
Services Manager, I sent CHAMPS a Notice of Concern requesting that CHAMPS
provide responses to documentation and questions related to the incident. A response
was requested by March 21, 2014.
8. On March 21, 2014, I received CHAMPS response to the Notice of Concern. Part of the
response indicated that the detective assigned to the police investigation indicated that at
that time the case was not considered a criminal matter because of lack of evidence that
the DFD intended to steal and conceal since the credit card statements were monitored
monthly by the Executive Director, she acknowledged she had to repay, and that there
was evidence she intended to repay but could not afford it.
9. On April 9, 2014, I called Detective Derr of the Los Angeles Police Department who
investigated the report filed by CHAMPS against the DFD. Joanne Vu, CSD Fiscal
Services Manager, was also on the phone call with me. Detective Derr informed me and
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Ms. Vu that the case was closed and that in consultation with the District Attorneys
Office, the case did not amount to a criminal case. Detective Derr explained that the
burden was showing criminal wrongdoing or intent to never repay and that this standard
was not met. CHAMPS made three separate negotiation agreements with the DFD
regarding repayment (check, money order, and promissory note) instead of taking action
indicating that the DFDs actions were stealing or misuse of public funds. Therefore,
according to Detective Derr, the investigation determined that the case was a civil breach
not a criminal case. Detective Derr shared the following information from his
investigation:
The first incident happened in September 2013 when the Executive Director discovered
about $3,000 unauthorized purchase from the credit card statement. The Executive
Director had a closed door meeting with the DFD wherein the DFD agreed to pay back
the $3,000. School did not file criminal case against the DFD and she continued to work
at CHAMPS and have access to the credit card.
The second incident happened in October 2013. The Executive Director discovered that
there was about $24,000 unauthorized purchase on the schools credit card. Once again,
there was a closed door meeting with the DFD and the Executive Director. The DFD
agreed to pay the unauthorized purchase directly to American Express.
The DFD issued a $15,000 check payable to American Express but the check bounced.
She also purchased about $4,400 in money order but American Express never received it.
The school paid all of the unauthorized charges to American Express. DFD continued to
work at CHAMPS until she voluntarily quit in December 2013.
When the school asked the DFD to pay back the money that she had agreed to pay, she
sent a letter/email to the Executive Director in January stating that she was sick and was
hospitalized. The detective explained that this would be interpreted by the courts as
indicating that the DFD cannot pay as promised reflective of a debtor/lienholder
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arrangement.
The school did not discipline the DFD for her misconduct but instead made an agreement
with her that she is going to pay back about $27,000. She continued to work at school
until her sudden departure. The school only reported to the Police when the DFD quit her
job.
LAPD in consultation with the District Attorneys Office concluded that the school
treated the misuse of funds as a civil agreement, not as a criminal case.
The DFD claimed that she was not informed of the credit card usage policy. CHAMPS
did not have a policy regarding legitimate credit card expenses and illegitimate expenses.
Detective Derr ran a Department of Justice (DOJ) check on the DFD which revealed that
she had a warrant for arrest for grand theft in Pasadena sometime in 2011 for telling
people that she was a cancer patient and collected about $20,000-$30,000 from people
who believed her story. Detective Derr is not sure whether the City of Pasadena is going
to pursue her case. When Detective Derr investigated the addresses for Ms. Berry, they
turned out not to be a residence. She has not returned the detectives phone calls.
Detective Derr said that the Executive Director was aware of the DFDs arrest for grand
theft . However, she only informed the board when things got out of hand.
On February 19, 2014, Mr. Dennis Fried, a Board Member of CHAMPS and possibly
legal counsel came and informed Detective Derr that the CHAMPS board has directed
that the investigation and all communication regarding DFD should go to him instead of
to the Executive Director. Mr. Fried told Detective Derr that the Executive Director
knew about the DFDs prior arrest for grand theft.
(The above account from Detective Derr was contemporaneously documented in the
attached report CHAMPS-Misuse of Public Funds dated April 9, 2014, by Joanne Vu,
Fiscal Services Manager and Sharon Bradley, Specialist).
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10. On April 10, 2014, Ms. Vu and I placed a follow up phone call to Detective Derr to
clarify how the detective knew that the Executive Director was aware of the DFD's prior
arrest in 2011. Detective Den' said that on February 19,2014, Mr. Dennis Fried, a Board
Member of CHAMPS and possibly legal counsel, came and informed him that the CHAMPS
board has directed that the investigation and all communication regarding the DFD should go
to him instead of to the Executive Director. Mr. Fried told Detective Derr that the Executive
Director knew about the DFD's prior arrest for grand theft.
I declare under penalty of peljury under the laws of the State of California that the
foregoing is true and correct. Executed this lih day of April 2014 at Washington, D.C.
SHARON BRADLEY
DECLARATION OFl;HARON BRADLEY
6 of 54
CHAMPS MISUSE OF PUBLIC FUNDS
Detective Derr conducted the investigation Phone number 818-374-0054
Police Report: DR No. 1409-05452
Police Report completed: 4-3-14
Phone number for Police Records to order copy of report: 213-486-8310

Background: Katie Berry, Director of Fund Raising at CHAMPS used school credit card to charge about
$27,000 unauthorized /personal purchases.

Summary: The information in this document solely reflects information provided to the Charter Schools
Division by Detective Derr in a phone conference based on his investigation. The Grand Theft case is
closed. The burden for the case was showing criminal wrongdoing or intent to never repay. This
standard was not met. In essence, CHAMPS made 3 separate negotiation agreements with Ms. Berry
regarding repayment (check, money order, promissory note), none of those agreements in writing
instead of taking action indicating that Ms. Berrys actions were stealing, a crime, or misuse of public
funds. Therefore, the investigation of the case has determined that it was a civil breach, not a criminal
case as per Detective Derr, in his consultation with the District Attorney, due to the following reasons:

1. First incident happened in September 2013
a. Joanne Saliba, Executive Director, discovered about $3,000 unauthorized purchase from
the credit card statement. Joanne had a closed door meeting with Katie. Katie agreed
to pay back the $3,000. School did not file criminal case against Katie; she continued to
work at CHAMPS, and have access to the credit card. There is no documentation
regarding the meeting.
2. Second incident happened in October 2013
a. The Executive Director discovered that there was about $24,000 unauthorized purchase
from Katies credit card. Once again, there was a closed door meeting with Katie and
the Executive Director. Katie agreed to pay the unauthorized purchase directly to
American Express. There is no documentation regarding this meeting.
b. Katie issued $15,000 check payable to American Express but the check bounced. She
also purchased about $4,400 in money order but American Express never received it.
School paid all Katies unauthorized charges to American Express. Katie continued to
work at CHAMPS until she voluntarily quit in December 2013.
c. When the school asked Katie to pay back the money that she had agreed to pay Katie
sent a letter/email to Joanne in January stating that she was sick and was hospitalized.
This would be interpreted by the courts as Katie indicating that she cannot pay as
promised, reflective of a debtor lienholder arrangement.
3. The School did not discipline Katie for her misconduct but instead made an agreement with her
that she is going to pay back about $27,000. She continued to work at school until her sudden
departure. School only reported to the Police when Katie quit her job.
4. Police Department concluded that school treated the misuse of funds as a civil agreement, not
as a criminal case.
5. Katie claimed that she was not informed of the credit card usage policy. CHAMPS did not have a
policy regarding legitimate credit card expenses and illegitimate expenses.
6. Police did the DOJ on Katie. She had a warrant for her arrest for grand theft in Pasadena. She
told people there that she was a cancer patient, and collected about $20,000-$30,000 from
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people who believed her story. Detective Derr is not sure whether the City of Pasadena is going
to pursue her case. When Detective Derr investigated the addresses for Ms. Berry, they turned
out not to be a residence. She has not returned the detectives phone calls.
7. Detective Derr said that the Executive Director was aware of the past grand theft on Katie.
However, she only informed the board when things got out of hand.
8. On February 19, 2014, Mr. Dennis Fried, a Board Member of CHAMPS, (and Attorney?) came
and informed Detective Derr that the CHAMPS board has directed that the investigation and all
communication regarding Ms. Katie Berry should go to him, Board Member Fried, instead of to
the Executive Director.

4-9-14
Joanne Vu, Fiscal Services Manager
Sharon Bradley, Specialist
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EXHIBIT 2
9 of 54
Bradley. Sharon
From:
Sent:
To:
jsaliba@champscharter.org
Thursday, March 13,20144:38 PM
Bradley, Sharon; Bob Kahn
Subject: RE: employee allegation
Thank you, Sharon. Bob's response clearly expresses my intention.
Joanne
Joanne D. SalIba
Executive Director
CHAMPS
Charter High School of the Arts - Multimedia & Performing
818-994-4744
www.champscharter.org
-------- Original Message --------
From: "Bradley, Sharon" <sharon.bradley@lausd.net>
Date: Thu, March 13, 20144: 32 pm
To: "Bob Kahn" <bkahn@champscharter.org>
Cc: <jsaliba@champscharter.org>
Thanks for the additional background. I've started working with my Senior, Tom, on this and weill be back in
touch.
Sliaron 2Jradiey

Cliarter Scfioofs 'Division
213241.0350
213.241.0399 (mainRne)
MISSION
The LAUSD Charter Schools Division fosters high quality educational opportunities for all students in the
greater Los Angeles community through exemplary charter public school authorizing, oversight, and sharing of
promising practices so that all students maximize their potential
From: Bob Kahn [ mailto:bkahn@champscharter.orgl
Sent: Thursday, March 13, 20144:28 PM
To: Bradley, Sharon
Cc: jsaliba@champscharter.org
1
10 of 54
Hi Sharon-
I believe that Joanne sincerely thought and trusted that this now-former employee would actually pay the monies
back within a reasonable timeline; this obviously went out the window when she stopped showing up for work in
mid-January and then called in her resignation via telephone.
Joanne waited to discuss this matter with the Board in closed session during our next scheduled meeting on
January 27'h, during which she was instructed to first contact both LAPD and our insurance carrier in order to file
the appropriate reports and claims and to recover the missing funds. I believe that we have been playing
telephone tag with your office since sometime in early- to mid- last month ... and here we are today.
Does this address your initial question I concern?
Bob
Robert M. Kahn
President and Chairman of the Board of Directors
CHAMPS Charter High School of the Arts -
Multimedia & Performing
(818) 981-3900 - office direct V
(818) 981-3555 - facsimile D
IDrJ
From: Bradley, Sharon [ mailto:sharon.bradlev.@Jpusd.netJ
Sent: Thursday, March 13, 2014 4: 18 PM
To: jsaliba@chamoscharter.org
Cc: Bob Kahn
Joanne and Bob,
One immediate question from looking at the timeline is, if school became aware in October of initial incident,
what is rationale for waiting so long to inform our office?
Thanks,
sharon
From: jsaliba@champscharter.org [ mailto:jsaliba@cbampscharter.org]
Sent: Thursday, March 13,20144:00 PM
To: Bradley, Sharon
Cc: Bob Kahn
Dear Sharon,
Per the phone conversation I had with you and Bob Kahn this afternoon regarding the misuse of
CHAMPS Business Credit Card:
Name of staff member: Director of Fund Development - full time salaried
administrator
Amount used for personal purchases with business credit card: Approx. $20,000
CHAMPS action taken: On 10/15/13, when the credit card statement came with approx.
$15,000 of personal purchases, Ms. was confronted and she accepted responsibility
for the purchases. Her explanation at the time was she thought she was using another
personal account. I took the card and closed the account.
:2
11 of 54
" Ms.? & action taken: She stated she planned to pay it back. On 11/15/13, she
submitted a $15,000 check to the credit card company. Within a few weeks, the check
was returned as insufficient funds. On 12/22/13/ she then sent me copies of a series of
Money Orders made out to the credit card company for a total of $3600. The credit card
company did not receive the Money Orders. She worked out a payment plan with me to
pay it back to the end of the school year. A few weeks later she abruptly resigned without
signing the Promissory Note .
J"' " CHAMPS action taken: We had an attorney and had a Promissory Note
drawn up for Ms. _, which she said she would sign. Our efforts up to this point were to
retrieve the money and have her make good on the misuse of funds.
Board Notification: After the account was closed, the Board member acting as the school's
CFO and Treasurer was notified. All efforts were to have Ms. _ make good on the
payments which she continued to insist she would do. When that didn't happen, the Board
was notified by the ED at the next Board meeting on 1/27/14 in closed session. Because
Ms. not sign a Promissory Note, the Board instructed the ED to file a police report
and make a claim to the insurance company.
Sharon, this has put CHAMPS reputation in a extremely difficult position, for which I take
responsibility. Our good reputation is very important and many people have worked hard to
maintain it. At the least, I hope we will be able to replace the taxpayer funds, so there will be
minimal financial loss.
Please let me know if I can answer any more of your questions.
Joanne
Joanne D. Saliba
Executive Director
CHAMPS
Charter High School of the Arts - Multimedia & Performing
818-994-4744
www.champscharter.org
-------- Original Message --------
Subject : employee allegation
From: "Bradley, Sharon" <sharon.bradley@lausd.net>
Date: Thu, March 13, 2014 2:46 pm
To: <jsaliba@champscharter.org>
Joanne,
Please send the written summary as soon as possible today.
Thanks,
Sliaron 2Jradli!y
!.peciallst
Charter Scfioofs 'Division
213241.0350
213.241.0399 (mainane)
MISSION
3
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The LAUSD Charter Schools Division fosters high quality educational
opportunities for all students in the greater Los Angeles community
through exemplary charter public school authorizing, oversight, and
sharing of promising practices so that all students maximize their potential
13 of 54
EXHIBIT 3
14 of 54
Mar 141411 :23a Champs Charter Main
1 p. 1

-
F
LoS Angeles Depanment U Ce!.I31NLil E II . fl.EII()IU
raga of C3.01.00 (01113)
INVESTIGATIVE REPO ... ;.;. R;,; T'------. ___ - ----'=U=----i;II.L - -...,. ...
REPORT OF: I'" "1
i II I INC'
r I .J ... I I' V,I \) / ....
DR.
CASE SCREENING FACTOR(S)
' .. _
.. I r ( -
viers VEH.ClFI"lV.:x.VEDlYEAR.MIIKE.MODEL.TYPE.:;o.aR.LIC.NO. ! NOTIFlCArtON(S) S DIVISIOIII j I1EPORT(S) ITVPE & OR "I
MO Ir. U!;r IJIIIOUB 1= SHORT FORM. DESCRIBE susl'=crs ACTIONS It! BRIEF PHRASES INCLU[)ING {iEr.PON USED. 00 NOT REPE:'T ABOVE "JFa BUT CLJ,RIF'i
,t. ' F OF 'H.E MISSING IlEVS ARE ITEIJIIZE ... r-IJ IT="S r,1ISSING IN -HIS NoI""": liE .......
..J':.r-. . . :,N. ,} .... /i.-/": /i"',,'" yf/?}-J "_' _ . _,'--..' / . n
l
" . ,_ .
/.
. ............. .,. to...."- ,, [I':"'r' "'.,,, l J DOMESTIC LJ
CARD PROVIDED TO T1-1E .... (CTlM IL.J- CflIMElINCIDErrr . VIOLENCE
I
I
REPOATING
EMPLOYEE(S)
lisr NAME
1-7 ...: ,./'./'j - ,.f'- / /
f
THIS REPORT DOES NOT CONSTITUTE VALID IDEN.TIFICATION
KEEP THIS REPORT FOR REFERENCE. INSTRUCClONF.S EN ESPANOL AL REVERSO.
Your case will be assigned 10 a detective for follow-up investigation based upon specific facls obtained during Ihe inilial investigation.
Studies ilave shown that tire presence of these facls can p/"edict whether a detai!edJallowup wOllid likely resu!1 ill the!
arrest and prosecutiOlI of tlie suspect(s) or the recovery of property. in a /IIi/nner thar is cos/-l!fiectil'c to yo II, the taY.payer. SigniJi'calll
decreases in personnel have made It impossible for detectives to personally each and every case with all crime victims. A
\vi/l not rOUlinel,v conlact you, emless the reqrcires additional illformation.
TO REPORT ADDITIONAL II\FORMATIO:'ol: If you have specific facts 10 provide which might ill the investigation of your case. please
deteclive Monday through Friday. between 8:00 A.M. and 9:30 A.M .. 0:- bClwe.en 2:30 P.i\1. "nd 4:00 P.M. at telephone ;lumber
. If tile delecrive is nol available when ),ou call, p(ea,c leave a message and include the telephone number where you

COPY OF REPORT: [f you wish to purchase a copy of the complete repoct, phone (213) 486-8130 to obtain the purchase price. Send a
check or money order payable to ule Los Angeles Police Deparunent to Records and Identification Division. Box 30158. Los Angeles, CA
90030. Include a copy of this report or the following information with your request: I) and address of victims; 2) Type of report und
DR number (if listed ahove); 3) Date and locaticn of occorrence. f"OTE: Requests not accompanied by payme:Jt wi!lno: be procC5S00.
DR NUMBER: If not entered on this form. the DR Dumber may be obtained by wri'.!ng to Records itad [dcntit'icalion Div!sion and giving tile
information needed to obtain a copy of the report (sec above paragraph). Specify that you only w:mt tl:e DR 1H!l11ber. II wi:J be forwarded
WJlhout delay. There:& no charge for this service.
CREDIT CARDS/CHECKS: Jmmedialely nOlify concerned credit corporation or banks [0 avoid possibility of being liable for else
using your stolen or (ost credil card or check.
HOW YOU CAN HELP mE INVESTIGATION OF YOUR CASE:
* Keep this memo for referencc.
* If slolen items have sodal numbers not available at time of report, attempt to locate them and phone thel:l to dc,ective at the Listed number.
* If you discover additional losses, complete and mail in the Supplemental Property La.>.'> form given to you by the reportir.g t:mploycc.
* Promptly report recovery of property.
* Promptly report additional informatioa such as a neighbor informing yoo of su"piciou5 activity at time crime occurred.
VICI'IMWITNESS ASSISTANCE PROGRAM: The Los Angeles City and County Victim-Witness Assistance Program (VWAP) can help to
determine if you qualify for Victim of Violem Crime compensation. If you qualify. they will assist with fill ing your claim application. If are
a "lctir:t or a witness to J. crime illlC will be going to court, they will explain the court procedures to you. Their may alsD assist you wi:h
other problems created by the crime.
To find Ihe program location nearcst to you. call the Victim Witness Program at me Los Angeles City AttOrney's Office
(213) 485-6976, or the l.os Angeles County District Anofflc/s Office (213) 9747499.
VICTIMS OF VIOLENT CRIME COMPENSATION: Refer to paragraph lit bottom of reverse side.
www.LAPDOnline.org
www.ininT.APJ").r.nrn
15 of 54
EXHIBIT 4
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A. CALL TO ORDER
QHAHPS
CHARTER HIGH SCHOOL
01 lne ort, . "'.Ilinedaordpe<lClrrilg
BOARD OF DIRECTORS MEETING
Monday, 12/16/13,6:30 PM
Room 401
6842 Van Nuys Blvd. , Van Nuys, CA 91405
AGENDA
8, ORGANIZATIONAL MATTERS
I . Roll Call: Mr. Paul DeBonis, Ms. Kerry Edelstein, Ms. Roxane Eskan, Mr. Jeffrey Favretto,
Mr. Roland Fink, Mr. Dennis Fried, Mr. Robert Kahn, Mr. lohar Loshitzer, Mr. Peter Miller, Mr. Rob Pait,
Dr, Henry Soper, Ms. Wendy Spinner
ActIClli ~ i , 2. Adoption of Agenda
Act iml, Item J 3. Approval of Minutes: 11/18/13 Board Meeting
C. INTRODUCTION OF SPECIAL GUESTS
D. ANNOUNCEMENTS
1:. PUBLIC COMMENTS
Comments will be limited to 2 minutes per person and 10 minutes per topic. There will be a limitation of 30 minutes total for this
item on the agenda. Responses mayor may not be given.
F. REPORTS.! PRESENTATIONS
1. General
a. Student Council Report: Simon Fields, President
b, Governance Council Report: Michael Woods, President
c. Faculty Presentation: Madeleine Dahm, Artistic Chair, Dance Academy
2. Management Reports
a. Principal 's Report: Linda Pierce
i. School Site Council
ii. Technology Update
iii. Special Education Update with Kathryn Howard, Assistant Principal
b, Operations Report: Christopher Borunda, Consultant
i. Risk Management with Wendy Spinner, Board Member
ii. Enrollment Update
c, Fund Development Report:' Q, Fund Development Director
i. 12-11-13 Holiday Concert Update
ii. Fund Development YTD Revenue Update
d. Executive Director Report: Joanne Saliba
i. Staff Evaluations
ii. Medical Insurance Update
Hi. Enrollment & Attendance Update
3. Financial Report
a. Financial Review: Rollie Fink, Treasurer
l. October Financials Report
Ii. 6/30/13 Annual Audit Report
G. OLD BUSINESS
H. NEW BUSINESS
I. CLOSED SESSION (if necessary)
1. Real Estate Matters pursuant to Govt. Code 54956.8
2. Personnel Matters pursuant to Govt. Code 54957, subd. (b)
J. RETURN TO OPEN SESSION (if closed session occurs)
K. ADJOURNMENT
Any person with 0 disability who requires a modification or accommodation, including auxiliary aids or services, in order to participate in a public
meeting of the CHAMPS Board of Directors may request such modification or accommodation from Joonne Saliba, at 818.994,4744 or
jsaliba@champscharter,org, Please make any requests at least 12 hours prior to the meeting.
17 of 54
EXHIBIT 5
18 of 54
Cliarter SchooCs (j)ivision
th
Floor
Los Angel es, CA 90017
_ Office: (213) 241 -0399 Fax: (213) 241 -2054
March 18,2014
Mr. Robert Kahn, Board President
Ms. Joanne Saliba, Executive Director
CHAMPS- Charter High School of Arts,
Multimedia/Performing HS
6842 Van Nuys Blvd.
Van Nuys, CA 91405
SENT VIA EMAIL
JOHN E. DEASY, Ph.D.
Superintendent
MATT HILL
JOSE COLE-GUTIERREZ
Director, Charier Schools Division
Notice of Concern: IMMEDIATE RESPONSE REQUIRED REGARDING - EMPLOYEE
MISUSE OF SCHOOL FUNDS
Dear Board President Kahn and Executive Director Saliba:
This letter serves as the Charter Schools Division's formal Notice of Concern and request for
information after your disclosure on March 13 about the school's Fund Development Director's
misuse ofthe school's credit card for personal purchases in October 2013.
Please provide the following documents and written response where requested to Ms. Sharon
Bradley, Specialist, and Ms. Joanne Vu, Fiscal Services Manager by Friday, March 21, 2014.
Fund Development Director's job description
Employment contract between the Fund Development Director and the school
The school's fiscal policy and procedures manual
Provide a written response to the following questions:
Did the Director of Fund Development have the ability to make deposits,
have access to cash and/or other school funds beyond the credit card? If
so, has the school investigated whether those funds have been
compromised and/or misused?
In your organizational structure, to whom did the Director of Fund
Development report? Who monitored this employee?
After the school became aware of the misuse of public funds in October
2013, the Charter Schools Division noticed that board minutes and
agendas indicated that the Director of Fund Development continued to
make reports to the Board after October 2013. Please provide an
explanation as to CHAMPS' decision to have the Director continue in this
role after being aware of the misuse of funds.
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To date, what is the status of the police investigation?
What is the board's policy regarding employee misconduct? What was
your rationale for not reporting it to the Charter Schools Division until
March 13, 2014?
Thank you for you swift attention to these matters,

Sharon Bradley
Specialist
sharon. bradley@lausd.net
c: Joanne Vu, Fiscal Services Manager
Aaron Eairleywine, Central Business Advisor
Torn Nichols, Senior Coordinator
Dr. Robert Perry, Administrative Coordinator
20 of 54
EXHIBIT 6
21 of 54
March 21, 2014
Sharon Bradley, Specialist
LAUSD
CHAHPS
CHARTER HIGH SCHOOL
of the arts - multimedia and performing
6842 Van Nuys Blvd., Van Nuys, CA 91405
Office: 818-994-7614 Fax: 818-994-9381
VIA EMAIL
sharon.bradley@lausd.net
Re: CHAMPS' Response to LAUSD's Notice of Concern: Employee Misuse of Funds
Dear Sharon:
Please allow this letter to respond to your email and attachment of March 18,2014, in which
you requested that we provide you with further information by March 21, 2014. Pursuant to
your request, attached are the following documents:
Director of Fund Development Job Description
Employment Agreement between Director of Fund Development and school
The schools' fiscal policy and procedures manual
Additionally, you also asked that CHAMPS provide a written response to the following
questions:
Did the Director of Fund Development have ability to make deposits, have access to
cash/or other school funds beyond the credit card?
RESPONSE: No.
In your organizational structure, to whom did the Director of Fund Development
report?
RESPONSE: The Executive Director
22 of 54
,
Page 2
Who monitored this employee?
RESPONSE: The Executive Director monitors the employee's normal job
performance. Additionally, after the Executive Director closed the credit card
account, she also notified the CFO who also became involved in the situation. The
Executive Director and the CFO worked together to facilitate the returning of the
funds from Ms .....
After the school became aware of the misuse of public funds in October 2013, the
Charter Schools Division notices that board minutes and agendas indicated that the
Director of Fund Development continued to make reports to the Board after
October 2013. Please provide an explanation as to CHAMPS' decision to have the
Director continue in this role after being aware of the misuse of funds.
RESPONSE: It was initially believed that the employee's personal charges on
CHAMPS' credit card was the result of a good faith mistake by the employee
reSUlting from a mix-up in account numbers. The employee immediately took
responsibility, stating that she had confused CHAMPS' account number with her
personal account number. The employee further immediately expressed her
intention to pay back the money. The employee offered to sign a promissory note if
she was permitted to repay CHAMPS on a monthly basis. During this time, the
Executive Director permitted her to continue to work as a part of a calculated
strategy aimed at recouping the money the employee owed to CHAMPS. Since the
Executive Director had already taken the immediate precaution of severing the
employee's access to any of the school's credit cards, bank accounts or any financial
transactions, there was no exposure to further risk. In fact, during this time, the
employee did, in fact, coordinate a number of prospective donor events and a
successful student concert held at a public venue and no further negative incidents
occurred.
To date, what is the status of the police investigation?
RESPONSE: As of 3/11/14, the detective was going to try and speak with Ms . ..-,
to determine if the case should go to the DA. His opinion at that point was the case
was not criminal due to the following factors:
o Lack of evidence that she intended to "steal & conceal" (statements were
monitored by Executive Director on a monthly basis)
o She acknowledged she had to repay
o There is evidence she intended to repay
o She attempted to repay back and couldn't afford it
23 of 54
Page 3
As of 3/18/14: Per the detective, though he hasn't spoken to '27 F, "there is
zero chance of prosecution." He stated he will get back to me if there is a change.
What is the board's policy regarding employee misconduct?
RESPONSE: See Attached from Employee Handbook, Page 12: Discipline and
Involuntary Terminations.
What was your rationale for not reporting it to the Charter Schools Division until
March 13,20141
RESPONSE: Initia"y, this was an employment issue to be handled internally.
However, when it became obvious at the end of January, 2014, that there would be
no good faith payments made & the Promissory Note was not signed, the Executive
Director reported the matter to the school's Board as we" as to LAPD and the
school's insurance carrier. It was also to be reported to LAUSD. However, due to
difficulty coordinating Sharon Bradley's and the Board Chairman's & Executive
Director's schedules, it was a few weeks before a telephone conference to discuss
the matter could be arranged.
Sincerely,
/ j .
( jI'rt'dL II/t,,,[.
~ j o a n n e D. Saliba
Executive Director
24 of 54
EXHIBIT 7
25 of 54
CHAMPS Charter High School
Fiscal Policies and Procedures
Handbook
m ~ : n ~ ? o n
- - 'f/ Through Charter Schools
26 of 54
T ABLE OF CONTENTS
Cover ....... . .... .. . .... It ." ...... " ...... . ...... " . fa .. .. .. , , . ....... . . . , .. . ........ , . .. . ... . .... . . , .. ... ... ,.' .... .. .... t
Table of Contents, ........ " .. " .... I of II t .. .. . .. 'fI " .... .. ...... , ...... , .. " .. " .. " .......... I .. .. t F " .. " .. I .. 1Oi .. " .. .. " .. ... ,t ' .... Ii .... of , " of .. :o ........ .. " .. , .. ,ii
Overview ................................... ,+, " .. .. .. .. ......... . " .. ........... " ....... .. ............. ...... .. . ... .. ...... .. .... " ... " ' .. . I,;,rj ..... t .. I .. ... .... . . ...... " .. . . "' .... 1
Annual Financial Audit .... i .. I I' ... .. .................. .. .......... ' . ..... .. ' .. ... .. ......... " ........ t.'.ii ll .. <l .... .. ................. ... ' ". ]
Purchasing " ......... .... '. I " " ..... . ... ........... " .... .. .... i jj . ... .... ..... " .. ' ... f. i! . ' .. ..... .. .. t. ll li ... 14 f-"' -f. ' ............. 1 ' 2
Petty Cash ....... ..... ''' .... ........ . .. ' ' ....... .. a .. . .. ... . ........ " " . . . . .. ...... + .. ++I.i ......... " . . ........... . ... 4 i I ..... . 11 . . .. ' .. . .. ... . ......... . ... 2
Contracts ! . , I ,. i .... I , ............ ' " ' ................. ' ... ...... .. . . ,. ,,, .............. . _ ... ...... . . .. ... .... .. ... f " , 3
Accounts Payable .... ..... ' .. ',..... i .i. I I . . . ... ... . ! . 'I '" . " .............. ... "'! ."! .. .... ,. I ......... .......... ++ .. ' 5
Ban.k Checks _ ................ ...... ...... .. '! , ' . . . . .. ...... .... . . .... ,. " .. . . ... .. 5;0 . .. .. ' . .. ........ ......... .. ,. ,." , . . ....... 5
Ban.k Reconciliation ." .. ....... , .. . .. " ' , . ... .. .... . .. l t I . ... . ""m t i .t+ .. ...... t .. ................. 6
Accounts Receivable .... i. .. . ... . " " " ...... .. .... .. ... ; ' ' .... . " , , ,, ...... . ....... --1 .. . ........ .. .... . i ... ....... " 7
Cash Receipts (Cash and Checks) ..... , ............ ...... ........................................................... " ......... ... 7
Retu.med Check Policy ... Ir . Io. i . " + .. . .... '! '! .......... , ' ......... . .. ... .. ... fi 1i ... .......... . . .... I I "" "ii " 8,
PersoIlllel .... + ,. .. ... ............... I . , io it . ii .. .. ..... ;O . ' ... ..... " .. , t , " I " i !1 " ' . 9
Payroll ......... ..... + .. .. . .. I '" , ,,.10101 . .... It .. . ... . !! .... .. ....... .... .. " ..... " ....... .... ... " .. ... ... . "" . ! I '" .. ....... " .......... """ ........... . .. . .. . . . 11 .... . .. 9
Timesheets , .. .. .. .... .. ........ .. .. m ......... t.I , ........ .. . ' . ..... .. . .. ....... .. . ................. " . ...... . n ... .. 1 0
Overtinle .. r .. .. ... , . ...... ............ ' ..... R ...... ... .. .. B t .. .. , .......... . .... . . ........... . .. . .... .. .. , ........... . .. . .. ..... '' , _ . 10
Payroll Processing ............ .. ........ ". '' ..... 110 1 1o. 1 .. 1'' .... ,.,. ... .. ,, " . ........... .. ...... . 11 10' . ..... ..... , ..... ............ . ... ...... .. ... ,. ..... .. 10
Payroll Taxes and Filings ... ..... .............. " ......... ... ................ ............ .... , ... .. ................ ,.""."." ........ .. 11
Record Keeping .. 1. i ,. ................. .. .. ..... ,, + .... . ' .. .. .. . . ,., 4 ' . r .... .. .. . .. , , ... , "<t ... .......... Ii 11
Expenses ....... " .. " ...... " ............ .. ... + I ! I t ... ' . .. .. .. ..... ' .. .... . " . ... . ' .. . ......... . +-+ 1. 01 . + .. .. +- ................. . " ......... . j i , .... . . . , t--.. ....Io ' .. ......... . ... " .... . 12
Expense Reports ..... '.' ...... ............ . .. ......... . . . . ! .. ......... . . ... .. " ..... .. ... . . . .. ... ' ........ ........ ...... . " 1 . f, .. ... . . .. . ..... .... .. ... 12
Travel ... i ,, ++ .. t .. . .... , ... ......... ... .. t ...... ,. ,." ..... .. . , , ''' .. " ..................... ' . ....... I t , , 12
Governing Board Expenses ..... . , ..................... ..... ". .... , ....... ................ , ............ ......... ................ ........ 12
Telephone Usage ... , ...... .. ........ " .. ... ... ..... ... ....... .... .. ............. . ' ...... ........... .... ............. ,. ............. .. , ... .... 13
Finance I . " . -........ .. ...... " . 4 ! , " . ,. '. r.- .... . .... ' "'" ..- ............ .... 1 " ... , .... " .. .............. .. i i i 14
Financial Reporting ...... .. ..... ............................. ............ ................... .. .... ..... ............................ ..... 14
Loans .. " " ......... ... .. .. . ;o ... . --" " 4 I. iiili4 " ' ''' . . r 4 ... . lii . ..... ........... . . . ..... . . 14
Financial Institutions ................ , ....... .................. .... ..... ... ....... , .... .. " ...... " ......... " .......................... .. .... 14
Retention of Records ... ......... ..... ... .. , ............ .......... .. .......... ..... , H .. . .. ........................... ,., . . ...... " .... 14
Reserves IInsurance/Liabilitiesl Assets ....... ..... " ........ .. ....... .. .. ...... ........... ..... .. ........ ..... .... .. .. .... ..... . 15
Funds Balance Reserve ... " ." .............. ...... .. .... ............ .. ................... .. ... ........ .......... ... "" ." ............ ... 15
Insurance .......... .. , ......... ... .... 4 .. . ...... .. , ....... .. ,.ot l It .. i .. .. I .. . ........ . . . ......... . ....... ... ... "",, .. .. .... . ,.-1 . ... ...... ........ . _ . ' ......... .. . 15
Asset Inventory ............ ... ....... ... , ...... .. " .................... , ..... ...... .............. .. .......... " ... ........ ... ,., .. ....... .. .. 16
Parking Lot Liability ...... ... ....... , .... . ,., ................. .. ... ........ ... + ..... . . . . ...... . ....... . . . ......... .... . , 16
27 of 54
CHAMPS CHARTER HIGH SCHOOL
FISCAL CONTROL POLICIES AND PROCEDURES
OVERVIEW
The Governing Board of CHAMPS CHARTER HIGH SCHOOL has reviewed and adopted the
following policies and procedures to ensure the most effective use of the funds of CHAMPS
CHARTER HIGH SCHOOL to support the mission and to ensure that the funds are budgeted,
accounted for, expended, and maintained appropriately.
L The Governing Board formulates financial policies and procedures, delegate's
administration of the policies and procedures to the School Director and reviews
operations and activities on a regular basis.
2. The School Director has responsibility for all operations and activities related to financial
management.
3. Financial duties and responsibilities must be separated so that no one employee has sole
control over cash receipts, disbursements, payrolls, and reconciliation of bank accounts.
4. All administrative employees are required to take annual vacations of at least five (5)
consecutive days.
5. All documentation related to financial matters will be completed by computer, word
processor, typewriter, or ink.
6. The Governing Board will commission an annual financial audit by an independent third
party auditor who will report directly to them. The Governing Board will approve the
final audit report, and a copy will be provided to the charter-granting agency. Any audit
exceptions and/or deficiencies will be resolved to the satisfaction of the Governing Board
and the charter-granting agency.
7. The Governing Board can appoint someone else to perform the School Director's
responsibilities in the case of absence.
Annual Financial Audit
1. The Governing Board will annually appoint an audit committee by January 1 to select an
auditor by March 1 prior to year end (June 30
th
).
2. Any persons with expenditure authorization or recording responsibilities within the
school may not serve on the committee.
3. The committee will annually contract for the services of an independent certified public
accountant to perform an annual fiscal audit.
4.. The audit shall include, but not be limited to:
a. An audit of the accuracy of the financial statements
b. An audit of the attendance accounting and revenue accuracy practices
c. An audit of the internal control practices
',,,enen' ed.<ation thm.gh ,harte. "hool' 6 ExED
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1.
2.
3.
4.
5.
6.
PURCHASING
The School Director may authorize expenditures and may sign related contracts ; within
the approved budget. The Governing Board must review all expenditures. This will be
done via approval of a check register which lists all checks written during a set period of
time and includes check #, payee, date, and amount. The Governing Board must also
approve contracts over $5,000.
The School Director must approve all purchases. Purchase requisitions, authorizing the
purchase of items greater than $100 (format to be provided by ExED), must be signed by
the School Director and submitted to ExED with the related invoice.
When approving purchases, the School Director must:
a. Determine if the expenditure is budgeted
b. Determine if funds are currently available for expenditures (i.e. cash flow)
c. Determine if the expenditure is allowable under the appropriate revenue source
d. Determine if the expenditure is appropriate and consistent with the vision,
approved charter, school policies and procedures, and any related laws or
applicable regulations
e. Determine if the price is competitive and prudent. All purchases over $5,000
must include documentation of a good faith effort to secure the lowest possible
cost for comparable goods or services
Any individual making an authorized purchase on behalf of the school must provide
ExED with appropriate documentation of the purchase.
Individuals other than those specified above are not authorized to make purchases
without pre-approval.
Individuals who use personal funds to make unauthorized purchases will not be
reimbursed. Authorized purchases will be promptly reimbursed by a bank check upon
receipt of appropriate documentation of the purchase. \
The School Director may authorize an individual to use a school credit card to make an
auth rlzed purchase on behalf of the school, consistent with guidelines provided by the
School Director andioe Board
a. The school card wil1 be kept under supervision 0 the School Director, and
authorized individuals must sign the credit card out and must return the credit
card, and rel.ated of all purchases within 24 hours of the p'urchases,
unless otherwise authorized by the Scho,ol Director.
b. If receipts are not available or are "missing", the individual making the charge
will be held responsible for payment.
c" Credit cards will bear the names of both CHAMPS CHARTER HIGH SCHOOL
and the 'School Director.
d. Debit cards are not allowed.
Petty Cash
1. The Office/Operations Manager will manage the petty cash fund.
2. The petty cash fund will be capped at $300 at each school site.
Excellent education through charter schools
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3. All petty cash will be kept in a locked petty cash box in a drawer or file cabinet. Only the
Office/Operations Manager and School Director will have keys to the petty cash box and
drawer or file cabinet.
4. All disbursements will require a completed and signed petty cash slip. A register receipt
for all purchases must be attached to the petty cash slip.
5. ExED will insure that the petty cash slip is properly completed and that a proper receipt is
attached.
6. At all times the petty cash box will contain receipts and cash totaling $300. A register
receipt must support the petty cash slip. The individual using the petty cash to make a
purchase is responsible for submitting the receipt for the petty cash slip to the
Office/Operations Manager within 48 hours of withdrawing the petty cash.
7. When expenditures total $150 (when cash balance is reduced to $150), the
Office/Operations Manager will total the disbursements, complete a petty cash
reimbursement form, and obtain the approval of the School Director. This should be
done on at least a quarterly basis. The petty cash slips and supporting receipts will be
attached to the reimbursement request form and forwarded to ExED.
8. Petty cash fund reimbursement checks will be made payable to the School Director.
9. Any irregularities in the petty cash fund will be immediately reported in writing to the
School Director.
]0, Loans will not be made from the petty cash fund.
11. ExED will conduct surprise counts of the petty cash fund.
Contracts
1. Consideration will be made of in-house capabilities to accomplish services before
contracting for them.
2. Office staff will keep and maintain a contract file evidencing the competitive bids
obtained (if any) and the justification of need for any contracts over $5,000.
a. Competitive bids will be obtained where required by law or otherwise deemed
appropriate and in the best interests of the school.
3. Written contracts clearly defining work to be performed will be maintained for all
contract service providers (i.e. consultants, independent contractors, subcontractors).
a. Contract service providers must show proof of being licensed and bonded, if
applicable, and of having adequate liability insurance and worker's compensation
insurance currently in effect. The School Director may also require that contract
service providers list the school as an additional insured.
4. If the contract service provider is a sole proprietor or a partnership (including LP, and
LLP), the operations manager will obtain a W -9 from the contract service provider prior
to submitting any requests for payments to ExED.
5. The School Director will approve proposed contracts and modifications in writing.
6. Contract service providers will be paid in accordance with approved contracts as work is
performed.
7. The School Director or Operations Manager will be responsible for ensuring the terms of
the contracts are fulfilled.
"'<ell'nt .d.<ation th .. ugh ,h.,.., "hool' fj ExED
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8. Potential conflicts of interest will be disclosed upfront, and the School Director and/or
Member(s) of the Governing Board with the conflict will excuse themselves from
discussions and from voting on the contract.
EJ(cellent education through charter scl100ls
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ACCOUNTS PAY ABLE
Bank Check Authorization
1. All original invoices will immediately be forwarded to the School Director for approval.
2. The School Director will carefully review each invoice, attach all supporting
documentation, and verify that the specified services and/or goods were received. When
receiving tangible goods from a vendor, the person designated to receive deliveries
should trace the merchandise to the packing list and note any items that were not in the
shipment. The packing list should be submitted to ExED with the invoice. ExED will
adjust the invoice for any missing items noted on the packing list before processing for
payment.
3. Once approved by the School Director, the Operations Manager will stamp a check
authorization on the invoice and complete the required information, including noting the
specific budget line item that is to be charged for the specified expenditures. The School
Director will provide hislher signature on the stamp/invoice. The invoice and supporting
documentation will be sent to Ex ED on at least a weekly basis (School Director should be
aware of invoice due dates to avoid late payments). ExED will then process the invoices
with sufficient supporting documentation.
4. The School Director may authorize ExED to pay recurring expenses (e.g. utilities)
without the School Director's formal approval (signature) on the invoice when dollar
amounts fall within a predetermined range. A list of the vendors and the dollar range for
each vendor must be provided to ExED in writing and updated on an annual basis.
Bank Checks
1. The Governing Board will approve, in advance, the list of authorized signers on the
school account. The School Director, the Board Treasurer, and any other employee
authorized by the Governing Board may sign bank checks within established limitations.
2. The Governing Board will be authorized to open and close bank accounts.
3, Ex ED and the School Director will be responsible for all blank checks and will keep
them under lock and key.
4. When there is a need to generate a bank check, the School Director will send appropriate
approved documentation to ExED.
5. Once approved by the School Director, ExED types/writes the check based on the check
authorization prior to obtaining the appropriate signature(s).
6, The School Director and Board Treasurer will co-sign checks in excess of $5,000 for all
non-recurring items. All checks less than $5,000 require only the signature of the School
Director.
7. Checks may not be written to cash, bearer, or petty cash. Under no circumstance will any
individual sign a blank check.
8, ExED will record the check transaction(s) into the appropriate checkbook and in the
general ledger.
9. ExED will distribute the checks and vouchers as follows:
'"elle.t edo""o. ,h .. ogh ,h.,te, "h_l, 0 Ex ED
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a. Original- mailed or delivered to payee
b. Duplicate or voucher - attached to the invoice and filed by vendor name by an
ExED accountant.
c. Cancelled Checks - filed numerically with bank statements by an ExED
accountant.
d. Voided checks will have the signature line cut out and will have VOID written in
ink. The original check will be attached to the duplicate and forwarded to ExED
who will attach any other related documentation as appropriate.
Bank Reconciliation
1. Bank statements will be received directly or printed directly from online banking by the
ExED representative assigned to the school.
2. Ex ED will examine all paid checks for date, name, cancellation, and endorsement. Any
discrepancies regarding the paid checks or any checks over 90 days will be researched
and if applicable deleted from the accounting system.
3. An ExED accountant will prepare the bank reconciliation, verifying the bank statements
and facilitating any necessary reconciliation.
4, The Ex ED accountant will compare the reconciled bank balance to the cash in the bank
account and to the general ledger, immediately reporting any material discrepancies to
the Vice President, School Finance at Ex ED assigned to the school and the School
Director.
5., The ExED accountant will prepare a monthly summary report to be approved by the Vice
President, School Finance at Ex ED assigned to the school.
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ACCOUNTS RECEIVABLE
1. Documentation will be maintained for accounts receivable and forwarded to ExED.
2. Accounts receivable will be recorded by ExED in the general ledger and collected on a
timely basis.
Cash Receipts (Cash and Checks)
1. For each fundraising or other event in which cash or checks will be collected, a Volunteer
Coordinator will be designated, who will be responsible for collecting and holding all
cash and checks for the purpose of the fundraising activity.
a. The Volunteer Coordinator will record each transaction in a receipt book at the
time the transaction is made, with a copy of the receipt provided to the donor.
b. The cash, checks, receipt book, and deposit summary must be given to the school
Office/Operations Manager by the end of the next school day, who will
immediately put the funds in a secure, locked location.
c. Both the Volunteer Coordinator and the Office/Operations Manager will count the
deposit and verify the amount of the funds in writing.
2. Cash/checks dropped off at the school office will be placed directly into a lock box by the
person dropping off the cash/checks.
a. All funds are deposited into the lock box in a sealed envelope, along with any
notes, forms, or other descriptions of how the funds are to be used.
b. The Office/Operations Manager and School Director will open the lock box to
verify the cash/check amounts, and sign off on the amounts received.
c. The lock box will be emptied at least two times per week, corresponding to days
when deposits are made.
3. Cash/checks dropped off in the classroom will utilize the classroom folders. Each
morning, the homeroom teacher assigned to that classroom will collect all forms,
payments, etc. that have been brought in by students that day and place them in a large
envelope. Before lunchtime, an office staff member and a second staff member (who
may be an office staff member or an aide) shall collect all envelopes from each classroom
and bring them to the office, where they will be processed following the guidelines used
for the lock box, above.
4. Mail (including anything official such as governmental notices, invoices and checks)
received at the school must be opened by office staff members and stamped with a
"received" stamp.
a For any cash or checks received in the mail, the Office/Operations Manager will
prepare a deposit packet itemizing the amount, source, and purpose of each
payment, with a designated office staff member counting the funds and verifying
this in writing.
5. Twice a week, the Office/Operations Manager will log cash or checks received into the
Cash Receipts Book. Copies of Cash Receipt records should be sent to ExED with the
weekly mailing of invoices.
6. All checks will be immediately endorsed with the school deposit stamp, containing the
following information: "For Deposit Only; CHAMPS CHARTER HIGH SCHOOL;
Bank Name; Bank Account Number, Date Received by the School."
,,,.11 1 ",.,.tio. Ih,ough 'h" .... "hool. 6 ExED
34 of 54
7. A deposit slip will be completed by the Office/Operations Manager and initialed by the
School Director for approval to deposit. The deposit slip will be duplicated and
documentation for all receipts (copy of check, letter, etc.) will be attached to the duplicate
deposit slip.
8. Deposits totaling greater than $2,000 will be deposited within 48 hours by the designated
school employee. Deposits totaling less than $2,000 will be made weekly by the
designated school employee. All cash will be immediately put into a lock box.
9. The deposit receipt will be attached to the deposit documentation and forwarded to Ex ED
to be filed and recorded weekly.
Volunteer Expenses
1. All volunteers will submit a purchase requisition form to the School Director for all
potential expenses.
a. Only items with prior written authorization from the School Director will be
paid/reimbursed.
Returned Check Policy
1. A returned-check processing fee will be charged for checks returned as non-sufficient
funds (NSF). Unless otherwise pre-approved by Ex ED or the School Director, payment
of the NSF check and processing fee must be made by money order or certified check.
2. In the event that a second NSF check is received for any individual, in addition to the
processing fee, the individual will lose check-writing privileges. Payment of the NSF
check, the processing fee and any subsequent payment(s) by that individual must be made
by money order or certified check.
3. In the case of NSF checks written by parents of students, failure to pay may result in the
withholding of report cards/transcripts at the end of the semester and/or school year until
payment is received, unless other mutually agreeable arrangements are approved by the
School Director and/or Governing Board.
4. If unsuccessful in collecting funds owed, the school may initiate appropriate collection
and/or legal action at the discretion of the School Director and/or Governing Board.
Excellent education through charter schools ExED
35 of 54
PERSONNEL
1. The Operations Manager will be responsible for all new employees completing or
providing all of the items on the attached Personnel File Checklist.
2. The Operations Manager will be responsible for maintaining this information in the
format as shown on the Personnel File Checklist.
3. An employee's hiring is not effective until the employment application, form W-4, and
form 1-9 have been completed.
4. A position control list will be developed during budget season. ExED will notify the
board of any variances to the position control throughout the year.
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Timesheets
PAYROLL
1. All classified employees will be responsible for completing a timesheet including
vacation, sick, and holiday time (if applicable). The employee and the appropriate
supervisor will sign the completed time sheet.
2. The completed time sheets will be submitted to ExED by the payroll period deadline
designated by ExED.
3. Incomplete timesheets will be returned to the signatory supervisor and late timesheets
will be held until the next pay period. No employee will be paid until a correctly
completed timesheet is submitted.
4. If an employee is unexpectedly absent and therefore prevented from working the last day
of the pay period or turning in the timesheet (such as an employee calling in sick), the
employee is responsible for notifying the signatory supervisor or for making other
arrangements for the time sheet to be submitted. However, the employee must still
complete and submit the timesheet upon return.
Overtime
1. Advanced approval in writing by the authorized supervisor is required for compensatory
time and overtime.
2. Overtime only applies to non-exempt employees and is defined as hours worked in
excess of eight hours a day and/or forty (40) hours within a five-day period of time. Any
hours worked in excess of an employee's regular work schedule must be pre-approved by
the supervisor, unless it is prompted by an emergency. No overtime will be paid without
the approval of the employee's supervisor. Overtime will not be granted on a routine
basis and is only reserved for extraordinary or unforeseen circumstances. If a supervisor
identifies a recurring need for overtime in any given position, the supervisor should
immediately consult with the School Director for further guidance.
Payroll Processing
1. For hourly employees, employees must sign time sheets to verify appropriate hours
worked, resolve absences and compensations, and monitor number of hours worked
versus budgeted. The School Director or Operations Manager will approve these
timesheets. No overtime hours should be listed on timesheets without the supervisor's
initials next to the day on which overtime was worked. The signatory supervisor will
submit a summary report of timesheets to ExED who will verify the calculations for
accuracy [see attached sample].
2. For salaried employees, employees must sign into a log book or use time sheets to verify
working days for accuracy. The Operations Manager will provide the designated school
employee with any payroll-related information such as sick leave, vacation pay, and/or
any other unpaid time.
37 of 54
3. The School Director will notify Ex ED of all authorizations for approved stipends and the
hourly or daily rate.
4. ExED will prepare the payroll worksheet based on the summary report from the
designated school employee.
S. The payroll checks (if applicable) will be delivered to the school. The Operations
Manager will document receipt of the paychecks and review the payroll checks prior to
distribution.
Payroll Taxes and Filings
1. Ex ED will prepare payroll check summaries, tax and withholding summaries, and other
payroll tracking summaries.
2. Ex ED will prepare the state and federal quarterly and annual payroll tax forms, review
the forms with the School Director, and submit the forms to the respective agencies.
Record ~ e p i n g
1. The designated school employee will maintain written records of all full time employees'
use of sick leave, vacation pay, and any other unpaid time.
a. The designated school employee will immediately notify the School Director if an
employee exceeds the accrued sick leave or vacation pay, or has any other unpaid
absences.
b. Records will be reconciled when requested by the employee. Each employee
must maintain personal contemporaneous records.
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EXPENSES
E x ~ s e Reports
L Employees will be reimbursed for expenditures within ten (10) days of presentation of
appropriate documentation.
2. Employees will complete expense reports monthly, as necessary, to be submitted to
ExED.
3. Receipts Or other appropriate documentation will be required for all expenses to be
reimbursed.
4. The employee and the School Director must sign expense reports.
S., School Director expense reports should be approved by a member of the board and
always be submitted to ExED for processing and payment
6. Expenses greater than two months old will not be reimbursed.
Travel
1. Employees will be reimbursed for mileage when pre-approved by an administrator.
Mileage will be reimbursed at the school-approved rate for the distance traveled, less the
distance from the employee's residence to the school site for each direction traveled. For
incidental travel, mileage will only be reimbursed if the one-way mileage exceeds 10
miles.
2. The School Director must pre-approve all out of town travel.
3. Employees will be reimbursed for overnight stays at hotels/motels when pre-approved by
an administrator and the event is more than SO miles from either the employee's
residence or the school site. Hotel rates should be negotiated at the lowest level possible,
including the corporate, nonprofit or government rate if offered, and the lowest rate
available. Employees will be reimbursed at the established per diem rate for any
breakfast, lunch, or dinner that is not included as part of the related event.
4. Travel advances require written approval from the School Director and a signed
Custodian of Funds form.
S. Travel advances require receipts for all advanced funds.
6. After the trip, the employee must enter all of the appropriate information on an expense
report and submit it to the Operations Manager and School Director for approval and then
on to Ex ED for processing.
7. If the advance exceeds the amount of the receipts, the employee will pay the difference
immediately in the form of a check.
S. If the advance is less than the amount of the receipts, the difference will be reimbursed to
the employee in accordance with the expense report.
Governing Board Expenses
I , The individual incurring authorized expenses while carrying out the duties of the school
will complete and sign an expense report.
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2. The School Director will approve and sign the expense report, and submit it to the Ex ED
for payment.
Telephone Usage
1. Employees will not make personal long distance calls on the telephones without prior
approval from a supervisor.
2. Employees will reimburse the school for all personal telephone calls if additional expense
is incurred by the school.
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FINANCE
Financial Reporting
1. In consultation with the School Director and Finance Committee, Ex ED will prepare the
annual financial budget for approval by the Governing Board.
2. ExED will submit a monthly balance sheet and monthly revenue and expense summaries
to the School Director including a review of the discretionary accounts and any line items
that are substantially over or under budget ($8,000 and +/- 10% of established budget).
The report will be reviewed at the scheduled board meeting and action will be taken, if
appropriate.
3. Ex ED will provide the School Director andlor Governing Board with additional financial
reports, as needed.
Loans
1. The School Director and the Governing Board will approve all loans from third parties.
In the case of a long-term loan, approval may also be required from the charter-granting
agency in accordance with the terms of the charter petition andlor other lenders in
accordance with the loan documents.
2. Once approved, a promissory note will be prepared and signed by the School Director
before funds are borrowed.
3. Employee loans, including salary advances, are not allowed.
Financial Institutions
1. All funds will be maintained at a high quality financial institution.
2. All funds will be maintained or invested in high quality, short maturity, and liquid funds.
3. Physical evidence will be maintained on-site for all financial institution transactions.
Retention of Records
1. Financial records, such as transaction ledgers, canceled/duplicate checks, attendance and
entitlement records, payroll records, and any other necessary fiscal documentation will be
retained for a minimum of seven (7) years. At the discretion of the Governing Board or
School Director, certain documentation may be maintained for a longer period of time.
2. Ex ED will retain records at their site for a minimum of two (2) years; after which, the
remaining five years will be the responsibility of the School.
3. Financial records will be shredded at the end of their retention period.
4. Appropriate back-up copies of electronic and paper documentation, including financial
and attendance accounting data, will be regularly prepared and stored in a secure off-site
location, separate from the school.
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RESERVES IINSURANCE/LIABILITIES/ ASSETS
Funds Balance Reserve
1. A funds balance reserve of at least 5% of the total unrestricted General Funds revenues
will be maintained.
2. ExED will provide the School Director with balance sheets on a monthly basis. It is the
responsibility of the School Director and the Governance Board to understand the
school's cash situation. It is the responsibility of the School Director to prioritize
payments as needed. The School Director has responsibility for all operations and
activities related to financial management.
Insurance
1. ExED will work with the School Director to ensure that appropriate insurance is
maintained at all times with a high quality insurance agency.
2. The Operations Manager and Ex ED will maintain the files of insurance policies,
including an up-to-date copy of all certificates of insurance, insurance policies and
procedures, and related claim forms.
3, The School Director and ExED will carefully review insurance policies on an annual
basis, prior to renewal.
4. Insurance will include general liability, worker's compensation, student accident,
professional liability, and directors' and officers' coverage. Supplementary coverage will
cover the after-hours and weekend activities. Coverage will be in line with the limits
listed in the school's approved charter petition.
,,,.II,n' .d."tlon Ihm.gh cl .. " .. ''''001, G ExED
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CHARTER SCHOOL
Asset In yen tOry
1, An asset is defined as all items, purchased or donated, with a value of $} ,000 or more and
with a useful life of more than one year.
2. ExED will file all receipts for purchased asset.
3. ExED will maintain an inventory or log of all assets. The log will include the original
purchase price and date, a brief description, serial numbers, and other information
appropriate for documenting assets.
4. The School will take a physical inventory of all assets within 90 days of the end of each
fiscal year, indicating the condition and location ofthe asset.
5. The School Director will immediately be notified of all cases of theft, loss, damage or
destruction of assets.
6. The Operations Manager will submit to ExED written notification of plans for disposing
of assets with a clear and complete description of the asset and the date of disposal.
P.ill'king Lot Liability
1. Parking lot related incidences are not covered under any insurance policy. The school
assumes no liability for damage to cars:
a. Parked in the parking lot during school hours
b. Parked in the parking lot before and after school hours
2. The only exception to this policy will be when a student is observed by an adult
accidentally causing damage to a vehicle while engaged in a school activity, such as
physical education equipment breaking a window (e.g. a ball)
3. Otherwise, liability is as follows:
a. If a student willfully causes damage (i.e. not an accident as described above), the
student's parent or guardian is responsible.
b. If a parent or other visitor causes damage, that individual is responsible.
c. If an employee causes damage, the employee is responsible.
d. If an unknown person causes damage and there is no witness, the affected
individual would determine if they have applicable coverage through hislher
individual insurance policies.
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EXHIBIT 8
(Charter Petition, Relevant Portions)
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CHAR11<R Bl6H SCHOOL
OF TIIR ARTS-MULTIMEDIA AND PERFORMIN6
6952 VAN NUYs BLVD ., VAN NUYs .,CA 91405
CHARTU. lUlNRWAL PETrrlON
It
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Charter High School of Arts
(CHAMPS)
ELEMENT 4: GOVERNANCE STRUCTURE
CHAMPS will comply with the Brown Act. Members of the Charter High School of Arts,
Association executive board, any administrators, managers or employees, and any other
committees of the School shall comply with federal and state laws, nonprofit integrity standards
and LAUSD's Charter School policies and regulations regarding ethics and conflicts of interest.
CHAMPS and/or its non-profit corporation Charter High School of Arts, Association will be
solely responsible for the debts and obligations of the Charter School.
Champs Charter High School of the Arts, Multimedia and Performing, shall be an independent
public charter school within the Los Angeles Unified School District operating under the
jurisdiction of the district. Its operational management shall be the responsibility of CHAMPS
which shall operate within the terms and conditions specified in this petition and in compliance
with the Brown Act.
The meeting agendas for all layers in the governing structure (Board of Directors, Principal,
Governance Council, Booster Club) are posted on bulletin boards in student services and outside
the main office. Minutes and agendas from meetings of the Governance Council, the Board of
Directors, and the Booster Club are available in the main office and in student services offices.
Meeting dates and times are also posted on the online school calendar at least 2 weeks prior to the
meeting. All layers in the governing structure shall comply with federal and state laws, nonprofit
integrity standards and LAUSD's Charter School policies and regulations regarding ethics and
conflicts of interest. Champs Charter High School of the arts-multimedia and performing and/or
its non-profit corporation will be solely responsible for the debts and obligations of the Charter
School.
In order to ensure that the CHAMPS stakeholders, classified and certificated staff, parents, and
community members, have a voice, especially in the areas in which they are most invested. We
have several layers in the governing structures:
Our Board of Directors will consist of members of the professional community, with
specific interests in our school and will be responsible for legal and fiduciary matters as
they pertain to the school as well research and development of school programs;
Our Governance Council will be advisory and work closely with the Board of Directors
and school administration in establishing school policies and procedures;
Our Booster Club formerly known as the Family Council will be responsible for
monitoring the processes of the school and developing family events, support groups and
special interest groups.
Board of Directors
The Board of Directors will have a legal and fiduciary responsibility as well as organizational and
accountability tasks for CHAMPS. The Board of Directors has incorporated the school as a non-
profit corporation with the Secretary of State of California (#C2712210) and the paperwork is
included in the appendix.
Scope of Authority - The following policies, programs and responsibilities will be under the
authority of the Board of Directors:
Strategic planning - long-range goals and annual objectives;
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(CHAMPS)
Fiscal oversight - fundraising goals;
Membership -The Board of Directors will consist of not less than five (5), nor more than eleven
(11), as set by resolution of the Board, unless changed by amendment to these bylaws. The eleven
(11) directors shall include but not be limited to members with the following qualifications:
1) Teacher representatives who will function as non-voting members: Up to three directors
shall be current teachers employed at CHAMPS. Up to two of these directors may be
elected by the CHAMPS' teachers; one may be elected by the student body. Continued
employment at CHAMPS as a certificated teacher is a requirement of service.
2) Parent representatives: Up to three directors may be selected from among the parents (or
guardians) of CHAMPS students. One may be the parent of a "traveling student," defined
as a student residing outside the home school specified attendance boundaries.
3) Community representatives: Up to three directors may be selected from the CHAMPS
community, except that parents of CHAMPS students shall not be eligible to serve as
community representatives.
4) A person selected by the Los Angeles Unified School District will serve as a non-voting,
ex officio member.
5) Executive Director / Principal will not sit on the Board of Directors
Subsequent Board members can be nominated by any member of the community and elected by a
simple majority of current Board members. The Board will never exceed eleven members. The
Board may alternate the member sent to the Governance Council's monthly meeting but is
required to send one member (other than the Founder) in order to ensure continuity within the
Governance Structures. No Director shall vote on any matter involving a self-dealing transaction,
a conflict of interest, or removal of that director.
Decision-making - The Board of Directors will meet monthly. All sessions of Board Meetings
will be made public and posted in compliance with the Brown Act.
Committees - The Board may request the formation of sub-committees through the Governance
Council to research or implement projects.
Governance Council
The mandate of the Governance Council consisting of stakeholders of CHAMPS is to advise in the
implementation of the guiding mission of CHAMPS as articulated in this charter. In order to do
so, the Governance Council functions as an advisory committee and partner in making decisions
with regard to school-wide policies. The governance structure is designed to foster participation by
all stakeholders, and assures the effectiveness of local school control and accountability. As part
of the school's mission, it is vital that pupils witness and participate in the school's collaborative
process of policy development and decision making. The primary function of the governance
council shall be as an advisory body that offers recommendations pertaining to school-wide
policies and procedures.
Membership - The voting members of the Governance Council will include:
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(CHAMPS)
PrincipallExecutive Director
One credentialed faculty member from each of the programs (approximately 4)
Four parents, with at least two representing traveling pupil communities
One representative from the Booster Club
One or not more than five members representing the community (who may also be parents of
enrolled students, at least one of whom shall not have an enrolled student)
One member of the non-certificated staff
The ex officio (non-voting) members of the Governance Council should include:
.' Two students
One LAUSD representative
One official representative of the local government
With the exception of the Principal, their respective stakeholder groups will elect all
members. The Family Council shall nominate and elect the community representative(s) .
In order to foster a cooperative and collaborative relationship, facilitate communication,
encourage a meaningful articulation of ideas, and promote mutual understanding between
CHAMPS and non-charter schools within LAUSD, one representative ofLAUSD will be
permitted, in accordance with the bylaws, to serve as a non-voting ex officio member of the
Governance Council.
The CHAMPS Governance Council solicits the participation ofa member of the community
who does not have a direct stake in or accountability for the school's educational mission
and outcomes as expressed in this charter. One member of the community, preferably an
official representative of local government, will be invited, in accordance with the bylaws,
to serve as a non-voting ex officio member of the Governance Council.
Decision-Making - The Governance Council meets monthly. The Council attempts to
achieve consensus in the development of advisories pertaining to school-wide policy. When
consensus cannot be reached, decisions will be determined by vote, with the will of the
majority prevailing.
Committees - The Governance Council has established standing and temporary
subcommittees to focus on specific tasks and/or policies, such as those listed above in this
Element. The Council considers the recommendations of, and in some cases delegates
advisory-development authority to, its committees. Governance Council alternate members,
when serving on committees, will have voting privileges on those committees. In addition
to the Governance Council's voting and non-voting members, all other stakeholders may
serve as voting members of committees. Some of the committees that presently exist are
Admissions Committee, Curriculum Committee, Extra-Curricular Committee, Community
Involvement Committee, and School Facilities/Maintenance Committee.
Communicating Governance Council Activities
A summary of the Governance Council's meetings are published on the Champs web site and on
the Champs informational bulletin board on campus. The representatives of the Booster Club use
an e-mail and telephone-tree to disseminate information on school issues. Pupil members of the
Governance Council disseminate information to their constituency through the Leadership class
which meets daily and reports to the Student Council. Information is also disseminated through
the CHAMPS web site and Student Body Leadership blogs. Agendas and minutes of Governance
Council meetings are available in the school's main office, in the student services office, and on
the school web site.
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(CHAMPS)
Principal
The principal is the educational leader of the school and, in that capacity, is responsible for
making decisions pertaining to curriculum and instruction. The principal plays a crucial role in the
governance of the school, serving as a liaison between all layers of governance and maintaining
communication between these decision making and advisory bodies. The principal will:
Facilitate communication between the Board of Directors, Advisory Board, and Parent
committees.
Have the shared responsibility of hiring and firing (with cause) all other employees
according to the mission, philosophy, and obligations of the school as spelled out in the
charter.
Oversee the day-to-day operations of the school.
Prepare credentialing paperwork and monitor processing.
Organize and lead teacher workshops and in-service.
Serves as the school's chief spokesperson and develops and maintains effective
relationships with all stakeholders, government, and media
Participate in meetings of the Board of Governance and Board Committees.
Provide advice and counsel, serve as a resource to the Board in establishing overall
direction of the organization.
Organize teacher common planning time.
Assist with student discipline.
Report to the Board of Directors on the progress of the school in achieving educational
success once a month.
Be a liaison between the school and community partners.
Represent schools at meetings/forums.
'. Call needed meetings.
Assist in writing grants, facilitating fundraising, and/or obtaining loans.
" Facilitate the development of an effective professional learning community.
Supervise the development and implementation of standards-based curriculum III all
subjects
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(CHAMPS)
., Identify effective instructional strategies
Organize professional development that is data driven
Work with the administrative team and instructional staff in the development and
implementation of instructional focus and coherent curriculum and school policies.
Oversee school finances in the absence of an executive director
Establish effective student and staff attendance accounting procedures and policies
Scope of Authority - In accordance with the letter and spirit of state charter school law, the
Governance Council will have authority to advise on the implementation of innovative programs
and/or policies. School-wide policies include, but are not limited to:
School calendar;
Admission requirements;
Oversight of curricular and extra-curricular programs;
Community service programs;
Graduation requirements;
School facilities and safety;
Pupil behavior and performance, including but not limited to
Academic achievement
Mitigation,
Attendance,
Dress,
Decorum,
Maintenance of a clean campus,
Open-campus and other privileges,
Participation in extracurricular activities;
School-Community relations
All school-wide policies will be developed in accordance with the governance procedures set forth
in this charter, the Charter High School of Arts Corporate bylaws, and in the by-laws of the
various committees, and will guarantee the opportunity for participation by all stakeholder groups.
In the implementation of school-wide policies, CHAMPS guarantees protection of all individual
rights under state and federal law, including due process and the right of appeal.
CHAMPS Booster Club (Family Council)
CHAMPS recognizes that not all families are structured the same, some have single parent head-
of-household, some have two sets of parents/step-parents, some are grandparent ordered and some
require the input from guardians outside of the family. With all of these structures in mind, we will
create a Booster Club that will allow for all members to have a voice. We will encourage siblings
as well as the currently enrolled CHAMPS students themselves to be members of the Booster
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(CHAMPS)
Club. The important factor is that all students feel represented and all families participate in the
education and support of their student's school governance.
Scope of Authority - The Booster Club will be responsible for:
Development of family events, support groups, special interest groups;
Discussion of school issues and policies;
Communication between families, teachers and administrators
Create the schedule for family service opportunities which means: An adult family member of
each currently enrolled CHAMPS student will be encouraged to provide a minimum of three
hours of service per month, or equivalent, to the school. Service opportunities will include, but
not be limited to, assistance in classrooms, tutoring, translating, supervision, communications,
facilitation, and clerical support.
Disseminate information about school events and activities
Get involved in other areas of interest consistent with the vision, mission, and policies of the
school.
Coordinate school community fundraising efforts
Membership - The membership to the Booster Club is open to all cun'ently enrolled CHAMPS
family members as mentioned above but when taking votes on any specific issues, each family
must have only one representative of legal voting age (18 years or older) cast the family vote. The
Booster Club will have order established by electing the following positions to an Executive
Board:
President
Vice-President
Secretary - minutes will have to be kept and reported in accordance to Brown's Law
Treasurer
Two Representatives to the Governance Council and two alternates
The Booster Club will also include a member of the school administration to speak for the
school's policies and restrictions.
Decision-making - The Booster Club will meet every six weeks during the school year.,.
School Organization
In regard to its educational program, CHAMPS intends to implement a "small learning
communities" organizational structure. Small learning communities (SLCs) and/or academies will
be established or expanded to personalize the education of our students, accommodate the needs of
students and other stakeholders, and promote the fulfillment of the school ' s mission. While
conforming to general school policies, such SLCs will be given a measure of autonomy. Each
SLC will be accountable for its outcomes, and will report results to the Governance Council
through the Council representatives.
Governance Structure Amendments & Revisions
The governance structure of CHAMPS may be revised. All activities will be conducted in
accordance with the respective bylaws, which may subsequently be amended pursuant to the
amendment process specified in the bylaws, and with relevant state and federal codes governing
public agencies. Any amendments to CHAMPS' bylaws, or the bylaws of the parent nonprofit
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(CHAMPS)
corporation (Charter High School of Arts Association), that affects or impacts the charter or
school operations must be submitted to the District.
California Public Benefit Corporation
During the term of this charter, CHAMPS is a California Public Benefit Corporation (Nonprofit)
pursuant to California law. CHAMPS will be governed pursuant to the bylaws adopted by the
incorporators, which may subsequently be amended pursuant to the amendment process specified
in the bylaws.
CHAMPS will comply with all laws relating to public agencies in general, and all federal laws and
regulations and state codes as it pertains to charter schools.
Governance Council Liabilit
CHAMPS will maintain in effect general liability and board errors and omISSIOns Insurance
policies as outlined under section Insurance Requirements in Element 6 of the charter.
Grievance Procedure for Parents and Students
Charter School will designate at least one employee to coordinate its efforts to comply with
and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title
IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any
investigation of any complaint filed with Charter School alleging its noncompliance with
these laws or alleging any actions which would be prohibited by these laws. Charter School
will notify all its students and employees of the name, office address, and telephone number
of the designated employee or employees.
Charter School will adopt and publish grievance procedures providing for prompt and
equitable resolution of student and employee complaints alleging any action, which would
be prohibited by Title IX, or Section 504.
Charter School will implement specific and continuing steps to notity applicants for
admission and employment, students and parents of elementary and secondary school
students, employees, sources of referral of applicants for admission and employment, and
all unions or professional organizations holding collective bargaining or professional
agreements with the recipient, that it does not discriminate on the basis of sex or mental or
physical disability in the educational program or activity which it operates, and that it is
required by Title IX and Section 504 not to discriminate in such a manner.
LAUSD Charter Poli9'
The CHAMPS will comply with the District policy related to Charter Schools, as it may be
changed from time to time.
Responding to Inquiries
CHAMPS shall promptly respond to all inquiries, including but not limited to, inquiries regarding
financial records, from the District and shall consult with the District regarding any inquiries.
CHAMPS acknowledges that it is subject to audit by LAUSD including, without limitation, audit
by the District Office of the Inspector General.
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(CHAMPS)
Notifications
Notification is to be made to the Innovation and Charter Schools Division of any notices of
workplace hazards, investigations by outside regulatory agencies, lawsuits, or other formal
complaints, within one week of receipt of such notices by CHAMPS.
Audit and Inspection of Records
Charter School agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining their charter authorization:
., Charter School is subject to District oversight.
The District's statutory oversight responsibility continues throughout the life of the Charter
and requires that it, among other things, monitors the fiscal condition of the Charter
School.
The District is authorized to revoke this Charter for, among other reasons, the failure of the
Charter School to meet generally accepted accounting principles or if it engages in fiscal
mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit
Charter School books, records, data, processes and procedures through the District Office of the
Inspector General or other means. The audit may include, but is not limited to, the following
areas:
Compliance with terms and conditions prescribed in the Charter agreement,
Internal controls, both financial and operational in nature,
.. The accuracy, recording and/or reporting of school financial information,
The school's debt structure,
Governance policies, procedures and history,
The recording and reporting of attendance data,
The school's enrollment process,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.
The Charter School shall cooperate fully with such audits and shall make available any and all
records necessary for the performance of the audit upon 30 days notice to Charter School. When
30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24
hours notice.
In addition, if an allegation of waste, fraud or abuse related to the Charter School operations is
received by the District, the Charter School shall be expected to cooperate with any investigation
undertaken by the Office of the Inspector General, Investigations Unit.
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(CHAMPS)
,- - _.
Board of Directors
! ... ~ ... -----...
I
I
I
I
II
Ii _______ I
: I
Principal,
Executive Director*
LAUSD ex-officio member
Governance
Council
Vice Principal
Booster Club liaison
Governance Council liaison
Food Service,
Contractors, Etc.
Student supervision
Professional
Development
Curriculum
Instruction
Staff Evaluation
Counselors
Registrar
Coordinators
Department Chairs
Financial Manager
Plant Manager I
Maintenance
Safety & Security
Discipline
Staff Observations & evaluation
temporary until financial issues
are resolved
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Family
Council/Booster
Club
Special Education/
Testing Coordinator
Emergency Preparedness
RSP
All special education
Services
Sta .. dardized test
administration
CALPADS, SNORE, etc.
Pu}!il accountillJl
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ATTACHMENT B
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6842 Van Nuys Blvd., Van Nuys, CA 91405
Office: 818-994-4744 Fax: 818-994-0099

April 30, 2014

Mr. Jos Cole-Gutirrez, Director

RE: Response to Issuance of Notice of Violations for Charter High School of
Arts Multimedia and Performing (CHAMPS)

Dear LAUSD Charter Schools Division:

This letter provides CHAMPS detailed, written response addressing each of the
specifically identified violations in the Notice of Violations issued by the LAUSD Board
of Education on April 22, 2014. The first section of this letter provides the complete
facts and timeline of events, as requested by LAUSD staff in the Notice of Violations.
Sections II and III of this letter address each of the specifically identified, alleged
violations of law and/or charter, with a detailed discussion of the remedial actions
CHAMPS has taken specific to each.

In short, as evidenced by this letter and the attached documentation, CHAMPS
believes it has fully cured the issues identified by LAUSD staff related to a former
CHAMPS employees misuse of a school credit card. CHAMPS insurance has indicated
that it will fully cover the schools loss, with no deductible. The schools Executive
Director, Joanne Saliba, who hired and supervised the former employee, will be replaced
with a new Executive Director before the end of the school year. Ms. Saliba will no
longer have any affiliation with the school. When CHAMPS realized the misuse of the
school credit card was theft and not simply a credit card mix-up (albeit too late),
CHAMPS reported the incident to the police and LAUSD. CHAMPS Board of
Directors ordered a complete audit of all school employees DOJ clearances. In direct
response to LAUSDs notice of violations, CHAMPS Board also updated and bolstered
the schools policies for credit card use, background checks and timely reporting of
employee theft to both the police and the schools charter authorizer. At its April 28,
2014 regular Board meeting, the CHAMPS Board also participated in a training
presentation from legal counsel on charter school governance, board member fiduciary
duties and best practices for fiscal oversight. The following documents in support of this
response are also attached, and referenced in this letter:

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EXHIBITS:
1. CharterSAFE Insurance Policy for Employee Theft (no deductible)
2. CharterSAFE Sworn Statement in Proof of Loss
3. Copy of remittance received by CHAMPS from CharterSAFE to cover full
amount of theft ($25,468.34)
4. Resolution of the Board of Directors of Charter High School of Arts
Association Adopting Policy re Department of Justice Background Check
For All Employees Prior To Employment (policy included), dated April
28, 2014
Association Adopting Credit Card Policy and Approving and Authorizing
Other Actions Related Thereto (policy included), dated April 28, 2014
Association Adopting Policy on Reporting Theft of Funds or Property
(policy included), dated April 28, 2014
7. Board of Directors Governance Training, presented by Procopio, Cory,
Hargreaves & Savitch LLP: Charter School Governance, Board Member
Fiduciary Duties and Best Practices for Fiscal Oversight, dated April 28,
2014
8. Minutes of meeting of CHAMPS Board of Directors April 28, 2014,
showing (i) adoption of Credit Card Policy; (ii) adoption of Background
Check Policy; (iii) adoption of Policy re Theft, and (iv) Board of Directors
Governance Training
9. Letter to CHAMPS Community re Departure of Joanne Saliba as
Executive Director of CHAMPS, dated November 12, 2013
10. Contract with Executive Search Firm (Carney, Sandoe & Associates, Inc.)
for replacement of Executive Director
I. Facts and Evidence
The Notice of Violations finds CHAMPS has not been completely forthcoming
with information to LAUSD staff, and requests CHAMPS to provide complete
information about the facts related to the schools Director of Fund Developments
(DFD) misuse of the schools credit card. Transparency is a core value at CHAMPS,
both in our relationship with our school community as well as LAUSD staff and the
Board of Education. We are committed to our responsibility to provide information to
LAUSD under Education Code section 47604.3. This section provides a full and
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complete timeline of facts and evidence related to the DFDs theft, which we hope clears
up any confusion or misunderstanding about the schools response to the theft.

In February 2013, CHAMPS hired a fundraising specialist to serve as the schools
Director of Fund Development (DFD). The DFD was hired by the Executive Director
(ED) at the direction of the Board (only the schools ED and Principal are actually
hired, reviewed, and terminated by the Board). At this time and at all relevant times,
CHAMPS has had a policy in place that prohibits the hiring of any employee without a
Department of Justice (DOJ) clearance. The CFO and all other CHAMPS Board
members were unaware until January 2014 that the ED had violated this policy and hired
the DFD to start work before her DOJ clearance had been received. When the ED finally
received the DOJ clearance after the DFD was already working for CHAMPS, it showed
a prior felony conviction. The conviction was not a disqualifying offense under Ed. Code
section 45122.1, and the ED unilaterally made the judgment call to permit the DFD to
continue work under her supervision, despite the prior conviction. The ED did not
disclose the felony conviction to the CFO or any other Board members. The CFO and all
other CHAMPS Board members only learned of the prior felony conviction in January
2014, after the theft.

On August 1, 2013, the schools Chief Financial Officer (CFO), who is also a
member of the CHAMPS Board of Directors, approved the DFDs request to open an
American Express card for the DFD to use for business expenses related to fundraiser
events, subject to the proviso that the DFD pay the bill herself and put the receipts on her
expense report for reimbursement. The CFO would not have approved this request (or
the employment of the DFD) if he had known of the prior felony conviction.

In early October (not September as incorrectly noted in LAUSDs staff report), in
reviewing the weekly cash report, the CFO noticed an $8,500 electronic check payable
from CHAMPS to American Express. The CFO immediately called the ED and the
schools back office service provider (ExED) to ask them to look into the matter, and
reminded the ED that the DFD was required to pay the American Express bill
personally.
1
Later that same week in October, the ED reported back to the CFO that she
had obtained business expense receipts from the DFD for $5,200 of the total amount. As
for the remainder of $3,300, the ED told the CFO she had spoken to the DFD, and the
DFD had explained she accidentally mixed up the schools card with her personal
American Express card. The ED reported to the CFO that the misuse of the card was an
accident, and the DFD would (i) immediately repay the amount directly to American
Express, and (ii) pay the card personally in the future.

On or about October 15, the ED called the CFO to report that the personal charges
on the DFDs card had continued and the ED had taken the card away and cancelled the
account. The CFO immediately called the schools back office service provider (ExED),
who told the CFO that the undocumented amount on the card was $27,000. The ED

1
The CFO subsequently learned that, unbeknownst to the CFO or ED, the DFD had
supplied the schools bank information to American Express with the credit card
application.
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reported that she was working with the DFD to sort out accidental personal expenses
from actual CHAMPS business expenses, and to have the accidental personal expenses
reimbursed immediately. At that time, the ED and ExED were both unclear as to how
much would prove to be business expenses, and the ED told the CFO she believed any
personal amounts were inadvertently charged to the schools card and that the employee
would pay American Express directly for those.

In late October or November, the CFO shared with two other CHAMPS Board
members that a school credit card had apparently been mistakenly misused by an
employee, that the card account had been cancelled, and that the ED was working with
the employee to sort out the business expenses and have the full amount repaid. At this
time, neither the CFO nor either of the other two Board members was aware of the
DFDs prior theft conviction. The CFO was told by the ED that the misuse of the card
was a mistake, not theft. The CFOs objectives were to recoup the money and protect the
fundraising efforts that were in progress at the timea Bags to Benefits event
scheduled for November 19 and the LAB Project expected to raise $679,670 to build
and operate a recording studio for the studentsbefore termination of the DFD.

Over the next several weeks, the ED told the CFO that she believed at least
$15,000 of the charges on the American Express were personal charges, and the DFD had
submitted an online payment to American Express for $15,000 to cover these in full on
November 15, 2013. In the second week of December, the ED notified the CFO that she
had checked the American Express account and the online payment had been returned for
insufficient funds on December 4, 2013. The DFD then demonstrated an attempt to
partially pay by money order, but when the ED tried to confirm with American Express,
she was told the money orders were never received. At this time, the ED and the CFO
were suspicious and asked the schools counsel to prepare a Promissory Note for the
employee to execute, so that the employee would be bound to pay back the funds. In
early January, after the employee had failed to sign the Promissory Note and missed
several days of work, the ED and CFO had reasonably concluded the employee did not
intend to pay the funds back. The employee resigned January 7, 2014 without notice
before she could be terminated, and took the Promissory Note with a promise to execute
and return it.

The CFO went down to the school on January 14, 2014 to meet with the ED. At
this discussion, the CFO asked to see the DFDs employment records and learned of the
prior conviction for grand theft. The CFO told the ED that the full Board would need to
be informed, and they placed the item on the agenda for closed session at the upcoming
Board meeting. The CFO also requested an audit of every employees DOJ clearance
with a full report to the Board.

At its January 27, 2014 meeting, the CHAMPS Board directed the ED to
immediately file a police report, immediately notify the schools insurer, and to notify
LAUSD staff. The ED reported that the audit of the rest of the CHAMPS employees
DOJ clearances had come back clean, with no other felony convictions.

The CHAMPS Board held a special meeting February 5, 2014, for the sole
purpose of discussing in closed session whether the ED should be terminated for her
judgment and supervision of the DFD. The Board was informed by the CFO that the
r the sole
purpose of discussing in closed session whether the ED should be terminated for her
judgment and supervision of the DFD. The Board was informed by the CFO that the
for r t
- 5 -

schools counsel had advised the EDs actions were grounds for immediate termination,
but the Board was not legally required to terminate the ED. The Board decided that since
the school had already contracted four months earlier with an executive search firm to
bring in a new ED, and the process was well underway, there was no immediate need to
terminate the ED and potentially cause unnecessary disruption at the school. This was
especially true in light of the fact that the charges had occurred a few months previously,
and there was no risk of additional misappropriation by the DFD since she was no longer
employed by CHAMPS.

The police investigated and declined to prosecute the DFD. CHAMPS was
notified the police and District Attorneys office considered it to be a civil matter, not
criminal. The ED reported the incident to LAUSD staff and has provided staff with all
requested information and evidence of cure. The total amount of personal charges made
by the DFD to the schools credit card was determined to be $25,468.34. However, there
was no loss of public funds. The schools insurer (CharterSAFE) has paid the claim in
full, and the school has no deductible for employee theft.

After this incident, the board of directors implemented additional fiscal controls to
prevent employee theft in the future. CHAMPS Board updated and bolstered the
schools policies for credit card use, background checks and timely reporting of
employee theft to both the police and the schools charter authorizer (attached, and
discussed in more detail below). At its April 28, 2014 regular Board meeting, the
CHAMPS Board also participated in a training presentation from legal counsel on charter
school governance, board member fiduciary duties and best practices for fiscal oversight.

II. Response to Allegation of Fiscal Mismanagement (Ed. Code,
47607(c)(1)(C))
The Notice of Violation states that CHAMPS failed to ensure and implement
fiscal controls which led to the misuse of public school funds in the first place and then
did not take appropriate actions to rectify the breach. This portion of the Notice of
Violation also cites the CHAMPS credit card policy in place at the time of the DFDs
misuse of her credit card, which required the ED to keep school cards under supervision
and, if receipts are not available or are missing, the individual making the charge will
be held responsible for payment. Here, in exception to the policy, the CFO approved a
card for the DFD that was not adequately supervised by the ED, but the school did
attempt to hold the DFD responsible for repayment of the charges. There was no
requirement to terminate the employee and CHAMPS acted consistently with its policies
on employee misconduct.

Under the new, more restrictive policies now in place at CHAMPS (attached),
only the schools Executive Director or Principal are issued school credit cards.
Applications for credit cards may be made only with approval of the full Board of
Directors. Receipts for credit card purchases or charges must be turned into the schools
business manager not later than the first business day after the purchase or charge or, if
purchase or charge is made while the ED or Principal is out of town, upon their return.
Employees may only check out the EDs or Principals credit card with permission and
by using the schools credit card log, and are required to submit receipts immediately.
The schools business manager is required to perform a weekly reconciliation of the
schools counsel had advised the EDs actions were grounds for immediate termination,
but the Board was not legally required to terminate the ED. The Board decided that since
the school had already contracted four months earlier with an executive search firm to
bring in a new ED, and the process was well underway, there was no immediate need to
terminate the ED and potentially cause unnecessary disruption at the school. This was
- 5 -
especially true in light of the fact that the charges had occurred a few months previously,
and there was no risk of additional misappropriation by the DFD since she was no longer
employed by CHAMPS.
The police investigated and declined to prosecute the DFD. CHAMPS was
notified the police and District Attorneys office considered it to be a civil matter, not
criminal. The ED reported the incident to LAUSD staff and has provided staff with all
requested information and evidence of cure. The total amount of personal charges made
by the DFD to the schools credit card was determined to be $25,468.34. However, there
was no loss of public funds. The schools insurer (CharterSAFE) has paid the claim in
full, and the school has no deductible for employee theft.
After this incident, the board of directors implemented additional fiscal controls to
prevent employee theft in the future. CHAMPS Board updated and bolstered the
schools policies for credit card use, background checks and timely reporting of
employee theft to both the police and the schools charter authorizer (attached, and
discussed in more detail below).
In abundance of caution, this portion has been redacted by CSD because it
contains CHAMPS' discussions in closed session regarding an employee and
information regarding CHAMPS discussion with their legal counsel.
- 5 -
- 6 -

credit card log, and report any unreconciled chargeswhether mistakes or otherwiseto
the ED or Principal, and in the event of $500 or more, to the Board of Directors.

The Notice of Violation cites the schools failure to notice the unauthorized
purchases immediately and failure to cancel the card immediately. This type of issue will
not occur under the new credit card policy because the schools business manager is
required to perform weekly reconciliations of each credit card.

No matter the reason for unreconciled charges, the new policy is designed to
prevent lag-time between any misuse and cancellation of the card. Under the new policy,
at the end of each week, the credit card log for both the Principal and ED will be given to
the schools business manager. Each week, the business manager will compare the online
credit card statement with the charges identified on the credit card log and the receipts
provided, and unreconciled amounts over $500 are required to be reported to the Board
so action can be taken.

III. Response to Allegation of Material Violation of Charter (Ed. Code
47607(c)(1)(A))
This portion of the Notice of Violations claims the CHAMPS Board failed to
perform its duties as listed in the CHAMPS charter, specifically Fiscal oversight
fundraising goals and Hiring, evaluating, and when necessary, replacing
administrators and managers. In particular, the Notice of Violations states repeatedly
that the CHAMPS Board should have met more quickly to address theft of the schools
funds, and that the Board should not have permitted the DFD to attempt to pay off the
personal charges.

As noted in Section I of this letter, before January 2014, only the ED knew of the
DFDs prior conviction for theft. The ED believed the credit card had been
accidentally misused, and the CFO was assured the accidental charges would be
paid. As soon as the CFO and ED realized the DFD did not intend to repay the charges
and the Board learned of the theft, it instructed the ED to notify the police, insurance
company, and LAUSD staff.

Under the schools new policies, the schools Board will be required to act more quickly
even in the event an unreconciled charge is truly accidental. Under the new credit card
policy, as noted above, the Board will be informed by the schools business manager of
any unreconciled charges on the schools credit card over $500. Further, under the new
policy re reporting theft of funds or property (attached), misuse of a school credit card is
automatically considered theft or misappropriation. Any theft or misappropriation of
$950
2
or more must be reported by the ED to the Board of Directors, law enforcement
and the LAUSD charter schools office.

IV. Response to Concern Regarding General Capacity to Operate
Charter School

2
$950 is the Penal Code threshold for grand theft.
- 7 -

In this section of the Notice of Violation, LAUSD staff notes several concerns
related to CHAMPS decision to hire the DFD in the first place, given her criminal
record. As explained above, the ED inappropriately hired the DFD prior to DOJ
clearance, and failed to disclose her felony conviction to anyone at CHAMPS. As soon
as he learned of the DOJ clearance issue and prior conviction, the CFO ordered a full
audit of all CHAMPS employees DOJ clearances. Further, the CHAMPS Board adopted
a new background check policy (attached) which reflects the requirements in Education
Code sections 44830.1, 45122.1 and 45125.1, but also imposes additional background
check restrictions. For instance, under the new policy, if a background check reveals that
an individual has been arrested or convicted of a crime which does not render the
employee ineligible for employment under the statute, the Board of Directors must
nonetheless be informed of the individuals background prior to the individual
commencing employment. Also, prior to an employee commencing employment, the
ED, the Human Resources Manager and the Principal (in the case of all faculty and other
personnel under his/her supervision) shall certify, in the format of the Faculty and Staff
New Hire Personnel Action Form attached to the policy, that they have reviewed the Live
Scan report and that the prospective employee is eligible to be hired under the new
policy. The policy provides that the schools payroll department (or if a service provider
is used, the service provider) shall put no person on the payroll unless they have received
the Faculty and Staff New Hire Personnel Action Form, properly completed and signed.
No exceptions to this policy are permitted, and failure to follow the policy will subject
the employee concerned to disciplinary action, including termination.

We also note that a new Executive Director is expected to be selected within days
of this letter, and is expected to start working during May to replace the current ED.
CHAMPS has been working with a charter-school-specific executive search firm for
several months and has narrowed the applicants to a current short list of only three
truly outstanding candidates. We are confident that LAUSD staff will be impressed with
our new ED and look forward to your continued future input.

In summary, CHAMPS believes it has fully remedied the incidents that is/are the
subject of the Notice of Violations, which we hope is adequately documented by this
letter and the related attachments. CHAMPS is happy to provide any further
documentation requested and/or required by LAUSD staff on this issue. Please advise us
at your earliest opportunity if any additional information is required or, conversely,
please confirm that the Notice of Violations is/are fully resolved.

Sincerely,
Bob Kahn
Robert Kahn
President, Charter High School of Arts Association
Chairman of CHAMPS Board of Directors
RMK/sf
attachments

cc: Dr. Robert Perry, Administrative Coordinator, Charter Schools Division
Tom Nichols, Senior Coordinator, Charter Schools Division
Sharon Bradley, Specialist, Charter Schools Division
EXHIBIT 1
1 of 11
2 of 11
EVIDENCE OF COVERAGE BOUND
charterSAFE
Attn: Jennifer Chu
PO Box 969, Weimar, CA 95736
(888) 901-0004' F (530) 236-9569
NAMED INSURED
Charter High School of the Arts - Multimedia and
Performing DBA CHAMPS Charter High School
6842 Van Nuys Blvd.
Van Nuys, CA 91405
COLtr TYPE OF COVERAGE
A,B PROI'ERTY
I!I Buifding iii Po"",nal Property tB Builders Risk
iii Property In Transit lEI Extra Expense iii Ordinance or Law
Valuation:
iii Replacement Cost o Actual cash value
Deductible: $1,000 PER OCCURRENCE
A GENERAL LlABIUTY -LAVER 1
iii COMMERCIAL GENERAL LIABILITY (PER OCCURRENCE)
iii SEXUAL ABUSE (CLAIMS MADE)
&posura Basis: 950 students
A GENERALLIABIUTY - LAYER Z
iii COMMERCIAL GENERAL LIABILITY (PER OCCURRENCE)
iii SEXUAL ABUSE (CLAIMS MADE)
Exposure Basis: 950 students
A AUTOMOBILE LlABIUTY
o ANYAUTO o ALL OWNED AUTOS o SCHEDULED AUTOS
iii HIRED AUTOS iii NON-OWNED AUTOS
A CRIME
iii MONEY & SECURITIES iii FORGERY OR ALTERATION iii EMPLOYEE DISHONESTY
A EDUCATORS' LEGAL LIABILITY
I!I ERRORS & OMISSIONS
Dedu<tiblo: $2 500.00 Dar occurrence
0 PROFESSIONAL LIABILITY -LAYER 1
iii DIRECTORS & OFFICERS & COMPANY (0&0) I!I EMPLOYMENT PRACTICE LIABILITY (EPLI)
iii FIDUCIARY LIABILITY
Deductibles lper claim):
DIRECTORS & OFFICERS & COMPANY (0&0): $2,500 EMPLOYMENT PRACTICE LIABILITY: $15,000
A PROFESSIONAL LIABILITY -LAYER 2
I!I DIRECTORS & OFFICERS & COMPANY (0&0) iii EMPLOYMENT PRACTICE LIABILITY (EPLI)
A EMPLOYEE BENEFITS LIABILITY
G EXCESS LIABILITY
iii GENERAL LIABILITY I!I AUTO LIABILITY iii EDUCATORS' LEGAL LIABILITY
iii EMPLOYEE BENEFITS LlAIBLITY I!I EMPLOYERS' LIABILITY iii 0&0 iii EPLI
A, C WORKERS' COMPENSATION AND EMPLOYERS' LIABILITY
&:posun! Basis: 76 EmpWy'ees
$4,loo,ooO.OOAnnual Payroll
A,E DOMESnC lffiRORISM
F
STUDENT ACCIDENT
Exposure Basis: 950 students
Page lof2
POLICY TERM
EFFECTIVE DATE
SeptemberS, 201312:01 am
EXPIRATION DATE
July 1 , 2014 12:01 am
COVERAGE PROVIDED BY
COVERAGE PROVIDER A: CALIFORNIA CHARTER SCHOOLS JPA
COVERAGE PROVIDER B: TRAVELERS INSURANCE COMPANY
COVERAGE PROVIDER C: SAFETY NATIONAL CASUALTY CORPORATION
COVERAGE PROVIDER 0 : SCOTTSDALE INSURANCE COMPANY
COVERAGE PROVIDER E: LLOYDS OF LONDON
COVERAGE PROVIDER F: ARCH INSURANCE COMPANY
COVERAGE PROVIDER G: LEXINGTON INSURANCE
LIMITS
BUILDING $
CONTENTS

ELEClRONIC DATA PROCESSING ~
BUILDERS RISK I
EXTRA EXPENSE $
PER OCCURRENCE $
DAMAGE TO RENTED PREMISES $
PREMISES MED PAY (per person) $
PREMISES MED PAY (per occurrence) $
PERSONAL & ADV INJURY $
PER OCCURRENCE $
JPA MEMBERS' ANNUALAGGREGATE $
COMBINED SINGLE LIMIT (Per Accident) S
PROPERTY DAMAGE (Per accident) $
UNINSUREDIUNDERINSURED (per accident) $
AUTO MED PAY (por person)
"
AUTO MED PAY (per accident) S
EMPLOYEE DISHONESTY $
FORGERY OR ALTERATION $
MONEY & SECURmES $
PER OCCURRENCEIPER CLAIM $
PER CLAIM AGGREGATE $
COSTS, CHARGES AND EXPENSES AGG $
ANNUAL MEMBER MAXIMUM AGGREGATE $
PER CLAIM $
ANNUAL MEMBER MAXIMUM AGGREGATE $
PER OCCURRENCE $
PER OCCURRENCE $
JPAMEMBERS' ANNUAL AGGREGATE LIMIT $
0
600,000
0
2,500,000
1,000,000
1,000,000
1,000,000
10,000
50,000
1,000,000
9,000,000
18,000,000
10,000,000
10,000,000
10,000,000
10,000
50,000
1,000,000
1,000,000
1,000,000
1,000,000
1,000,000
1,000,000
2,000,000
9,000,000
18,000,000
1,000,000
15,000,000
15,000,000
WORKERS' COMPENATION STATUTORY
~ L PER ACCIDENT $ 5,000,000
E.L DISEASE - PER EMPLOYEE $ 5,000,000
E L DISEASE - POLICY LIMIT $ 5,000,000
PER ClAIM & JPA MEMBERS' ANNUAL AGG $ 5,000,000
PER ACCIDENT $ 25,000
ACCIDENTAL DEATH & DISMEMBERMENT $ 5,000
AGGREGATE LIMIT PER LOCATION $ 250,000
ISSUED ON: Seplember 05. 2013 3445
3 of 11
SCHEDULE OF SPECIFIC LIMITS OF COVERAGE
Coverage Area Limits
Section I: General Liability $1,000,000 Per Occurrence
Prenmes Medical Payments $10,000 Per Person; Sublimit
$50,000 Per Occurrence; Sublimit
to Premises Rented $1,000,000 Per Occurrence/Aggregate
Products-Completed Operations $1,000,000 Per Occurrence
$2,000,000 Aggregate
Section II: Automobile Liability $1,000,000 Per Occurrence
UninsuredlUnderinsured $1,000,000 Per Occurrence
Automobile Medical Payments $10,000 Per Person; Sublimit
$50,000 Per Occurrence; Sublimit
Section III: Automobile Physical Damage $1,000,000 Per Occurrence
Section IV: Educator's Legal Liability:
Errors and Omissions $1,000,000 Per Occurrence
Deductible $2,500 Per Occurrence
Section V: Sexual Abuse Liability $1,000,000 Per Claim t
Section VI: Employee Benefits Liability $1,000,000 Per Occurrence
Section VII: Law Enmrcemmt Activities $1,000,000 Per Occurrence
Section VIII: Crirre $1,000,000 Per Occurrence
Section IX: WOlKers' Compensation $500,000 Per Occurrence
Employer's Liability $500,000 Per Occurrence
(Statutory limits :fOr Workers' Compensation and excess limits :fOr EmpJoyer's Liability are by CCS
JPA rrembers with valli and collectible insuraree purchased through CCS JPA)
Section X: ADDENDUM A - THESE SEPARATE AND INDIVIDUAL COVERAGES ARE NOT AFFORDED
UNDER TIllS MOC. TIIESE COVERAGES MUST BE SEP ARATEL Y PURCHASED BY EACH NAMED
MEMBER THROUGH CCS JPA AND TIIE RETAINED LIMIT MUST BE SATISFIED BY THE
NAMED MEMBER IN ORDER TO OBTAIN EXCESS LIABILITY COVERAGE. ADDENDUM A
COVERAGE AREAS ARE REFERENCED IN TIllS MOC SOLELY TO FACILITATE EXCESS
LIABILITY REINSURANCE COVERAGE.
Employment Practices Liability $1,000,000* Per Claim t (Losses) RETAINED LIMIT*
$1,000,000* Per C:laimt RETAINED LIMIT*
Directors & Officers Liability $1,000,000* Per Claim t (Losses) RETAINED LIMIT*
(D&O) $1,000,000* Per Claim t (Costs, RETAINED llMIT*
Charges & Expenses)
Individual Education Program $50,000* Per Claim; Sublimit t RETAINED LIMIT*
(Due Process/Administrative) (Costs, Charges & Expenses)
Endorserrent to D&O
Fiduciary Liability $1,000,000* PerClaimt RETAINED llMIT*
Max Combined AnnualAggregate $1,000,000 (All Losses :fOr EPL, D&o, & Fiduciary)
5
4 of 11
$1,000,000 (Costs, Charges & Expenses EPL & D&O including IEP)
t Claim;-made coverage. Coverage applies only to claims made against the Narred Mermer during the Period of
Coverage and Reported during the Perild of Coverage.
*RETAINED LIMIT must be satisfied by CCS JPA member with separate, valid and collectible insurance purchased
through CCS JPA. The RETAINED LIMIT must be satisfied by each NAMED MEMBER befOre Excess Liability
Coverage applies.
Section XI: Excess Liability Coverage A ** $4,000,000 Per Occurrence/Claim based on underlying coverage
Excess Liability Coverage A applies to the fOllowing coverage areas: Section I (General Liability, excluding
Premises Rented to Named Member), Section II (Autotrobile Liability), Section IV (Educator's Legal
Liability), Section V (Sexual Abuse Liability), Section VI (Ell1lloyee Benefits Liability), Section VII (Law
EnfOrcement Activities), Section X (Directors and Officers Liability and Employment Practices Liability,
excluding Fiduciary Liability)
Section XII: Excess Liability Coverage B* * $5,000,000 Per Occurreree/Claim based on underlying coverage
Excess Liability Coverage B applies to the fOllowing coverage areas: All sections listed in Excess Liability
Coverage A, excluding Fiduciary Liability, and Section XI (Excess Liability Coverage A)
** $18,000,000 JPA Mermers' Combined Annual Aggregate cormined fOr both Section XI and SectilnXII
6
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GENERAL COVERAGE DECLARATIONS
The CalifDmia Charter Schook Joint Powers Authority ("CCS JPA") DBA CharterSAFE is a pooled selfinsmance
program::fOr elective members. CCS JPA is ::fOnned pursuant to the provisions ofCalifDmia Govenunent Codes
Section 989, et seq., as amended, and through the Bylaws, Joint Powers Authority Agreement and CCS JPA
policies approved by its Board of Directors. The purpose ofCCS JPA is to provide a self insurance :fimd ror
liability coverage, to ofier the benefit of group purchasing ::fOr other lines of coverage, and to assist NAMED
MEMBERS in controlling costs by providing specialized risk management services and systems.
The purpose of this Memorandwn of Coverage ("MOC") is to describe the coverages provided to NAMED
MEMBERS. It is the intent ofCCS JPA that in order::fOr a NAMED MEMBER to be aflDrded coverage mder
this MOC, the NAMED MEMBER must be in :full compliance with those policies adopted CCS JPA Board of
Directors' .
It is the intent ofCCS JPA to provide the coverage outlined in t:hE MOC to each NAMED MEMBER and those
who work ::fOr them, or on their beha.l:( in accordance with the laws of the State ofCa1i:IDmia. This MOC was
created to eliminate mismderstandings regarding coverage, to avoid and resolve coverage disputes, to clarifY
responsibilities regarding claims, and to provide the NAMED MEMBERS with a docwnent that identifies what is
and is not covered. This MOC embodies the complete agreement and supersedes any poor agreements,
representations or discussions, whether written or oral Any changes to this M OC shaD be made in accordance
with the policies established by CCS JPA'S Board of Direct on and in compliance with CCS JPA'S Bylaws.
Certain provisions in this MOC restrict coverage. The entire MOC should be read carefully to detennine
NAMED MEMBER's rights and duties, coverage tenns and conditions and to detennine what is and is not
covered.
7
6 of 11
SECfION VDI CRIME
SECfION VDI: INSURING AGREEMENTS
CCS JPA agrees, subject to the tenns, conditions, limitations and exc1usions of this MOC, will pay ror 10ss or
damage caused in each of the coverage sections stated be1ow.
MONEY AND SECURITIES
1. COVERAGE: CCS JPA will indemnifY the NAMED MEMBER mr 10ss of MONEY or SECURITIES
owned by the NAMED MEMBER or mr which the NAMED MEMBER is liable as a direct result of1oss
or damage caused by the Perils covered occurring during the PERIOD OF COVERAGE while inside the
PREMISES or in BANKING PREMISES.
(a) PERILS INSURED:
(1) THEFT
(2) Disappearance
(3) Destruction
(4) BURGLARY
(5) ROBBERY
(6) COMPUTER THEFT
(b) COVERAGE EXTENSION:
CCS JPA will indemnifY the NAMED MEMBER under this Section mr:
(1) Damage to, a safe, vauh, cash register, cash box or cash drawer 10cated inside the PREMISES
resuhing directly from an actual or attempted THEFT oe or unlawful entry into such containers;
(2) Loss of MONEY or SECURITIES outside the PREMISES in the care and custody of a
MESSENGER;
(3) Loss of MONEY or SECURITIES outside the PREMISES in the care and custody of an
armored vehicle company. However, the NAMED MEMBER will be indemnified on1y to the
amOlD11 of1oss ;
(4) that the NAMED MEMBER cannot recover:
a. Under the NAMED MEMBER'S contract with the armored Imtor vehic1e company; and
b. From any coverage or indenmity carried by, or mr the benefit ofcustomers of the annored
motor vehicles company.
2. EXCLUSIONS: In addition to SECTION VDI CRIME EXCLUSIONS, and the GENERAL
MEMORANDUM EXCLUSIONS, there is no coverage under MONEY AND SECURITIES mr:
(a) Loss of MONEY or SECURITIES afier they have been transrerred or surrendered to a person or
place outside the PREMISES based upon unauthorized instructions or as a resuh ofa threat ofbodily
harm or damage to any property;
(1) But, this exclusion does not apply to 10ss of MONEY or SECURITIES whi1e outside the
PREMISES or in BANKING PREMISES or in the care and custody ofa MESSENGER if the
NAMED MEMBER:
a. Had no knoWledge of any threat at the time the conveyance began; or
43
7 of 11
b. Had knowledge of a threat at the time the conveyance began, but the bss was rot related to
the threat;
(b) Loss resulting :from the giving or surrendering of property in any exchange or purchase;
( c) Loss of property in any money operated device unless the amount of money deposited in it is recorded
by a continuous recording instrument in the device;
(d) Loss resulting:fromDISHONEST ACTS ofanyofNAMED MEMBER'S EMPLOYEES.
3. DUTIES IN TIlE EVENT OF LOSS: If the NAMED MEMBER has reason to believe that any loss 0:( or
loss :from damage to, MONEY or SECURITIES involves a violation oflaw, the NAMED MEMBER must
notifY the police.
4. DEFINITIONS:
(a) BANKING PREMISES means the interior of that portion of any building occupied by a banking
institution, similar safe depository, automatic teller machine (AlM), or similar banking device.
(b) BURGLARY means the taking of MONEY or SECURITIES :from inside the PREMISES by a
person unlawfully entering or 1eaving the PREMISES as evidenced by marks ofrorcib1e entry or exit.
(c) COMPUTER THEFf means THEFf of MONEY or SECURITIES rolliwing and directly related
to the use of any computer to :fraudu1ently cause a transrer of that MONEY or SECURITIES :from
inside the PREMISES or BANKING PREMISES to a person (other than a MESSENGER) outside
those PREMISES or to a place outside those PREMISES.
(d) DISHONEST ACTS means dishonest or :fraudulent acts committed with the intent to cause the
NAMED MEMBER to sustain loss or damage and to obtain financial benefit ror the EMPLOYEE
or ror any other EMPLOYEE, person or orga.niza.tion
( e) EMPLOYEE(S) means any person:
(1) While in the service of the NAMED MEMBER (and -ror thirty (30) days after tennination of
service); and
(2) Whom the NAMED MEMBER has the right to direct and control while permnning services ror
the NAMED MEMBER.
(f) MESSENGER means the NAMED MEMBER while having care and custody of the MONEY or
SECURITIES outside the PREMISES.
(g) MONEY means:
(a) Currency, coins, and bank notes in current use and having a :face value; and
(b) Trave1ers' checks, register checks and money orders held ror sa1e to the public.
(c) But MONEY does not include SECURITIES.
(h) OCCURRENCE means an act or series of related acts involving one or more persons; or an act or
event, or a series ofrelated acts or events not involving any person
(i) PREMISES mean the interior of that portion ofany building that the NAMED MEMBER occupies
in conducting the NAMED MEMBER's business.
G) ROBBERY means the taking ofMONEY or SECURITIES :from the care and custody ofa person by
one who has:
(1) Caused or threatened to cause that person bodily haan; or
(2) Connnitted an obviously unlawful act witnessed by that person
44
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(k) SECURITIES means negotiable and non-negotiable instrwnents or contracts representing either
MONEY or other property and includes:
(1) Tokens, tickets, revenue and other stamps (whether represented by actual stamps or lIDused value
:in a meter) :in current use; and
(2) Evidences of debt issued:in connection with credit or charge cards, which cards are not issued by
the NAMED MEMBER.
(1) But SECURITIES does not include MONEY
(m) THEFf means any act of stealing
FORGERY OR ALTERATION
1. COVERAGE: CCS JPA will indemnifY the NAMED MEMBER ror Joss :involving INSTRUMENTS
resuhing directly :from the Perils insured, occurring during the PERIOD OF COVERAGE.
(a) PROPERTY COVERED: INSTRUMENTS
(b) PERll...S INSURED: Forgery or a1terationof; on, or :in any INSTRUMENT.
(c) COVERAGE EXTENSION: CCS JPA wiIl:indemnifYthe NAMED MEMBER lIDderthis Section
ror loss due to the NAMED MEMBER'S good :filith acceptance of
(1) Any United States or Canadian post office, express company, or national or state (or Canadian)
chartered bank mmey order that is not paid upon presentation to the issuer; or
(2) Counter1eit United States or Canadian paper currency; or
(3) In exchange ror merchandise, money or services or as part of a nonnal business transaction
2. EXCLUSIONS: Loss resuhing :from DISHONEST ACTS of any of the NAMED MEMBER'S
EMPLOYEES.
3. FACSIMILE SIGNATURES: Mechanically reproduced :filcsimi1e signatures will be treated the same as
handwritten signatures.
4 PROOF OF LOSS: The NAMED MEMBER must include with proof of loss, any COVERED
INSTRUMENT :involved in that loss, or, if that is not possible, an affidavit setting rorth the amOlmt and
cause ofloss.
5. DEFINITIONS:
(a) INSTRUMENTS means checks, drafts, promissory notes, or simi1ar written promises, orders or
directions to pay a certain swn :in money that are:
(1) Made or drawn by or drawn upon the NAMED MEMBER;
(2) Made or drawn by one acting as the NAMED MEMBER'S agent; or that are purported to have
been so made or drawn.
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(b) DISHONEST ACTS means dishonest or fraudulent acts connnitted with the intent to cause the
NAMED MEMBER to sustain 10ss or damage and to obtain financial benefit ror the EMPLOYEE
or mr any other EMPLOYEE, person or organization
(c) EMPLOYEE(S) means any person:
(1) While in the service of the NAMED MEMBER (and mr thirty (30) days a:fler termination of
service); and
(2) Whom the NAMED MEMBER has the right to direct and control while perrormlng services mr
the NAMED MEMBER.
(d) OCCURRENCE means alll>ss caused by a person or in which that person is involved, whether the
l>ss involves one or more COVERED INSTRUMENTS.
EMPLOYEE DISHONESTY
1. COVERAGE:
(a) COVERAGE: CCS JPA wi11indelllJiliYthe NAMED MEMBER mr the 10ss of or damage to Real
or business Personal Property, including MONEY and SECURITIES, and INSTRUMENTS owned
or held by the NAMED MEMBER, or mr which the NAMED MEMBER is liable.
(b) PROPERTY COVERED: Real or business personal property, including MONEY and
SECURITIES, and INSTRUMENTS owned or held by the NAMED MEMBER, or mr which the
NAMED MEMBER is liab1e.
(c) PERILS COVERED: Direct 10ss of or damage to property covered resuhing from DISHONEST
ACTS connnitted by any of the NAMED MEMBER'S EMPLOYEES, acting al>ne or in collusion
with other persons, which occm within the COVERAGE PERIOD.
(d) COVERAGE EXTENSION: CCS JPA will indemnifY the NAMED MEMBER tmder this Section
mr 10ss caused to the NAMED MEMBER through :failure of any of the NAMED MEMBER'S
EMPLOYEES, acting al>ne or in collusion with others, to permntl :firith:fully his duties or to account
properly mr allmonies and property received by virtue ofhis position ofemp1oyment
2. EXCLUSIONS: In addition to SECTION vm CRIME EXCLUSIONS, and the GENERAL
MEM ORANDUM EXCLUSIONS, there is no coverage tmder EMPLOYEE DISHONESTY mr:
(a) Damage where the only proofofthe 10ss or amotmt of the l>ss is dependent upon an inventory or a
profit and 10ss computation;
(b) Any part of a 10ss involving any EMPLOYEE occurring a:fler discovery of any fraudulent or
DISHONEST ACTS connnitted by the EMPLOYEE whether bemre or after being empl>yed by the
NAMED MEMBER. This only includes discovery by a NAMED MEMBER not in collusion with
the EMPLOYEE;
( c) Loss that is not discovered within one year after the end of the PERIOD OF COVERAGE;
(d) Legal expenses or any indirect loss.
3. EMPLOYEE DISHONESTY SUPPLEMENTAL COVERAGE:
The Supp1emental Coverage applies only if this EMPLOYEE DISHONESTY COVERAGE renews prior
dishonesty coverage and is e:fIective on the expiration or termination date of the prior coverage.
46
10 of 11
CCS JPA will indemnifY the NAMED MEMBER :fOr Joss that would have been covered by the prior
Coverage, except that the time to diicover the Joss had expired, and which would be covered by this MOC
had it been in e:trect when the acts or events causing the loss or damage occurred. This coverage is limited to
the lesser of the limits applicable to the poor coverage or the SCHEDULE OF SPECIFIC LIMITS OF
COVERAGE of this MOC. This Supplement Coverage is part 0:( and not in addition to the limits of
coverage ror EMPLOYEE DISHONESTY Coverage.
4. LOSS PAYMENT:
The limit of coverage shown is the most that will be paid ror an OCCURRENCE even though it may occur
over more than one PERIOD OF COVERAGE.
5. DEFINITIONS:
(a) DISHONEST ACTS means dishonest or :fraudulent acts connnitted with the intent to cause the
NAMED MEMBER to sustain loss or damage and to obtain financial. benefit ror the EMPLOYEE
or :fOr any other EMPLOYEE, person or organ:i2ation
(b) EMPLOYEE(S) means any person:
(1) While in the service of the NAMED MEMBER (and ror thirty (30) days a:fier tennination of
service); and
(2) Whom the NAMED MEMBER has the right to direct and control while pedOrming services ror
the NAMED MEMBER.
(c) INSTRUMENTS means checks, drafts, promissory notes, or similar written promises, orders or
directions to pay a certain smn in MONEY that are:
(1) Made or drawn by or drawn upon the NAMED MEMBER;
(2) Made or drawn by one acting as the NAMED MEMBER'S agent; or that are purported to have
been so made or drawn.
(d) MONEY means:
(1) Currency, coins, and bank notes in current use and having a filce value; and
(2) Travelers' checks, register checks and money orders held:fOr sale to the public.
(3) But MONEY does not include SECURITIES.
(e) OCCURRENCE means an Joss or damage caused by DISHONEST ACTS, whether involving one
or more EMPLOYEES, or as the resuh ofa single act or series of acts.
(f) SECURITIES mean negotiable and non-negotiable INSTRUMENTS or contracts representing either
MONEY or other property and includes:
(1) Tokens, tickets, revenue and. other stamps (whether represented by actual stamps or unused value
in a meter) in current use; and
(2) Evidences of debt issued in connection with credit or charge cards, which cards are not issued by
the NAMED MEMBER;
(3) But SECURITIES does not include MONEY.
SECTION VIll: CONDITIONS
47
11 of 11
EXTENSIONS IN COVERAGE do not increase, but just furm part 0:( CCS JPA's limits of coverage as shown in
SCHEDULE OF SPECIFIC LIMITS OF COVERAGE.
NO BENEFIT TO BAll..EE: The coverage aflDrded herein shall not inure directly or indirectly to the benefit: of
any carrier or other Bailee fur hire.
VALUATION:
l. MONEY: Faceva1ue.
2. SECURITIES: Actual cash value at the close ofbusiness on the day the loss was discovered.
3. PROPERTY OTHER THAN MONEY AND SECURITIES: ACTUAL CASH VALUE at the time of loss
with deduction :fOr depreciation The vahlation is limited to the cost to repair or replace with property of
equivalent kind and quality, to the extent practicable.
SECTION VIII: EXCLUSIONS
IN ADDITION TO THE GENERAL EXCLUSIONS OF THIS MOC, THIS SECTION DOES NOT INSURE
AGAINST:
1. Any CLAIM :fOr damages, whether direct or consequentia1, or :fOr any cause of action which is covered lIDder
any other Section of the Memorandwn, whether or not a limit is stated in SCHEDULE OF SPECIFIC
LIMITS OF
2. Loss resulting from accolIDting or arithmetical errors or
3. Loss resulting from a NAMED MEMBER's, or anyone acting on a NAMED MEMBER's express or implied
authority, being induced by any DISHONEST ACT to vohmtarily part with title to or possession of any

4. Any loss, caused by order of any civil authority, including seizure, confiscation or destruction of property,
regardless ofother causes or events that contribute to or aggravate the loss, whether such causes or events act
to produce the loss be:fOre, at the same time as, or affer the excluded causes or events.
48
EXHIBIT 2
1 of 2
2 of 2
SWORN STATEMENT IN PROOF OF LOSS
nla
AMOUNT OF POLICY AT TIME OF LOSS POLlCY NUMBER
2013
DATE ISSUED AGENCY AT
2014
DATE EXPIRES AGENT
To the Insured
Of California Charter Schools JP A dba CharterSAFE
At the time of loss, by the above indicated policy of insurance you insured Charter High School of Arts
against loss by Employee Theft of property described Illlder Schedule "A", according to the tenus and conditions of the said
policy and all fonus, endorsements, transfers and assignments attached thereto.
1. Time and Origin: A Theft at the hour of UNK'clock _M., discovered on the 13
th
November, 2013. The cause
and origin of the said loss were: Kalliccinc Berry used her ADlericanExpress card [or personal usc and cllarged $25.468.34 on her
company American Express card without prior authorization. The building described, or containing the property described, was
occupied at the time of loss as follows, and for no other purpose o"'n'--_ _______ _ _ _
3. Title and Interest: At the time of the loss the interest of your insured in the property described therein was
!!.oWD!!."'-c"'r '-----:-_ ___ -::-_______ --=-=--=:--_,--________ No other person or persons had any interest
lherein or incumbrance there on.cxcept: __ .. x"' , c::: e"' p"" Li"' o,.. n _ _ __________________ _
4. Changes: Since the said policy was issued there has been no assignment thereof, or change of interest, use,
occupancy, possession, location or exposure of the property described, except:---'n"'o'-'c".h."an=cge""s"--_________ _
5. Total Insurance: The total amount of insurance upon the property described by this policy was, at the time of loss,
$100,000 CCSA has more particularly specified in the apportionment attached under Schedule "C", besides which there was
no policy or other contract of insurance, written or oral, valid or invalid.
6. The Actual Cash Value of said property at the time ofloss was . ..... .. ....... ...... $ 25,468.34
7. The Whole Loss Damage was: . . .. $ 25,468.34
8. Less Amount of Deductible .. . ... .. ... . .... .... .. ... . ..... ................................. $ No deductible
9. The Amount Claimed under the above numbered policy is ...... ... ... ....... .. ...... . $ 25,468.34
The said loss did not originate by any act, design or procurement on the part of your insured, or this affiant; nothing has
been done by or with the privity or consent of your insured or this affiant, to violate the conditions of the policy, or render it void;
no articles are mentioned herein or in annexed schedules but such as were destroyed or damaged at the time of said loss; no
property saved has in any manner been concealed, and no attempt to deceive the said company, as to the extent of said loss, has
in any manner been made. Any other infonuation that may be required will be furnished and considered a part of this proof.
The furnishing of this blank or preparation of proofs by a representative of the above insurance company is not a
waiver of any of its rights.
FOR YOUR PROTECTION CALIFORNIA LAW REQUIRES THE FOLLOWING TO APPEAR ON TInS FORM:
Any person who knowingly presents false of fraudulent claim for the payment of a loss is guilty of a crime and may be
subject to fines and confinement in state prison.
AUTHORIZED REPRESENTATIVE: __ . __
I
DATE:
EXHIBIT 3
1 of 2
2 of 2
GEORGE HILLS COMPANY, INC.
CLAIMS ADMINISTRATORS FOR CALIFORNIA CHARTER
SCHOOLS
3043 Gold Canal Drive, Suite 200
Rancho Cordova, CA 956706129
California Bank & Trust
Sacramento Main Office
1331 Broadway
Sacramento; CA 95818
Pay Twenty Five Thousand Four Hundred Sixty Eight Dollars And 34/100
g TO THE ORDER OF
CHARTER HIGH SCHOOL OF ARTS
Attn: Ms. J. Saliba, Executive Director
6842 Van Nuys Blvd.
Van Nuys, CA 91405
Payee: CHARTER HIGH SCHOOL OF ARTS
IRS/SSN: XXXXX
11204
1210
~ - - - ~ ~ . M' I
CHECK NO. 002450
DATE
04/29/2014
****************25,468.34
Check Number: 002450
Check Date: 04/29/2014
Invoice
Claim
Number Claimant Name
Berry, Kathryn
Loss Date Payment Transaction From Through Received Invoice # Amount
25,468.34 45429 11/13/2013 Errors & Omissions 04/25/2014 04/25/2014
Comments: Full and Final Settlement
EXHIBIT 4
1 of 6
RESOLUTION OF THE BOARD OF DIRECTORS
OF CHARTER HIGH SCHOOL OF ARTS ASSOCIATION
ADOPTING POLICY RE DEPARTMENT OF JUSTICE BACKGROUND CHECK FOR
ALL EMPLOYEES PRIOR TO EMPLOYMENT
WHEREAS, Charter High School of Arts Association is a California nonprofit
corporation that operates the Charter High School of Arts Multimedia and Performing
(CHAMPS) charter school;
WHEREAS, the Board of Directors of CHAMPS believes it is important to
update and implement fiscal controls to prevent inappropriate use of the schools credit and
protect CHAMPS finances;
WHEREAS, as required by law and to ensure the safety of every CHAMPS
student and the CHAMPS community, before commencing employment with CHAMPS, each
and every potential employee must, at their own expense, process Live Scan fingerprinting
through the Department of Justice for the purpose of performing a criminal background check;
WHEREAS, as part of its update and implementation of effective fiscal controls,
and as required by law and to ensure the safety of CHAMPS students, the Board of Directors of
CHAMPS may and desires to enact a uniform policy and procedures that ensures no employee
shall commence employment until successful completion of a Department of Justice background
check; and
WHEREAS, the Board of Directors of CHAMPS has determined that it is
appropriate and beneficial, and in the best interest of CHAMPS, its students and families, that the
Board adopt the policy re department of justice criminal background check for all employees
prior to employment attached hereto as Exhibit A (Background Check Policy).
NOW, THEREFORE, BE IT RESOLVED by the Board of Directors of
CHAMPS that:
1. The Board of Directors of CHAMPS hereby adopts the Background Check
Policy set forth in Exhibit A which is consistent with applicable law. This
Policy supersedes any prior policy, procedures, or any inconsistent provision
in the CHAMPS charter.
DOCS 115512-000000/1957863.1 2 of 6
DOCS 115512-000000/1957863.1
EXHIBIT A
BACKGROUND CHECK POLICY
3 of 6
NO EMPLOYMENT PRIOR TO SUCCESSFUL COMPLETION OF DEPARTMENT OF
JUSTICE (DOJ) BACKGROUND CHECK
Before commencing employment with CHAMPS, each and every potential employee
must, at their own expense, process Live Scan fingerprinting through the DOJ for the purpose of
performing a criminal background check. The DOJ background check is required once an
applicant has been offered employment. No employee shall commence employment until
CHAMPS has received DOJ clearance.
Any person who has been convicted of a violent or serious felony is not eligible for
employment with CHAMPS in any capacity unless the individual has obtained a certificate of
rehabilitation pursuant to applicable provision of the Education and Penal Codes. An individual
who has been convicted of a serious, non-violent felony may be eligible for employment if he or
she has demonstrated to the sentencing court that he or she has been rehabilitated for purposes of
employment for at least one year.
An individual who has been convicted of a felony or misdemeanor sexual offense as
defined by Education Code Section 44010 is not eligible for employment in any capacity.
An individual who has been convicted of a felony or misdemeanor controlled substance
offense as defined by Education Code Section 44011 is not eligible for employment in any
capacity.
If the background check reveals that the individual has been arrested or convicted of a
crime which does not render the employee ineligible for employment, the Board of Directors
must be informed of the individuals background prior to the individual commencing
employment.
Prior to an employee commencing employment, the Executive Director, the Human
Resources Manager and the Principal (in the case of all faculty and other personnel under his/her
supervision) shall certify, in the format of the Faculty and Staff New Hire Personnel Action
Form attached to this policy, that they have reviewed the Live Scan report and that the
prospective employee is eligible to be hired under this Background Check Policy. The payroll
department (or if a service provider is used, the service provider) shall put no person on the
payroll unless they have received this Faculty and Staff New Hire Personnel Action Form,
properly completed and signed.
No exceptions to this policy or any portion thereof are permitted. Failure to follow this
policy will subject the employee(s) concerned to disciplinary action, including termination.
- 1 -
DOCS 115512-000000/1957553.2
4 of 6
04/28/14 04/28/14
)
CHAMPS
FACULTY & STAFF NEW HIRE
PERSONNEL ACTION FORM
Start Date:__________________________
Employee No._______________________
PERSONAL INFORMATION
Name Social Security No.
Street Address or PO Box
City/State/ Zip
Home Phone Cell Phone
Personal email
JOB INFORMATION
Job Title Department
Supervisor Credential required? Yes___ No___
New Hire Exempt 10 Month Pay rate:__________________
Rehire Nonexempt Salaried 12 Month per__________________
Hourly
___hours per ______
CLEARANCE INFORMATION
Date California DOJ Background Check (Live Scan) Report Received g ( p
Date TB Test Received Expiration Date
Credential Type:_______________________________________ Credential No._______________________
Date issued:________________ Expiration Date:_____________________
OTHER INFORMATION
CERTIFICATION
I certify that I have reviewed the Live Scan report, evidence of current TB immunization, and evidence of
current credential (if required), and that this person is eligible to be hired under CHAMPS' Background Check
Policy and any other applicable policies or governmental regulations as of the above start date.
Signed:
HR Manager (required) ___________________________________________ Date_____________
Principal* ___________________________________________ Date_____________
Executive Director (required) ___________________________________________ Date_____________
*Principal's signature required for all faculty and other personnel under his/her suspervision
5 of 6
6 of 6
SECRETARY'S CERTIFICATE
I, -;rr& )d! C., b, ul , Secretary of Charter High School of Arts Association, a
California nonprofit public benefit corporation, County of Los Angeles, California, hereby
certi fy as follows:
The attached is a full , true, and correct copy of the resolutions duly adopted at a
regular meeting of the Board of Directors of Charter High School of Arts Association which was
duly and regularly held on April 28, 2014, at which meeting all of the members of the Board of
Directors had due notice and at which a quorum thereof was present; and at such meeting such
resol utions were adopted by the following vote:
AYES: '1
NOES:
ABSTAIN: U
ABSENT: -:l.
I have carefully compared the same with the original minutes of such meeting on
file and of record in my office; the attached resolution is a full, true, and correct copy of the
original resolution adopted at such meeting and entered in such minutes; and such resolution has
not been amended, modifi ed, or rescinded since the date of its adoption, and the same is now in
full force and effect.
WlTNESS my hand on
DOCS 115512-0oo0oo{1957863. 1
(Inc, I 'I ,2014,
I
....... '
o Charter High School of Arts
Association
EXHIBIT 5
1 of 7
ADOPTING CREDIT CARD POLICY AND APPROVING AND AUTHORIZING
OTHER ACTIONS RELATED THERETO
(CHAMPS) charter school;
update and implement fiscal controls to prevent inappropriate use of the schools credit and
protect CHAMPS finances;
WHEREAS, in order to update and implement effective fiscal controls, the Board
of Directors of CHAMPS may and desires to enact a uniform policy and procedures concerning
credit cards for CHAMPS;
WHEREAS, the Board of Directors of CHAMPS has determined that it is
Board adopt the credit card policy attached hereto as Exhibit A (Credit Card Policy);
WHEREAS, under the Credit Card Policy, CHAMPS credit cards may be issued
only in the names of the CHAMPS Executive Director or the Principal for business purposes
only and must be approved by the Board of Directors;
WHEREAS, CHAMPS currently has two credit cards issued by Wells Fargo
Bank with a credit line of $25,000 each, held by the CHAMPS Executive Director and the
Principal; and
WHEREAS, the Board of Directors of CHAMPS desires to approve, authorize
and ratify the credit cards held by the CHAMPS Executive Director and the Principal.
CHAMPS that:
1. The Board of Directors of CHAMPS hereby adopts the Credit Card Policy set
forth in Exhibit A. This Policy supersedes any prior policy, procedures, or
any inconsistent provision in the CHAMPS charter.
2. The Board of Directors of CHAMPS hereby approves, authorizes and ratifies
the current two CHAMPS credit cards issued by Wells Fargo Bank with a
credit line of $25,000 each, held by the CHAMPS Executive Director and the
Principal.
DOCS 115512-000000/1957857.1 2 of 7
DOCS 115512-000000/1957857.1
EXHIBIT A
CREDIT CARD POLICY
3 of 7
CHAMPS CREDIT CARD POLICY
Credit Card Accounts
Applications for credit cards may be made only with Board approval.
Named Users
CHAMPS credit cards may be issued only in the names of the Executive Director or the
Principal (Named Users).
Credit Card Use By Named Users
Receipts for credit card purchases or charges must be turned into the Business Manager not later
than the first business day after the purchase or charge or, if purchase or charge is made while
the Named User is out of town, upon the Named Users return. Any receipts for meals or
entertainment must clearly indicate the names of all persons present and the business purpose of
the meeting.
Credit Card Use By Employees
The Named Users are required to keep the CHAMPS credit cards secure at all times. The
Named Users may check out the credit card in their possession to employees only pursuant to the
process set forth in this Policy. Credit cards may not be checked out overnight. Employees may
check out a credit card only under the following circumstances:
A. The employee must obtain permission for the proposed expenditure from either the
Executive Director or the Principal;
B. Before being permitted to check out a credit card, each employee must fill out the
Credit Card Log in the format attached to this Policy, maintained by the Named User,
stating the employees name, the date and time the employee received the card, the
vendor from which the employee will be making the purchase, a description of the
item or service to be purchased and the estimated amount of the charge.
C. The employee must return the credit card to the Named User and complete the Credit
Card Log by indicating the date and time returned, the actual amount charged and
obtaining the signature of the Named User in acknowledgement of the employees
return of the card.
D. The employee must immediately give the receipt for the purchase to the Business
Manager.
Weekly Reconciliation
At the end of each week, the Credit Card Log will be given to the Business Manager. Each
week, the Business Manager will compare the online credit card statement with the charges
identified on the Credit Card Log and the receipts provided. In the event the Business Manager
- 1 -
DOCS 115512-000000/1957567.2
4 of 7
- 2 -
DOCS 115512-000000/1957567.2
is unable to reconcile a purchase made on a credit card with the Credit Card Log and/or a receipt
provided by an employee or the Named User, the Business Manager must immediately report it
to the Executive Director and the Principal. If the amount of the unreconciled charge is in excess
of $500, it shall immediately be reported to the Board of Directors.
Statements
Credit card statements will be sent directly to the Business Manager. A copy of the activity for
each credit card account for the week shall be sent to the President and Chairman of the Board of
Directors and the Board member serving as Treasurer along with the weekly cash report. A copy
of the monthly statement for each CHAMPS credit card shall be sent to all Board members along
with the monthly Board financial package.
Permissible Uses
School credit cards are for CHAMPS business purposes only. CHAMPS credit cards may not be
used for cash advances, gift cards, personal expenditures or non-business related purchases for
any reason.
Termination
Upon the termination of employment of a cardholder for any reason, all cards in that persons
name must be cancelled and returned to CHAMPS, along with any other school-owned items.
5 of 7
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I,
California nonprofit public benefit
certify as follows:
> Secretary of Charter High School of Arts Association, a
corporation, County of Los Angeles, California, hereby
duly and regularly held on April 28, 2014, at which meeting all of the members of the Board of
resolutions were adopted by the following vote:
AYES: q
NOES: 0
ABSTAIN: 0
ABSENT: ;l.
file and of record in my office; the attached resolution is a full, true, and correct copy of the
not been amended, modified, or rescinded since the date of its adoption, and the same is now in
full force and effect.
WITNESS my hand on &1' [,i ,<'1 ,2014,
DOCS 115512-00000011957857.1
Secretary o(Charte;'"High School of Arts
Association
EXHIBIT 6
1 of 5
ADOPTING POLICY ON REPORTING THEFT OF FUNDS OR PROPERTY
(CHAMPS) charter school, authorized by the Los Angeles Unified School District
(LAUSD);
update and implement fiscal controls to ensure that in the event of theft of school funds or
property, such theft is reported as appropriate to the CHAMPS Board of Directors, law
enforcement and the LAUSD charter school office; and
WHEREAS, the Board of Directors of CHAMPS has now determined that it is
Board adopt the policy on reporting theft of funds or property attached hereto as Exhibit A
(Theft Reporting Policy).
CHAMPS that:
1. The Board of Directors of CHAMPS hereby adopts the Theft Reporting
Policy set forth in Exhibit A. This Policy supersedes any prior policy,
procedures, or any inconsistent provision in the CHAMPS charter.
DOCS 115512-000000/1957862.1 2 of 5
DOCS 115512-000000/1957862.1
EXHIBIT A
THEFT REPORTING POLICY
3 of 5
REPORTING THEFT OF FUNDS OR PROPERTY
Employees are responsible for immediately reporting any misappropriation or theft of
CHAMPS funds, equipment, materials or supplies to the Executive Director. Any employee
who has knowledge of theft or misappropriation of CHAMPS money or property by any person
or organization, including another employee, and who fails to report it may be subject to
disciplinary action up to and including termination. Misuse of a school credit card is considered
theft or misappropriation for purposes of this policy.
At his or her earliest opportunity, the Executive Director shall notify the Board of
Directors, law enforcement and the LAUSD charter school office of any theft or
misappropriation of CHAMPS funds, equipment, materials or supplies valued at $950.00 or
more.
- 1 -
DOCS 115512-000000/1957566.1
4 of 5
5 of 5
I, 'RQX lor 6
a
l (1
California nonprofit public benefit
certify as follows:
, Secretary of Charter High School of Arts Association, a
corporation, County of Los Angeles, California, hereby
duly and regul arly held on April 28, 2014, at which meeting all of the members of the Board of
resolutions were adopted by the following vote:
AYES:
NOES: (
ABSTAIN: 0
ABSENT:
file and of record in my office; the attached resolution is a full , true, and correct copy of the
not been amended, modified, or rescinded sinee the date of its adoption, and the same is now in
fuJi force and effect.
WITNESS my hand on rl
f
", I 7) ,2014.
DOCS 115512-000000f1957862.1
Secretary 6fCharter Hi gh School of Arts
Association
EXHIBIT 7
1 of 34
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EXHIBIT 8
1 of 4
2 of 4
1 4/28114 Minutes
CHAHP5
CHARTER HIGH S CHOOL
Of the arts - mu tlmedia and pertarm'ng
MIN UTE S OFTHE REGULAR MEETING OFTHE BOARD OF DIRECTORS
6842 Val NuysBlvd.
Val Nuys. CA
Monday, April 28,2014 <i 6:30 p.m.
CALL TO ORDER
President Robert Kctln caled the meeting to order <i 6:44 p.m. end Corporae Secreta)', Roxme Eskal, recorded
the minutes. A quorum of Dire:iorsw<' present, end the f'T"IlEtirYJ, having been duly convaled, w<, reedy to procea1
with business.
Directors Presa1t
Roll Cal: Robert K<i1n, Roland Rnk, Peter Miller, ROXa-le Eskm, Rob Pcit, Kerry Edelstein, Pall DEBonis, Dr.
Henry Soper, Zoha- Loshitzer
Dired:orsAbsent
Jeffrey Favretto, Dennis FriEd
Adoption of Agenda
MOTION BY: RoliieFink
Movelo
::ECONDED BY: Zoha- Loshitza-
A vote w<, tcj(en ald the moti on w<, unalimously
Approval of Minutes
MOTION BY: Rollie Fink
Moveto 2014 Bocrd Meeting Minutes.
SECONDED BY: Peler Miller
A votewc' t.:Ken ald the motion wc, unmimously approvEd.
Announcements
Trisha Dexter ma::letheblg alnouncement of CHAMPS' Spurflys Roboticstean winning the Vex. World
Chanponship. Therewa-e 27 countriES col"Jl)Eting.
Thisweekeod isthe periorrna1ce of " Mod Gp."
Annua Rim Festiva - May 20,
Chanps Fest I Field Fest on " Reid Day" in J ..me
College a:cep!:alce list for seniors pJSI.a::I on the wall
Public Comments
Paula LctiSaN - Corrment on procEdure for vetting fT'4JI oyees rocorrmended for hi re by the Boa-d.
3 of 4
2 4/281 14 Minutes
REPORTS/PRESENTATIONS
Pr incipal ' s Repor t - Linda Pien:e
Single School District Pial revie.v
Saus on CAASPP (CA A$5Sl'TlEJlI: of Sudfflt Perforrn<r1ce & Progress)
Smater Sames::t Mah & EngiiSl
CST (CA Slm.-ds Test) : Science
Upjateon Sudent Information System- Master Schdule in place; getting off of Tea:ha-a9Se.1Jly 1
Student Union Re;lOrt: Griffin Haskins, Presid61t
Working on getting ateocher from ea::h Aca::lemy to report a the Bocrd Meetings.
Exocutive Director ' s Report -Joanne Saliba
.. Revie.-vend upjaeof Local Control AccountcDility Pia'! (LeAp)
OLD BUSINESS
Facility - Peter Miller, Bob Kahn
Process of Due Diligence is rll'Jrethan 50% oorllJlae.
Executive OirEdor Seardl- Rob Pail
One a::Iditionai caldidae for consideraion due j n on Wednesday.
We ha::1 Dr. Brent Belil in last week.
Financial Report - Rollie Fink , Treasurer & Graham Oye- ExED
Ma-dl FinCJ1dals Report revie.v
2013 Tax REturn rENi'N
Slate Bldg .. UiXlate
ADA for Periocl2 is 10 ctlove budget , we have exceeded the budgetoo ADA for the first time.
NEW BUS NESS
Board Member Communications, Responsbilitiesand Expectations-Kerry Edelstein
This topic was introoLK:e:l by Kerry Edelstein, a1d it wasda:::ide:l this item should be placed on thea;;!e1da for the
May meeting forfurtherdi&;ussion,
Resol utionsAdopting Pol ities re Financial Controls: SChool Cr am Card Usage Policy: Employee
Background Clearance Policy: and Policy Regarding Theft of School Property
After discussion,
MOTION BY: Dr. Henry Soper
Moveto approvethecdoption of Resolution of the Board of Di rectors of Chater High SChool of ArtsA$Jdaion
a::fopting Credit card Policy a1d approving and arthorizing other a::tions relae:l thereto.
SECONDED BY: Zoha- Lmilitzer
A votewff; t<<.eo and the motion WeE unmimously approve:!.
Afterdiscussion,
Move to apf)"ovethe ajoption of Resolution of the Boad of Diredorsof Chata' High SChool of ArtsAS9JCiction
a::fopting policy re: Depa1rnerlt of ..lJstice Ba::kground Check for al EfTlJIoyees prior to Ef11)Ioyment.
SECONDED BY: Rob pat
A vote was taken ald the motion Wff; unmimously approve:!,
4 of 4
3 4/28/14 Minutes
After discussion,
Move to a::Ioption of Reoolution of the Board of Directorsof Chcr1er High School of ArtsAssociaion
a::Jopting Policy on Reporting Theft of Funds or A"operty.
SECONDED BY: Zoha- Loshilzf
A vote wc taken ald the motion Wffi unanimously approved.
Break a 8:40 p.rn.
Reconvene:! Ci 8:45 p.m. for Board of DirectorsGovernance Training by Greta Prodor with Procopio Cory
Hargreaves& Savitch, LLP.
Chater School Governcnce
Boa-d Member FiduoCIY Duties
Sea Practices for Fiscci Oversight
Training Session coCllJleted a 9:53 p.m.
CLOSED SESSION beJal a 9:58 P1\II
Real Estae DiSCUsSon purSLmI to Govt. COOe: 54956.8
Conference with Rea Propa1y N6Joticior
Negotiaors: Bob Ka,n, Rollie Fink, pea- Miller
Negotiaing Pa1ies: TheMaiin Group
Real Property: 6842 Van NuysBlvd. , Val Nuys, CA 91405
Unda- Negoliction: Property & Lease Terms
Personnel Maiers purSJalt to Govt. Cooe 54957, subd. (b)
Boa-d Meeting rea>nvenEd a 10:50 PM
No action ta<.en to rlXlrt.
ADJOURNMENT
The lTleEting W(E oojournai a 10:51 p.rn.
EXHIBIT 9
1 of 2
2 of 2
FROM:
TO:
CC:
DATE:
SUBJECT:
lie. Charter"<info@champscharter.org>
Contacts and Students
To the entire school
School Admins, Instructors [show]
11112/2013
News about transition in CHAMPS leadership
To the CHAMPS community:
On behalf ofthe Board of Directors, it's with mixed emotions that I announce the
conclusion of Joanne Saliba's tenure as Executive Director of CHAMPS, effective at
the end of the 2013-14 school year.
Joanne originally joined the CHAMPS community as a Board member in 2011, but was
asked by the Board to step into the Executive Director office in the middle of that
school year. We appreciate her stabilizing influence over the last two years, a
time of growth and change for all of us associated with CHAMPS.
We ask that our entire community-- parents, staff, faculty, and students-- give
Joanne your cooperation and support during the remainder of her tenure. During this
time, she will continue to hold full accountability and authority for the School's
successful operation, and the Board will be supportive of her in guiding important
changes for our business operations, academics, and culture.
We have started the recruitment process for a new Executive Director, and expect an
orderly transition. As a Board, our goal is for the next Executive Director to lead
our school into its next phase of growth, and to be a leader in establishing CHAMPS
as a national leader in teaching 21 st century skill sets through the arts. The
search process is being led by an ad hoc team of Board members, including Rollie
Fink, Wendy Spinner, and Rob Pait. The process is planned to be as inclusive and
transparent as possible.
Thank you for your continued support of CHAMPS and our wonderful students, faculty
and staff.
Sincerely,
Bob
Robert M. Kahn
CHAMPS Charter High School of the Arts-
Champs Charter
Office assistant
Charter High School of the Arts
Van Nuys, CA 91405
phone: 818-994-4744
email: info@champscharter.org
If you would rather NOT receive this email in the future, update your account :
http://www.teacherease.comlcommonlViewPassword. aspx
EXHIBIT 10
1 of 5
2 of 5
CONSULTING AGREEMENT
Charter School Executive Search
THIS AGREEMENT is made on October 11, 2013, by and between CHAMPS Charter High School of the Arts
("The School") of Van Nuys, CA, and CARNEY, SAN DOE & ASSOCIATES, Inc. ("CS&A") of Boston, MA
(both The School and CS&A sometimes hereinafter referred to collectively as "the parties").
RECITALS
The School desires to secure the services of CS&A to assist its Board of Directors in locating and retaining a
Executive Director ("Head") for the school year commencing in July I, 2014, subject to the tenns and conditions
set forth below.
AGREEMENT
In consideration of the mutual promises and covenants contained herein, and for other good and valuable
consideration, the receipt and sufficiency of which are hereby acknowledged, the parties hereby agree as follows:
I. Engagement. The School hereby retains the services ofCS&A and CS&A hereby accepts engagement by the
School for such services, for the purposes and upon the terms and conditions set forth herein.
2. Hiring Authority. Roland Fink, Chief Financial Officer, warrants that he is authorized by The School to
execute this Agreement on its behalf, and bind it to the tenns and conditions herein.
3. Term. The Term of this Agreement shall commence as of the date of this Agreement and shalt continue for a
one year period ("the Term"), unless tenninated sooner in accordance with this Agreement or unless extended
by the mutual written agreement of The School and CS&A, except for the exclusive candidate referral
provision (which extends as provided in paragraph II).
4. CS&A's Duties. CS&A shall assist the Schoo! in identifying and hiring a Head by rendering advice and
counsel and providing the following services: (i) be available, as requested, to visit the schoo! and survey
mutually agreed upon constituents; (ii) develop candidates through its national associations and networks; (iii)
discuss the candidate pool with the school; (iv) provide contact and background infonnation about possible
candidates to refer; (v) assist the search committee in its interviewing of referred semifinalists candidates; (vi)
advise the search committee in conducting its due diligence of reference checking of finalists candidates; (vi i)
help the committee to plan and structure the finalist interview sessions; (viii) assist the school in its
negotiations with the finalist candidates (ix) provide assistance in such other ways as may be mutually agreed
upon in writing.
CS&A shall work with and be responsible to the Head of the Ad Hoc Search Team of The School or to such
individual who is otherwise designated in writing by The School in writing to be the contact person for CS&A
in conjunction with this Agreement.
5. The School's Duties. The School understands and agrees that the School is ultimately responsible for the
choice of the Head, the terms of the employment of the Head and all matters arising out of such employment.
In this regard, it is the School's responsibility to: (i) assess and evaluate all candidate references provided to it
by CS&A; (ii) complete thorough references, prior to the conclusion of the search, in addition to those
provided by CS&A; (iii) conduct background checks and/or credential verification of all finalist candidates
3 of 5
prior to the conclusion of the search; and (iv) cooperate with CS&A in conducting the search. Upon the
School's request, CS&A will make available to the School a list of third party vendors which conduct
background checks and written verification of, for example. academic record, highest degree earned, driving
record. credit record and criminal record.
6. Confidentiality.
(a) It is understood that the infonnat ion provided on candidates is for the exclusive use of the School and shall
not be disclosed to anyone without the prior written consent ofCS&A in each instance.
(b) CS&A may, in the course of perfonning services for The School, obtain confidential infonnation
concerning The School. CS&A and its employees, representatives, and agents shall not use such
confidential infonnation for any purpose except for the purpose of locating and recruiting a Head.
7. Compensation. The CS&A fee is for the professional services outlined in this Agreement and such services
are rendered on a retained search basis. The School shall pay CS&A for its services as foll OWS:
(a) Fee and Expenses:
Fixed fee ofS30,000.00, plus all reasonable expenses as described in Section 8 below.
(b) Payment Schedule:
(i) 50% of the fee (SI5,ooo) shall be paid on the date of this Agreement.
(II) 25% of the fee ($7.500.00) shall be paid 60 days after the date of this Agreement.
(iii) 25% of the fee ($1,500.00) shall be paid 30 days after the date of the appointment of
the Head. or 360 days fo[lowing the date of this Agreement, whichever occurs first.
(c) The provisions of this Section 1 shall survive any tenninat ion of this Agreement un less
CS&A is then in material default ofany provision of this Agreement.
8. Expenses. CS&A is authorized to incur reasonable expenses during the tenn of this Agreement in providing
its services hereunder, including, without limitation, expenses for travel, housing, meals. entertainment,
advertising, reproduction costs, direct mail, telephone, and postage. The School shall reimburse CS&A for
such direct expenses within 30 days of the receipt of each request for reimbursement submined by CS&A.
Each expense incurred by CS&A in excess of $500.00 or in the case of travel shall have received the prior
approval of the Search Committee Chair or his or her designee. The provisions of this Section 8 shall survive
any tennination of this Agreement.
9. Internal Candidates. The School agrees to submit information to CS&A on all candidates to be considered for
the search assigned to CS&A regardless of the source - including any candidate who is already employed by
the School - for disposition in accordance with the exclusive nat ure of this agreement. [n the event any of said
candidates are hired. CS&A shall be deemed the source of the referral and the full fee will be due and
payable.
10. Interim or Actin!? Head In the situation where an interim or acting Head is subsequently hired as Permanent
Head, CS&A shall be deemed the source of such candidate in accordance with the exclusive nature of this
Agreement and the full fee shall be due and payable.
II . Exclusive Candidate Referral. It is specificall y understood that candidates referred by CS&A to The School
within the context of this Agreement are specificall y and exclusively candidates for the Head position. In the
event The School elects to hire any such candidate for a pos ition other than the Head position, for each such
candidate hired by The School and presented by CS&A during the Term of this Agreement and for a period of
one year thereafter, The School shall pay a placement fee of $10,000 to CS&A, due and payable within 30
days of such election to hire.
12. Termination. The School may tenninate this Agreement upon 15 days wrirten notice to CS&A and payment
of all fees and expenses incurred by CS&A through the date of receipt by CS&A of such wrinen notice.
CS&A may also tenninate this Agreement upon 15 days written notice to The School.
4 of 5
13. Severability. If any provision of this Agreement is or shall become illegal or unenforceable in whole or in
part for any reason whatsoever, the remaining provisions shall remain valid and binding.
14. No Warranty. The School acknowledges and agrees that CS&A's presentation ofa candidate for review does
not constitute a recommendation to hire andlor a warranty of any nature.
15. No WarrantylReolacement Search. The School acknowledges and agrees that CS&A's presentation of a
candidate for review does not constitute a warranty of any nature. Notwithstanding the foregoing, if a
candidate presented by CS&A is hired as Executive Director by the School and is tenninated by the School
within six months of hislher commencement of employment for lack of performance as measured against
pre-existing, written perfonnance objectives mutually-established and agreed to by the School and the
Executive Director at the start of employment, CS&A agrees to conduct a search for a replacement for a
period not to exceed 12 months. For such a replacement search, CS&A will bill the School a flat fee of
$2,500 and will also bill for expenses as set forth in paragraph 8 above, provided that CS&A's fees and
expenses for the original search as agreed herein have been fully paid as provided herein. This replacement
search does not apply where appointees leave for reasons other Ihan job performance, including, without
limitation, the following: a material change in responsibilities; Board restructuring, realignment, or change
of direction; a material change in the financial condition of the School; personal or family illness, tragedy,
death, or separation/divorce; andlor any acts of God or war. Further, such a replacement search will not
apply if the School fails to follow the guidelines of the CS&A Search process andlor introduces additional
elements to the Search without the agreement in writing by the Search consultant.
16. Notices. All notices to the parties shall be in writing and shall be sent by certified mail or a recognized
overnight delivery service to the following addresses:
If to CS&A:
If to School:
44 Bromfield St.
Boston, MA 02108
Mr. Roland Fink -I-
Chief Financial Officer .. I I / Ave. S'Vd I
- CIIAMP CAallcl High Seheel efthe Arts 2 I n '/""lAo U V ',..)
6842 Vall l<;fuys BOUIe'Uid MV1"T)'t:C)e, CIT OJ Id1-u
-Villi C;A;
17. Default. In the event of default by CS&A hereunder, The School's damages shall be limited to its actual
damages but in no event in excess of the amounts paid to CS&A under this Agreement. In the event of a
default by The School, CS&A's damages shall be CS&A's fee, and all obligations and expenses incurred by
CS&A hereunder through the date of The School's receipt of CS&A's notice of default, but in no event in
excess of the full fee specified in paragraph 7(a) above and all expenses and obligations incurred by CS&A
pursuant to paragraph 8 above.
18. Independent Contractor. CS&A is providing its services hereunder as an independent contractor.
19. Waiver. The waiver by either party of a breach or violation of any provision of this Agreement shall not
operate or be construed as a waiver of any subsequent breach or violation thereof.
20. Entire Agreement. This writing represents the entire agreement and understanding of the parties with respect
to the subject matter hereof, and may not be altered or amended except by a written agreement signed by the
parties.
21. Construction; Resolution of Disputes, and Venue. This Agreement has been made and its validity and effect
shall be determined in accordance with the laws of the Commonwealth of Massachusetts. Any cOnlroversy or
claim arising out of or related to this contract, or the breach thereof shall be settled by arbitration before one
arbitrator and administered by the American Arbitration Association under its Commercial Arbitration Rules
in Boslon, Massachusetts. Judgment on the award rendered by the arbitrator may be entered in any court
having jurisdiction thereof in Suffolk County, Commonwealth of Massachusetts.
5 of 5
IN WITNESS WHEREOF, the parties, by their duly authorized agents, have executed this Agreement as a sealed
instrument as of the date first above written.
CHAM.,...,,,-,,::: O>:01"J'HE ARTS
1
01
1,13
date
Please provide the appropriate billing address where invoices and billing infonnation should be sent
Name
2-Lf'ff HClf\ol, (V A vf?,/<;v ,i.e. I J.-O
Address
;)1\ 0 ",-f re5<" I C11- q 1 0 J- D
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ATTACHMENT C
1
Bradley, Sharon
From: Bob Kahn <bkahn@champscharter.org>
Date: May 2, 2014 at 5:37:21 PM PDT
To: "'Bradley, Sharon'" <sharon.bradley@lausd.net>
Cc: 'Thomas Nichols' <tan6779@lausd.net>, 'ROBERT PERRY' <robert.perry@lausd.net>,
'Roland Fink' <rfink@champscharter.org>, "Peter Miller" <pmiller@champscharter.org>
Subject: RE: follow up questions
Hello Sharon
Thank you for your call and your below E-mail message.
In answer to your questions, please note the following:
1) Is the CFO/Board member a paid position? No, the CFO is a volunteer position and, as
this individual is also an officer of the Corporation filling the position of Chief Financial
Officer, we have used the title of CFO in our response to LAUSD. Please note that no
Board member or Corporate officer other than the Executive Director (currently an
Officer and not a Board member) is paid or otherwise compensated for his/her efforts
in supporting CHAMPS.
2) Have there been any changes in the Boards composition as a result of this incident? No,
the Board of Directors at CHAMPS is currently composed of the same members as it
was prior to the incident.
3) Who were the two (2) other Board members told about the misuse of the credit card? As
reported in our original response, there were in fact two (2) other Board members who
were told that a school credit card had apparently been mistakenly misused by an
employee, that the card account had been cancelled, and that the ED (Executive
Director) was working with the employee to sort out the business expenses and have
the full amount repaid. The two (2) members notified were myself (Bob Kahn) as
President of the Corporation and Peter Miller as Vice President of the Corporation.
Please note that this advisory was provided in a casual setting late at night and, at
the time, the card had already been cancelled; no one who had been so advised felt at
the time that there was any reason to believe that any potential misuse was malicious
or in any way an attempt to harm the school in any manner.
I sincerely hope that this additional information fully addresses your questions and that this matter can be
consider fully resolved at this time. Please let me know if any additional information is required or,
conversely, please confirm that the Notice of Violations are in fact fully resolved at your earliest
convenience.
Thank you for your time and considerationand have a great weekend,
Bob
Robert M. Kahn
CHAMPS Charter High School of the Arts -
(818) 981-3900 - office direct
(818) 981-3555 - facsimile
2
From: Bradley, Sharon [mailto:sharon.bradley@lausd.net]
Sent: Friday, May 02, 2014 4:29 PM
To: bkahn@champscharter.org
Cc: Thomas Nichols; ROBERT PERRY
Subject: Re: follow up questions
Bob please email us a response to the following questions today. Is the CFO/board member a
paid position? Have there been any changes in the board's composition as a result of this in
incident? Who were the 2 other board members told about the misuse of the credit card?
Thanks and please respond today. My number is below of you need clarification about a
question.
Sent from my iPhone
TAB 22
Conditional Approval of Material Revisions of 16 Charters under the Management of Green Dot Public
Schools to Revise Element 4 (Governance) and Element 8 (Admissions Requirements)
Action Proposed:
Staff of the Charter Schools Division (CSD) recommends the conditional approval of the Material Revision of
the charters for 16 public charter schools under the management of Green Dot Public Schools revising Element
4 (Governance) and Element 8 (Admissions Requirements) contingent upon the incorporation of Green Dot
National.
Background:
Green Dot Public Schools governing board, a 501 (c) (3) non-profit benefit California Corporation, seeks
these material revisions to revise Element 4 (Governance) and Element 8 (Admission Requirements) to reflect
that the 16 LAUSD-authorized charter schools will be governed by Green Dot Public Schools California
(Green Dot California). Green Dot Public Schools has been authorized to operate in Tennessee in the 2014-
2015 school year, and in Washington in 2015-2016. Accordingly, Green Dot Public Schools will be
establishing a separate nonprofit corporation for its national expansion to be named Green Dot Public Schools
National (Green Dot National). In doing so, the organizations governing board has expressed it is seeking
to ensure: 1) consistent implementation of Green Dots academic and professional models; 2) public funds are
not commingled between states (funds will be maintained in separate, region-specific nonprofit organizations);
2) laws and regulations of one region do not impact another regions performance or sustainability; and 4)
liability incurred in one region has little or no impact upon another regions performance or sustainability.
There are nine (9) nimo charter high schools (grades 9-12) that would require material revisions:
1) Alain LeRoy Locke College Preparatory Academy,
2) nimo College Preparatory Academy,
3) nimo Jackie Robinson Charter High School,
4) nimo Pat Brown Charter High School,
5) nimo Ralph Bunche Charter High School,
6) nimo South Los Angeles Charter High School,
7) nimo Venice Charter High School,
8) nimo Watts College Preparatory Academy, and
9) Oscar de La Hoya Charter High School.
There are seven (7) nimo charter middle schools (grades 6-8) that would require material revisions:
1) nimo Avalon Charter Middle School,
2) nimo Charter Middle School No. 1,
powered by Legistar
6) nimo Jefferson Middle School, and
7) nimo Westside Charter Middle School.
(nimo Charter Middle School #1 and nimo Avalon Charter Middle School are expected to open in the fall
of 2014). As an attachment to this Board Report, there is additional information about each schools 2013 API,
SPF classification, AGT results, enrollment capacity, terms of the charter, demographic information, board
district and educational service center (See Attachment A).
Under the material revision, the above-named 16 charter schools will be governed and operated by Green Dot
Californias governing board and management team. Green Dot California will continue under the leadership
of its current President and Chief Academic Officer and will be governed by a separate board of directors
which will be responsible for the majority of the policy setting decisions, including but not limited to the
following: developing general policies of the school; recommending and monitoring the school's annual
budget; ensuring operation of the school in accordance with the charter and the law; and hiring the school's
principal. The California Management Team is required to manage, support and hold accountable all Green
Dot California employees to fulfill the requirements of each charter petition within the Green Dot California
network.
Green Dot National will be governed by a national board of directors and managed by the current CEO for
Green Dot Public Schools who will lead the national operations. Green Dot National intends to replicate the
unique California educational model developed over the last 14 years by the Green Dot Public Schools. Green
Dot National will provide national oversight to ensure consistent implementation of Green Dots academic and
professional models in multiple states all the while ensuring the California board maintains and is able to
facilitate local governance as required. CSD staff will provide ongoing oversight of the performance of the
organization in executing these changes.
In addition to changes in the governance provisions in Element 4, the request for this Material Revision also
seeks to revise admissions practices and preferences in Element 8 of the petitions so that the admissions
preferences are uniform throughout Green Dot Public Schools LAUSD-authorized charters. Specifically,
Element 8 is revised to make lottery and enrollment procedures and preferences consistent throughout Green
Dot schools and to note Public School Choice admissions for applicable schools. It also amends certain
provisions of the charter to conform to the current District Required Language for charter school petitions,
which reflects District policy and applicable state and federal laws, statutes, and regulations.
All 16 nimo Green Dot public charter schools implement their own English Learner Master Plans and have
provided the Charter Schools Division supporting documentation.
The above-mentioned 16 nimo public charter schools are currently managed by Green Dot Public Schools
and serve approximately 9,000 students in Los Angeles. This organization and its schools have and continued
to demonstrate strength and a cycle of continuous improvement in governance, student achievement, fiscal and
operations which are consistent with the terms and conditions of the respective charters. Teachers are organized
as the Asociacin Unidos, which is its own bargaining unit, but an affiliate of California Teachers Association.
Classified employees are organized as nimo Classified Employees Association (ACEA), an affiliate of
California Teachers Association.
Expected Outcomes:
Green Dot Public Schools California is expected to operate 16 nimo public charter schools in a manner
consistent with local, state, and federal ordinances, laws and regulations and with the terms and conditions set
powered by Legistar
forth in their charters.
Yes - The approval of the material revisions of the charters would recognize each Charter schools
governance by Green Dot Public Schools California and the right of the 16 schools to continue to operate as
charter schools under the terms of their charters, as amended, for the remainder of their respective charter
terms, contingent upon the incorporation of Green Dot National.
No - The denial of the material revision of the charter would result in the charter schools continuing to
operate under the terms of their current charters.
Budget Impact:
State income and various other income sources to the District are reduced when current District students enroll
at a charter school, and comparable or offsetting 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-profit public benefit corporation is not held liable for the charter schools debts or obligations as
long as the school district complies with all oversight responsibilities. The District will continue to have
monitoring and oversight responsibility for charter school finances, as specified in the Charter Schools Act.
Any modifications to the charter schools petition or operations with significant financial implications would
require District approval prior to implementation. Approval of the material revision is also contingent upon
adequate liability insurance coverage.
Attachments:
A. Information about Animo Charter Schools
B. Material Revision with List of Animo Charter Schools
powered by Legistar
Green Dot Public Schools
BOARD OF EDUCA nON REPORT 399 - 1311 4
May 13,20 14
I. Category of Proposed Acti on:
The proposed action is a conditional approval of the Material Revision of the charters for the 16 public
charter schools under the management of Green Dot Publi c Schools revi sing Element 4 (Governance)
and Element 8 (Admi ss ions Requirements) contingent upon the incorporati on of Green Dot Nati onal.
II. Summary Descripti on of Current Di stri ct Practice:
Charter schools are schools of choice by legi slati on and are open to any student in the State of
California. Charter schools are granted single charter status for a maximum of five (5) years. It should
be noted, however, that although State legislati on allows students to attend a charter school from any
area in the state, the Los Angeles Unifi ed School Distri ct (LAUSD) is under Court Order, Crawford v.
LAUSD, which applies to all schools within or chartered through the LAUSD. Any modifications to
the COlllt-Ordered Integrati on Program must first be approved by Student Integrat ion Services.
The approval of thi s material revi sion would revi se the chal1ers of Green Dot Public Schools, effective
upon Board conditi onal approval of the material revision upon the contingent incorporati on of Green
Dot Nati onal, to revise Element 8 Admissions Requirements.
The Los Angeles Unified School District (LAL:SD) does not guarantee availability of Court-ordered
Integrati on funding. The charter school will be responsi bl e for maintaining the Court Order and
providing information requested by the LAUSD as set forth in the Charter pet iti on. Modifications or
school decisions cannot negatively impact or cause additi onal costs to the Coul1- ordered Integration
budget.
V. Analyze the Impact of This Proposal on Integrati on. Desegregation. Re-segregati on and/or Segregation:
If the Chalter goals are met, there should be pos itive results on the five (5) Harms of Racial Isolati on
which are low academic achievement, low self-esteem, lack of access to post-secondary opportunities,
interracial host ility and intolerance, and overcrowded conditions. The Court-ordered Integrati on
Program for participating students will operate under various Court Orders for schools within the Los
Angeles Unified School District. Any mod ifi cati on of the Court-ordered Integrati on Program must first
be approved by Student Integrati on Services.
VI. If proposed action affects negati vely any desegregati on program, li st other opti on(s) identified:
If the District Court-ordered Integrati on Guidelines are followed, there will not be a negative effect on
the District' s Court-ordered Integrati on Program.
PREPARED BY:
A l e 1 ; ~ AtJJvr
Specialist
Bd. of Ed. Rpt. No. 399 - 1311 4 Page I of I
APPROVED BY:
Interim Director
Student Integrati on Services
Board of Education
May 13,201 4
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MATERIAL REVISION TO CHARTERS OF
GREEN DOT CHARTER SCHOOLS

This Material Revision to the Charters of the Green Dot charter schools (Material
Revision), authorized by the Los Angeles Unified School District (District), is made
between the Los Angeles Unified School District, a California public school district, and
Green Dot California Public Schools Green Dot California), a California non-profit
corporation, (Parties) operating the following 16 California public charter schools
(collectively Green Dot California Charter Schools or individually Charter School)
authorized by the District (see also Attachment A):

Alain Leroy Locke College Preparatory Academy
nimo Avalon Charter Middle School
nimo Charter Middle School No.1
nimo Charter Middle School No.2
nimo Charter Middle School No. 3 (PSC)
nimo Charter Middle School No. 4 (PSC)
nimo College Preparatory Academy (nimo HS No.1 - Jordan)
nimo Jackie Robinson Charter High School
nimo Jefferson Charter Middle School
nimo Pat Brown Charter High School
nimo Ralph Bunche Charter High School
nimo South Los Angeles Charter High School
nimo Venice Charter High School
nimo Watts College Preparatory Academy
nimo Westside Charter Middle School
Oscar De La Hoya nimo Charter HS

This Material Revision is to be read in conjunction with and shall expressly amend the
individual Charters and any approved material revisions and amendments of the Green Dot
California Public Schools, approved by the Los Angeles Unified School District Board of
Education. The approvals of the Material Revisions to the Charters are contingent upon the
incorporation of Green Dot National.
A. WHEREAS, Green Dot Public Schools is committed to continuing to serve
public education in the greater Los Angeles area and intends to use its expertise to impact
public education on a national level.
B. WHEREAS, Green Dot Public Schools is venturing into new regions, and has
been authorized by the Achievement School District to open and operate transformation high
schools and middle schools in Memphis, Tennessee, commencing in the 2014-2015 school
year. Green Dot also has been authorized to open charter schools in Washington State
commencing in the 2015-2016 school year.
C. WHEREAS, to effectively govern charter schools in multiple states, Green Dot
intends to form a non-profit public benefit organization (Green Dot National headquartered
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in Los Angeles) to provide national oversight to ensure consistent implementation of Green
Dots academic and professional models; public funds are not commingled between states
(funds will be maintained in separate, region-specific nonprofit organizations); laws and
regulations of one region do not impact another regions performance or sustainability; and,
liability incurred in one region has little or no impact upon another regions performance or
sustainability.
D. WHEREAS, Green Dots existing California organization (to be renamed
Green Dot Public Schools California) will continue to operate and oversee Green Dots
California schools.
E. WHEREAS, Parties agree to materially revise the Charters of Green Dot
Public Schools and where required, its Bylaws, to reflect changes to the Charters as noted
below.
F. WHEREAS, the District and Green Dot California jointly agree to amend
certain provisions in the Charters of the Green Dot California Public Schools to reflect
District policy, updated District Required Language, applicable state and federal laws,
statutes, and regulations.

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

1. Element 4: Governance. Element 4 of the individual Charters of the Green Dot
Charter Schools shall be amended to update, where applicable, and/or include the following
provisions:

ELEMENT 4: GOVERNANCE

CA Education Code 47605 (b)(5)(D)
The governance structure of the school, including, but not limited to, the process to be
followed by the school to ensure parent involvement.

GENERAL PROVISIONS District Required Language

As an independent charter school, Green Dot Charter School [INSERT SCHOOL NAME],
operated as or by its nonprofit public benefit corporation, is a separate legal entity and shall be
solely responsible for the debts and obligations of Charter School.

Green Dot Charter School [INSERT SCHOOL NAME] shall comply with the Brown Act and
the Public Records Act.

All employees and representatives of Charter School, including members of the Charter
Schools governing board, members of school or governing board committees or councils,
school administrators, and managers, shall comply with federal and state laws, nonprofit
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integrity standards, and LAUSDs charter school policies, regarding ethics and conflicts of
interest.

Charter School shall ensure that, at all times throughout the term of the Charter, the bylaws of
its governing board and/or nonprofit corporation are and remain consistent with the provisions
of this Charter. In the event that Charter School amends its bylaws, it shall provide a copy of
the amended bylaws to CSD within 30 days of adoption.

Charter School shall send to the CSD copies of all governing board meeting agendas at the
same time that they are posted in accordance with the Brown Act. Charter School shall also
send to the
CSD copies of all board meeting minutes within one week of governing board approval of the
minutes.

The District reserves the right to appoint a single representative to the Charter School
governing board pursuant to Education Code section 47604(b).

Nonprofit Public Benefit Corporation
Green Dot Charter School [INSERT SCHOOL NAME] is an independent charter school
governed by Green Dot Public Schools California (Green Dot California), a nonprofit
public benefit corporation operated per Education Code section 47604. Green Dot California
is governed by the Green Dot Californias Board of Directors (Board or California Board
or California Board of Directors) in accordance with its adopted bylaws, which shall be
consistent with the terms of this charter. Green Dot Public Schools National (Green Dot
National) oversees all of its regions and schools, and is governed by the Green Dot
Nationals Board of Directors (National Board or National Board of Directors). Ultimate
responsibility for the governance of Green Dot Charter School [INSERT SCHOOL NAME]
will rest with the California Board of Directors. Please refer to the Appendix for the articles of
incorporation and bylaws of Green Dot California.
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Green Dot Governing Structure

Green Dot California Board Membership
California Board members are designated by the National Board based upon nominations by
an existing California Board member or by a National Board member. The California Board
frequently discusses additions to its membership based on the need to add expertise and/or
balance representation of the communities served by Green Dot Charter School [INSERT
SCHOOL NAME] and other Green Dot California schools. Once a person is nominated for
appointment to the California Board, the California Board undergoes a thorough review
process including reviewing the nominees professional background, community
involvement, and commitment to Green Dots mission. The California Board then submits its
recommendation to the National Board. To be confirmed, nominees must be vetted and
approved by the National Board. California Board members generally start with one-year
terms; after that, they are up for reappointment every two years with no limitation on total
terms. The National Board can, by majority vote of the quorum needed to transact business,
elect to remove a California Board member if it deems that the California Board member fails
Green Dot California
Board of Directors
Green Dot CA
Management Team
Other Green Dot
Schools
Other Green Dot
Schools
Green Dot Charter
School [INSERT
SCHOOL NAME]
Sets up systems and processes that support academic achievement
and growth, operational effectiveness, financial sustainability, parent
and community engagement and compliance
Provides services to schools (facilities, professional development,
back office management, etc.)
Provides best practices in curriculum, professional development
Manages, supports and holds all Green Dot employees accountable
for fulfilling the requirements of each school charter within the
Green Dot network
Governance for individual schools (personnel policies, fiscal
management, academic performance)
School
Advisory
Council
Includes Principal, teachers,
classified staff, parents, and
students
Oversees tactical school site
decisions and issues
Other Green Dot
Schools
Fiscal responsibility for Green Dot California
Governance for Green Dot California
Ultimate responsibility for Green Dot CA schools
School
Advisory
Council
School
Advisory
Council
School
Advisory
Council
Green Dot National
Board of Directors
Sets strategic plan for Green Dot (growth, fundraising, education
model, leadership development, etc.)
Defining and evaluating school and regional performance
regions
Facilitating the effective exchange of data and best practices
Oversight responsibility for all Green Dot regions
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to uphold the values of the Green Dot organization. The California Board, by a majority vote
of the California Board members then in office, may remove a California Board member with
the written consent of the National Board. In addition, the California Board, by resolution,
may declare vacant the office of a California Board member who has been declared of
unsound mind by an order of court, or who has been convicted of a felony, or who has been
found by final order or judgment of any court to have breached a duty under Part 2, Chapter 2,
Article 3 of the California Nonprofit Corporation Law.

California Board Authority
The California Boards governance responsibilities include, but are not limited to, the
following activities which may be accomplished either through empowering and supporting
management or accomplished directly by the Board (as described below):

Uphold the provisions of the charter;
Set the strategic direction of the region;
Ensure financial sustainability by approving the organizational budget and each
campus budget as well as monitor the budget regularly;
Monitor and manage academic and operational performance of the region and
each school;
Hire and manage school leaders;
Provide supports and interventions to schools to support schools in achieving
performance goals;
Review and approve the annual audit;
Greenlight regional growth;
Set and approve major school policies;
Engage with Green Dot Public Schools National to license the Green Dot brand
and contract for support services;
Conduct student expulsion and employee termination appeals;
Maintain Board operations;
Provide consultation in areas of expertise legal, real estate, finance, public and
media relations, education, community engagement, legislation, government
relations and labor relations;
Nominate additional Board members;
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Support in fundraising efforts;
Act as an ambassador for Green Dot and promote awareness of the organization
and its successes with community leaders, funders and influencers; and
Contract out work and take action on any matter in the event of an emergency,
consistent with any limitations.

The California Board may initiate and carry on any program or activity, or may otherwise act
in a manner which is not in conflict with or inconsistent with or preempted by any law, and
which is not in conflict with the purposes for which schools are established. The California
Board may execute any powers delegated to it by law, and shall discharge any duty imposed
upon it by law, and may delegate to the California Management Team, any of those duties, as
appropriate. The Board, however, retains ultimate responsibility over the performance of
those powers or duties so delegated. Such delegation will: be in writing; specify the
appropriate entity or persons (including, but not limited to, Management Team members)
designated by the Board; describe in specific terms the authority of the Board being delegated,
any conditions on the delegated authority or its exercise and the beginning and ending dates of
the delegation; and require an affirmative vote of a majority of California Board members at a
meeting compliant with the Brown Act.

Board Meetings
The entire California Board meets on at least a quarterly basis. All Board meetings are open to
the public. Meeting notices and agendas will be made available and posted to the public prior
to board meetings (both on the Green Dot website and physically in schools main offices).
For all regularly scheduled meetings, an agenda will be posted 72 hours in advance, on the
main entrance of the Green Dot Home Office at 1149 S. Hill St., Ste. 600, Los Angeles, CA
90015. Board actions are recorded in meeting minutes and copies made available to the
public via the Green Dot website. The public may request Board records by calling Green
Dots Home Office at (323) 565-1600 or via email at info@greendot.org.

Quorum and Motion Requirements
A majority of the voting members of the California Board shall constitute a quorum of the
Board, which is necessary for the Board to transact business. All motions, in order to pass,
need positive action by at least a majority of the required quorum at any meeting.

Board Action (Voting) Requirements
1. The Board may only take action on items formally listed on the Board agenda, except
as authorized by law.
2. When there is a tie vote on the agenda topic under consideration, the item may be
resubmitted to the Board at its next properly noticed meeting.

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Abstention
To the extent consistent with all applicable laws and the Board Bylaws, Roberts Rules of
Order is the parliamentary law of all Board proceedings and committees (including
abstention); provided, however, that the failure to follow Roberts Rules of Order at any
meeting shall not affect the validity of any otherwise compliant Green Dot California Board
action.

Teleconference Meetings
Members of the California Board may participate in teleconference meetings so long as all of
the following requirements in the Brown Act are complied with:

1. At a minimum, a quorum of the members of the Board shall participate in the
teleconference meeting from locations within the boundaries of the territory in which
Green Dot California operates;
2. All votes taken during a teleconference meeting shall be by roll call;
3. If the Board elects to use teleconferencing, it shall post agendas at all teleconference
locations with each teleconference location being identified in the notice and agenda
of the meeting;
4. All locations where a member of the Board participates in a meeting via
teleconference must be fully accessible to members of the public and shall be listed on
the agenda;
5. Members of the public must be able to hear what is said during the meeting and shall
be provided with an opportunity to address the Board directly at each teleconference
location; and
6. The agenda shall indicate that members of the public attending a meeting conducted
via teleconference need not give their name when entering the conference call.

TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES
District Required Language

Charter School shall designate at least one employee to coordinate its efforts to comply with
and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title
IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504), including any
investigation of any complaint filed with Charter School alleging its noncompliance with
these laws or alleging any actions which would be prohibited by these laws. Charter School
shall notify all its students and employees of the name, office address, and telephone number
of the designated employee or employees.

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Charter School shall adopt and publish complaint procedures providing for prompt and
equitable resolution of student and employee complaints alleging any action which would be
prohibited by Title IX or Section 504.

Charter School shall adopt and implement specific and continuing procedures for notifying
applicants for admission and employment, students and parents of elementary and secondary
school students, employees, sources of referral of applicants for admission and employment,
and all unions or professional organizations holding collective bargaining or professional
agreements with Charter School, that Green Dot Charter School [INSERT SCHOOL NAME]
does not discriminate on the basis of sex or mental or physical disability in the educational
programs or activities which it operates, and that it is required by Title IX and Section 504 not
to discriminate on any such basis. Charter School shall establish and provide a uniform
complaint procedure in accordance with applicable federal and state laws and regulations,
including all applicable requirements of Cal. Admin. Code, tit. 5, 4600 et seq.

Charter School shall adhere to all applicable federal and state laws and regulations regarding
pupil fees, including Cal. Educ. Code sections 49010 49013, and extend its uniform
complaint procedure to complaints filed pursuant to Cal. Educ. Code section 49013.
Charter School shall extend its uniform complaint procedure to complaints pursuant to the
local control funding formula. (Cal. Educ. Code section 52075).

LEGAL AND POLICY COMPLIANCE

Green Dot Charter School [INSERT SCHOOL NAME] shall comply with all applicable
federal and state laws and regulations, and District policy as it relates to charter schools.

RESPONDING TO INQUIRIES

Green Dot Charter School [INSERT SCHOOL NAME], including its nonprofit corporation,
shall promptly respond to all inquiries, including but not limited to inquiries regarding
financial records from the District, and shall cooperate with the District regarding any
inquiries. Green Dot Charter School [INSERT SCHOOL NAME], including its nonprofit
corporation, acknowledges that it is subject to audit by LAUSD, including, without limitation,
audit by the District Office of the Inspector General.

If an allegation or other evidence of waste, fraud, abuse, or other material violation of law
related to Charter Schools operations is received or discovered by the District, Charter
School shall cooperate with any resulting investigation undertaken by the District and/or the
Office of the Inspector General Investigations Unit.

NOTIFICATION OF THE DISTRICT

Green Dot Charter School [INSERT SCHOOL NAME] shall notify the Charter Schools
Division in writing of any citations or notices of workplace hazards, investigations by outside
regulatory or investigative agencies, lawsuits, or other formal complaints, within one week of
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receipt of such notices by Green Dot Charter School [INSERT SCHOOL NAME]. Charter
School shall also notify the CSD in writing of any internal investigations within one week of
commencing investigation.

TRANSFER OF STUDENT RECORDS

When a student transfers for any reason from Charter School to any other school, Charter
School shall transfer the students complete cumulative record within 10 school days of
receiving a records request from the receiving school. In the event Charter School closes,
Charter School shall comply with the student records transfer provisions in Element 16.

Management Team
Green Dot Californias Management Team is responsible for the majority of the policy setting
decisions, including but not limited to the following: develop general policies of the school;
recommend and monitor the school's annual budget; ensure operation of the school in
accordance with the charter and the law; and hiring the school's principal. In addition, the
Management Team is responsible for setting up systems and processes that support academic
achievement and growth, operational effectiveness, financial sustainability, parent and
community engagement, and compliance across the network of schools. The California
Management Team is required to manage, support and hold accountable all Green Dot
California employees to fulfill the requirements of each charter petition within the Green Dot
California network.

Members of the Management Team are selected by Green Dot Californias Chief Executive
Officer as authorized by the Board. The Management Team includes leaders that are Cluster
Director-level and above (e.g., Chief Executive Officer and Chief Financial Officer). The
Management Team meets weekly to focus on key issues dealing with Green Dot Charter
School [INSERT SCHOOL NAME] and other Green Dot California schools. Management
Team members meet with the Principal on at least a monthly basis to discuss topics such as:
school performance, student academic success, school operations, financial management,
reporting, etc. This regular feedback helps ensure that Green Dot Charter School [INSERT
SCHOOL NAME] meets its targets and is continually improving.

Composition of Management Team
Marco Petruzzi Chief Executive Officer, Green Dot National
Marco Petruzzi is the Chief Executive Officer of Green Dot National. He originally joined
Green Dot as President and Chief Operating Officer in January 2007. Prior to Green Dot, Mr.
Petruzzi founded r3 school solutions, an organization that provided management and
administrative services to charter management organizations. Prior to founding r3 school
solutions, he was a Vice President at Bain & Co., a global management consulting firm. Mr.
Petruzzi has fifteen years of consulting experience working with top management of major
international groups in corporate and product-market strategy, channel management, pricing
strategy, commercial organization, operations, R&D management and supply chain
management assignments, in the USA, South America, and Europe. Prior to joining Bain &
Company, Mr. Petruzzi also worked at McKinsey & Co. and for Enichem Americas, a
petrochemical trading company based in New York. Mr. Petruzzi earned a B.S. in Industrial
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Engineering at Columbia University, where he also earned an M.B.A. He has extensive
international experience, having lived in six different countries, and is fluent in four languages
(English, Spanish, Portuguese and Italian). Mr. Petruzzi, an active community member, is
married and has two children, both attending public schools.

Dr. Cristina De Jesus Chief Executive Officer, Green Dot California
Dr. Cristina De Jesus is the Chief Executive Officer of Green Dot California. She has been a
member of the Green Dot Team since 2002, and served as Green Dots President and Chief
Academic Officer for the last five years. As President and Chief Academic Officer, she
oversaw all of Green Dots academic programs, curriculum development, human capital and
training programs for administrators and teachers and led the charge to create Green Dots
nationally-recognized teacher development and evaluation system. She also oversaw school
operations, human resources, IT and data systems. She plays an integral role in the
collaboration with Green Dots Board of Directors and Green Dots Teachers Union. Most
recently, she has been part of the core team working on Green Dots plans to expand
nationally.

Dr. De Jesus joined Green Dot as the founding principal at nimo Inglewood Charter High
School, Green Dot's second school. Four years later, she became Green Dots Vice President
of Curriculum and Instruction, serving in that role for two years before being named Chief
Operating Officer.

She was an English and History teacher for seven years in the Santa Monica/Malibu School
District and earned National Board Certification in Early Adolescent/English Language Arts,
an advanced teaching credential awarded to only a small fraction of our nation's teachers.

Dr. De Jesus has earned a Masters of Education, a Masters of Education Administration, and
recently earned her doctorate in Educational Leadership from UCLA. She has helped build
the foundation of Green Dots success with a role in nearly every initiative and undertaking to
boost student achievement.

Sabrina Ayala Chief Financial Officer, Green Dot National
Sabrina Ayala is the Chief Financial Officer of Green Dot National and is responsible for
managing all financial aspects, including financial strategy, budgets, cash management,
accounts receivables, accounts payable, facility financing and purchasing. She brings to Green
Dot ten years of Wall Street experience. Prior to joining Green Dot in 2006, Ms. Ayala was an
Institutional Equity Trader with Merrill Lynch, a Valuation and Compensation Consultant
with Stern Stewart & Co. and an Investment Banker with Kidder, Peabody & Co. All were
based in New York City. Her areas of expertise include natural resources, cyclical chemical
industries, consumer products, REITS and arbitrage. Ms. Ayala, an Eli Lilly Scholar, received
her MBA from the Kellogg School of Management in 2002 with majors in Finance and
Entrepreneurship. Her Bachelor of Science degree in Finance, with minors in Accounting and
Sports Management, is from Northern Illinois University, where she graduated with honors,
cum laude and Outstanding Woman Graduate of the Year.

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Composition of Green Dot California Board of Directors
Kevin Reed Board Chairman, Vice Chancellor of Legal Affairs at UCLA
As Vice Chancellor-Legal Affairs, Kevin S. Reed oversees UCLA's provision of campus-
wide legal services, counseling, advice, assistance and litigation. He also supervises the
provision of ombuds services, the prevention of sexual harassment and compliance with Title
IX. A civil rights lawyer by training, Reed joined UCLA in March 2008, after serving as
general counsel of the Los Angeles Unified School District (LAUSD), the nation's second
largest school district. In nearly five years there, he directed LAUSD legal affairs, conducted
litigation for the district and oversaw the work of 40 outside law firms and 40 in-house
attorneys. Prior to joining LAUSD, Reed spent nearly 8 years in a boutique litigation firm,
which followed six years as the managing attorney for the western regional office of the
NAACP Legal Defense and Educational Fund, Inc., in Los Angeles.

Reed's career has engaged him in a broad range of legal issues from authoring billions of
dollars in voter-approved school bond measures, to defending the use of a probabilistic
seismic hazard model to estimate earthquake losses, to election law, to employment, labor and
government law. He led collective bargaining at LAUSD and was a principal architect of a
pathbreaking "pilot school" agreement with the LAUSD teacher's union. His career has
focused on constitutional issues and civil rights, from his days litigating police abuse and
housing discrimination cases to his work with the school district's historic efforts to relieve
overcrowding at schools in low-income neighborhoods, to his current work advising the
UCLA senior leadership in their efforts to foster diversity and create opportunities for
underrepresented minorities in one of the nation's premier public universities.

Reed remains committed to public education, serving on the Board of Directors of ExED, an
organization dedicated to helping launch and professionally manage public charter schools
and the Local Advisory Board of Education Pioneers, a national group focused on fostering
professional talent for public education management. He also serves as one of UCLA's
representatives on the governing council of the UCLA Community School, a parent- and
teacher-led LAUSD pilot school in the Robert F. Kennedy Community Schools Complex.
Reed received his J.D. degree, cum laude, from Harvard Law School and his B.A. with
distinction, from the University of Virginia. He is a member of the California, New York and
Massachusetts state bars.

Dr. Jon P. Goodman Former President of Town Hall Los Angeles
Dr. Jon P. Goodman, President of Town Hall Los Angeles, has occupied several leadership
positions in projects designed to strengthen the LA region, as well as in academia and
business outside of California. Under her leadership, Town Hall Los Angles has once more
become the venue of choice for world leaders in business, politics and culture. Since
becoming President in 2005, the number of Town Hall events has risen more than 300% with
a comparable audience increase; its podium has been the medium for major policy addresses
from US Senators to heads of the Fortune 500.

As Executive Director of the EC2 Incubator at University of Southern Californias Annenberg
Center, Dr. Goodman built and led the nations first new media incubator. Before founding
EC2, she was the Director of the Entrepreneur Program at USC where she led it to the top-five
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national rankings. In that position, she developed the first entrepreneurial programs in South
Los Angeles High Schools including Rosemead High School, Downey High School and
Manual Arts High School. Dr. Goodman created the first direct business assistance program
in South Los AngelesThe University Community Outreach Program/Business Expansion
Network. She was a Founding Director of the Digital Coast Roundtable, has served as the
Chair of the Los Angeles Venture Forum, and is currently a board member of Sage
Publications, Inc., and Green Dot Public Schools.

Before relocation to Los Angeles, Dr. Goodman served as research professor and
founder/Director of the University of Houston/Gulf Coast Small Business Development
Center at the Bauer College of Business Administration, Strategy and Microeconomics from
the University of Georgia. Throughout her career, she has been consistently recognized as an
innovative, creative and committed leader. She was selected by Wired magazine as one of the
20 people in the nation who will help form the future of the entertainment industry and by the
Los Angeles Times as one of the 10 most influential people on the regions technology
business.

Salina Joiner President of the Asociacion de Maestros Unidos
Salina is the President of the Asociacion de Maestros Unidos (AMU), the union that
represents the teachers and counselors of Green Dot Public Schools. Prior to leading AMU,
Ms. Joiner was an English teacher at Green Dot for 6 years. Before working at Green Dot,
Ms. Joiner worked at College Summit, a nonprofit organization that partner with high schools
and universities to send more students to college. In addition, Ms. Joiner participates in
multiple civic causes across the city and has received multiple awards in recognition for her
leadership. She graduated from the University of Southern California with a B.A. in
International Relations magna cum laude.

Dr. Ref Rodriguez President and CEO of Partners for Developing Futures
Dr. Ref Rodriguez is President and CEO of Partners for Developing Futures (Partners).
Partners is a social venture investment and technical assistance provider that targets high-
potential, early-stage minority-led charter schools and charter school networks that serve
underserved students. Prior to joining Partners, Dr. Rodriguez was Co-Chief Executive
Officer of Partnerships to Uplift Communities (PUC), a charter school management
organization serving communities in the Northeast San Fernando Valley and Northeast Los
Angeles.

During his tenure, PUC developed 10 schools and became a well-regarded charter
management organization in California. Dr. Rodriguezs original inspiration for starting a
charter school was to offer high quality learning experiences for youth in the predominantly
Latino working class community where he grew up. His outrage for being considered
"fortunate" for having graduated from college because of his socio-economic background is
what drives him to create and support schools where college graduation is an expectation for
all. He currently serves on the Boards of Partnerships to Uplift Communities, Green Dot
Public Schools, Education Pioneers-Los Angeles, and the Alliance for a Better Community.

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Peter Scranton Former Venture Capitalist
Peter Scranton has been developing early stage venture companies including an
entrepreneurial venture partnership in retail marketing and a business service company
dedicated to building employee engagement and productivity. Prior to developing venture
opportunities, Mr. Scranton worked on client strategy, capital development, community
assessment and feasibility and development planning for healthcare and science projects
focusing on university and research institutions for Jensen + Partners, a project and
construction management firm specializing in large scale institutional facilities in the
healthcare, science and technology sectors.

Mr. Scranton was a principal in the Atlantic Advisory Group concentrating on strategic
alliances, process management and raising capital for high tech and internet companies. He
has been involved with digital content, online financial services and wireless initiatives.
Previously, Mr. Scranton developed a company that provided policy analysis via the Web and
advised edutainment companies, based on more than a decade of experience in the
entertainment industry.

Mr. Scranton has been instrumental in program development in the non-profit field from
conferences for the Council on Foundations to programming for several non-profit
organizations.

As chairman of a private foundation and an international non-profit organization, Mr.
Scranton initiated and developed strategic planning, organizational systems, capital planning
and capital development. He earned an M.A.O.M from Antioch University and a Bachelor of
Arts from Yale University.

Bradley Tabach-Bank President of Beverly Loan Company & New York Loan Company
Bradley Tabach-Bank was born and raised in Los Angeles. Mr. Tabach-Bank has been
practicing law in Los Angeles since 1970 and currently splits his time between RP Realty
Partners where he is in-house General Counsel and Beverly Loan Company which he owns
with his son. Prior to joining RP in 2005, Mr. Tabach-Bank, was Counsel to Reish, Luftman,
Reicher & Cohen from 2003 to 2005. From 1982 to 2003, Mr. Tabach-Bank was a principal
of the law firm Tabach- Bank & Levenstein. Mr. Tabach-Bank was named a Real Estate
Super Lawyer by Los Angeles Magazine in 2005, 2006 and 2007. Mr. Tabach-Bank has
served on a number of charitable and educational boards and committees, including UCLA
Live (Executive Committee), Vista Del Mar Child and Family Services (former Chair),
Hebrew Union College, University of Southern California's Center for the Study of Jews in
American Life, Jewish Federation Committee for Support of the Vulnerable, and the Israel
Cancer Research Fund, which honored him as its Humanitarian of the Year in 2005. Mr.
Tabach-Bank was also honored by the Pancreatic Cancer Action Network in 2007. Mr.
Tabach-Bank holds a Bachelor of Arts degree from the University of California at Berkeley
and a Juris Doctor degree from Cornell University Law School.

Gilbert Vasquez Managing Partner at Vasquez & Company, LLP
Mr. Gilbert R. Vasquez is the Managing Partner of the certified public accounting firm of
Vasquez & Company LLP. Since 1967, he has managed and directed a successful practice in
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Doc# 338774
public accounting, auditing, taxation, and financial consulting. Mr. Vasquez was a Chapter 7
Panel Trustee in the Central District of California, handling in excess of 3,000 bankruptcy
cases annually. He has also served as a Chapter 11 Trustee, a Bankruptcy Examiner and a
Receiver.

Mr. Vasquez is recognized as a prominent Certified Public Accountant, community leader and
entrepreneur. He is a member in good standing with the American Institute of Certified Public
Accountants and the California Society of CPAs. He is a past president of the California
Board of Accountancy, the organization that licenses and regulates CPAs in California. He
was the founder and past president of the Association of Latino Professionals in Finance and
Accounting (ALPFA) the most successful professional Latino association in the United
States of America. He currently sits on its Corporate Advisory Board.

Mr. Vasquez was an executive board member of the 1984 Olympic Organizing Committee
and currently serves as a board member on its successor organization, the LA84 Foundation.
Mr. Vasquez also continues to serve as a board member of the Tomas Rivera Policy Institute,
Manufacturers Bank, Promerica Bank, and Entravision Communications Corporation. He is
also the Vice Chairman and one of the founding board members of the Latino Business
Chamber of Greater Los Angeles. He has been a member of various Boards of Directors
including the California State University Los Angeles Foundation, United Way of Los
Angeles, Los Angeles Metropolitan YMCA, Congressional Hispanic Caucus, Los Angeles
Area Chamber of Commerce, National Association of Latino Elected and Appointed
Officials, and the National Council of La Raza. Other past corporate board appointments
include Verizon (formerly) GTE of California, Glendale Federal Bank and Blue Cross of
California.

Mr. Vasquez has received many honors including: the Mexican American Legal Defense and
Education Fund Achievement Award, the Coca Cola Golden Hammer Award, and the Citizen
of the Year by the Northeast Chapter of the American Red Cross. He also received
recognition from the California State University of Los Angeles as one of the 40 outstanding
luminaries for his exemplary service to the University on their 40th Anniversary and the
YMCA of Metropolitan Los Angeles Golden Book of Distinguished Service Award the
highest honor the YMCA bestows.

Mr. Vasquez received his Bachelor of Science in Business Administration, Major in
Accounting from the California State University, Los Angeles.

Larry Wasserman Chief Financial Officer of DreamWorks Studios
Since 2008, Larry Wasserman has served as Chief Financial Officer for DreamWorks Studios
overseeing all financial activities and several divisions of the independent film studio. He
previously served DreamWorks as a Vice President/Senior Vice President for Finance and
Operations and Divisional CFO after the companys acquisition by Viacom. He also
developed and implemented new processes and procedures for film green lighting, project
spending tracking, and strategic planning as part of integration with Paramount Pictures and
Viacom.
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Previously, Mr. Wasserman was Director of Business Development and Strategic Planning,
Motion Picture Group for Universal Studios where he constructed complex financial models
for new film projects, joint ventures, distribution platforms, technologies and film financing
by outside investors.

Mr. Wasserman graduated cum laude from Harvard University with a Bachelor of Arts degree
in environmental science and public policy, June 1997. He also earned a Master of Business
Administration degree from Harvard Business School.

School Administration
Green Dot Charter School [INSERT SCHOOL NAME]s Principal is responsible for the
schools administration and is accountable first to Green Dot Californias Management Team
and ultimately to the California Board. Additionally, a School Advisory Council (SAC)
comprised of Green Dot Charter School [INSERT SCHOOL NAME]s Principal, teachers,
staff members, and community members exists to advise on school-site decisions.

School Advisory Council
The SAC reviews the schools strategic plan, monitors its implementation throughout the
year, and provides numerous opportunities for students and parents to contribute to the
schools operations and growth. The SAC may recommend modifications to the strategic
plan to reflect changing needs and/or priorities. The SAC may provide input on: curricula and
instructional strategies, staff professional development, the school budget, parent
involvement, staff stipends, and the school calendar.

The SAC meets monthly and is led by the Principal. The SAC also includes teachers,
classified staff members, parents, and students. Teachers and classified staff members are
nominated or volunteer to serve on the SAC. Parents can volunteer and earn service hours for
their participation. Students are selected from the schools Student Council.

Parent Involvement and Communication
Parents are integral contributors to the educational process, and their perspectives are sought
to develop school policies and address school issues. Outside of the School Advisory Council
(SAC) and the District English Language Advisory Council, all other parent meetings are
informative and open to all parents. Communication with parents about school programs and
events occurs regularly and through a variety of channels, such as: parent-teacher
conferences, open houses, parent information nights, newsletters, flyers, postings at the
school, the school website, and phone messages.

2. Element 8: Admission Requirements. Element 8 of the individual Charters of the
Green Dot California Charter Schools shall be amended to update, where applicable, and/or
include the following provisions:

Student Recruitment
The Charter School is committed to serving all students, including low-income,
economically disadvantaged students and educationally disadvantaged students. As
with other Green Dot schools, Charter School tailors its student recruiting efforts and
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Doc# 338774
student enrollment processes to attract all students from the communities in which it
serves. All of the methods outlined in Element 7, Means to Achieve Racial and Ethnic
Balance, are reflective of this mission. Specific activities that will be employed by the
Charter School include:
The use of English and Spanish collateral and materials;
Extensive grassroots marketing; and
Simple, easy-to-use and easy-to-understand forms and brochures.

Intent to Enroll
Each party interested in enrolling at Charter School will be asked to complete a lottery
form requesting contact information. If the number of completed lottery forms
exceeds the grade-level capacity, a random, public lottery will determine enrollment.
Written information about the school and the lottery shall be available to each
interested party. No test or assessment shall be administered to applicants prior to
acceptance and enrollment into the school.

Open Enrollment Period
The Charter School anticipates that the open enrollment period will occur during the
fall and spring of each year, with the lottery taking place (if necessary) no later than
June 30
th
. The lottery will be held at the school or a large community center, church,
auditorium, or any public venue capable of seating all applicants comfortably. The
lottery will take place on a weekday evening or weekend morning to help ensure all
interested parties can attend.

Lottery Preferences
Existing students will be exempt from the public random drawing. Preference shall be
given to:
Students with siblings currently attending Charter School (after year
one)
Students whose families provided volunteer help in establishing the
school (founding families)
1

Students of any Green Dot California Charter School or Charter School
employee not to exceed 10%
Students who live within LAUSD boundaries per Education Code
section 47605(d)(2)(B)
If the school is a conversion school, preference shall also be given to
students that reside within the former attendance area of the charter
school.

For Alain LeRoy Locke College Preparatory Academy only, Green Dot will admit all
students who reside in the attendance boundary. All students will be enrolled in the
9th grade academy and will select which of the three 10th-12th grade academies they

1
This preference will not exceed 10% of Charter Schools total enrollment. The Charter School will comply with the Founding
Parents/Founders Preference in LAUSDs Policy for Charter School Authorizing (revised February 7, 2012) for schools established after the
revision date.
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would like to enroll in. If any particular academy has more students than space
available, there will be a public lottery as described below.

Lottery Procedures
At the lottery, a presentation will be made in English and Spanish to all interested
parties about the lottery process and rules. The school may choose to conduct the
lottery using an automated online system to ensure that the process is fair and
equitable for all participants. If the school uses a manual system, it will follow these
procedures:
- Each applicants name and birthdate will be put on a card. Each card will
be identical in size, shape and weight.
- The cards will be put into a container or lottery device that will mix them.
- The cards will be drawn from the container randomly.
- Two separate observers will collect lottery cards and enter the results into
an electronic database. The database will be doubled checked to the
physical cards to ensure accuracy.

In both the automated online and manual lotteries, applicants will be admitted to the
school in the order they are drawn, up to the grade level capacity. The school reserves
the right to select more than the applicable 6
th
grade or 9
th
grade capacity for
admission to ensure the schools overall enrollment is stable as long as the increase
would not require a material revision to the charter (more than 20% or 100 students,
whichever is less, above the enrollment capacity). Should the Principal elect to enroll
more students than the grade level capacity, an announcement will be made at the
lottery and additional students will be enrolled based on the lottery and the methods
described. All lottery cards and databases will be kept on file by the school or Green
Dot.

After the acceptance list is set, a waitlist will be created and maintained. Should
vacancies occur, admission will be offered to applicants on the waitlist in the order
their names appear.

Communication
The acceptance list and waitlist will be made public as soon as practicable, posted in
public locations. Parents/guardians of applicants on the enrollment list and waitlist
will also receive letters or phone calls from Green Dot California employees.
Parents/guardians of applicants that submitted a lottery form will receive a notification
letter sent to the address indicated on the form. The letter will indicate whether the
child was accepted or waitlisted, and, if waitlisted, the number on the waitlist for the
applicant. For students identified on the acceptance list, the letter will include steps the
parents/guardians of the applicants must take to enroll the applicant in the school.

If vacancies should arise during the school year, the school will notify
parents/guardians of applicants on the waitlist. Typically, multiple separate phone
calls on different days are made, with accompanying documentation. If
parents/guardians of applicants do not respond within ten calendar days, the applicant
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Doc# 338774
will be removed from the waitlist and the next applicants parents/guardians will be
contacted.

Public School Choice (PSC) Schools
On May 24, 2011, the Governing Board of the Los Angeles Unified School District approved
the material revisions for nimo Charter Middle School No. 3 and nimo Charter Middle
School No. 4 to allow the schools to become Public School Choice operators at the former
Clay Middle School site, with specific conditions.

For nimo Charter Middle School No. 3 and nimo Charter Middle School No. 4
only, any language regarding admitting all students and any other contrary
preference language shall be deleted and replaced with the following:

nimo Charter Middle School No. 3 and nimo Charter Middle
School No. 4 agree that the student composition at a new or
underperforming school will be reflective of the student composition at
the schools it is intended to relieve (in terms of demographics,
including but not limited to race/ethnicity, gender, socio-economic
status, English Learners, Standard English Learners, students with
disabilities, foster care placement), with ongoing review mechanisms
in place to ensure retention and student composition at each school
continues to reflect that of the overall school community.

In accordance with the Attendance Boundary State Waiver for Public
School Choice, nimo Charter Middle School No. 3 and nimo
Charter Middle School No. 4 agree to provide first choice attendance
to resident students including students with disabilities from the
corresponding attendance boundary established by the District if
selected to operate a Public School Choice campus. Thereafter, any
remaining available seats will be filled with any student who wishes to
attend the PSC campus pursuant to the requirements of Sections
47605(d) the California Charter Schools Act. The Districts waiver of
Education Code section 47605(d)(1) and 47605(d)(2)(A) from the
State Board of Education codifies these requirements.

While PSC independent charter schools can initiate a lottery and/or
enroll students outside the schools attendance boundary at any time,
nimo Charter Middle School No. 3 and nimo Charter Middle
School No. 4 further agree not to refuse any resident students unless
the resident enrollment exceeds the Districts established maximum
enrollment for the school in question. nimo Charter Middle School
No. 3 and nimo Charter Middle School No. 4 understand and accept
that the attendance boundary configuration is subject to change at the
discretion of Los Angeles Unified School District and that the
maximum number of resident student enrollment will be defined for a
period of five years and that the requisite number will equal the
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planning capacity for the Public School Choice campus based on 2009-
10 District norms.

If a parent or guardian no longer wants their child to attend an
independent PSC charter school, nimo Charter Middle School No. 3
and nimo Charter Middle School No. 4 also agree to adhere to the
Districts Enrollment Process for Charter Schools Selected to Operate
a Public School Choice School. The opt-out decision is only valid
for one academic school year. Once a parent has exercised his/her right
to opt-out, he/she is unable to re-enroll the child in the charter school
for the remainder of the school year, unless there is capacity at the
school as designated by LAUSD and term of the charter. At the
completion of each academic school year, parents have the opportunity
to enroll their student at their neighborhood school again.

nimo Charter Middle School No. 3 and nimo Charter Middle School No. 4
shall maintain records of their enrollment procedures documenting that
students from the designated attendance areas have been offered enrollment in
the charter school prior to any other students being accepted. These records
shall be made available to the District upon request.

3. Updated District Required Language. The individual Charters of the Green Dot
California Charter Schools shall be amended to include and incorporate the attached District
Required Language identified herein as Attachment A.

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

5. All other provisions of the Charter shall remain in effect.
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IN WITNESS WHEREOF, the parties hereto have caused this Material Revision to be
duly executed and delivered in their respective names by their authorized representatives as of
the date set forth below.
DATED: May____, 2014 GREEN DOT CALIFORNIA PUBLIC SCHOOLS

By:

Title:

Authorized Representative of Green Dot California Public
Schools

DATED: May____, 2014 LOS ANGELES UNIFIED SCHOOL DISTRICT
(District)

By:

Title:

District

Attachments:
A. List of LAUSD authorized Green Dot California Public Schools and charter terms
B. District Required Language for Independent Charter School Petitions (New and
Renewal) and Material Revisions 2013-2014, October 25, 2013.

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ATTACHMENT B


District Required Language
for
Independent
Charter School Petitions
(New and Renewal)
and
Material Revisions

2013-2014
October 25, 2013

213-241-0399
REV 10/25/13 Page 2 of 33
TABLE OF CONTENTS

Assurances and Affirmations .......................................................................................................... 4
Element 1 The Educational Program ........................................................................................... 5
Element 2 Measurable Pupil Outcomes and
Element 3 Method by which Pupil Progress Toward Outcomes will be Measured .................... 9
Element 4 Governance ................................................................................................................. 9
Element 5 Employee Qualifications .......................................................................................... 11
Element 6 Health and Safety Procedures ................................................................................... 12
Element 7 Means to Achieve Racial and Ethnic Balance .......................................................... 13
Element 8 Admission Requirements .......................................................................................... 15
Element 9 Annual Financial Audits ........................................................................................... 15
Element 10 Suspension and Expulsion Procedures ................................................................... 16
Element 11 Employee Retirement Systems ............................................................................... 19
Element 12 Public School Attendance Alternatives .................................................................. 19
Element 13 Rights of District Employees .................................................................................. 19
Element 14 Mandatory Dispute Resolution ............................................................................... 19
Element 15 Exclusive Public School Employer ........................................................................ 20
Element 16 Charter School Closure Procedures ........................................................................ 21
Additional Provisions.................................................................................................................... 27

REV 10/25/13 Page 3 of 33
District Required Language for Independent Charter School
Petitions (New and Renewal) and Material Revisions

Dear Applicants:

On the following pages, you will find the District Required Language (DRL) that must
be included in a comprehensive petition. Please follow the instructions below:

Check the CSD website (http://charterschools.lausd.net) to ensure that this
document is the current version of the DRL, as it is changed from time to time.

Provide the Assurances and Affirmations page (the first page of the DRL) at the
beginning of the petition, immediately after the table of contents.

As appropriate, place the DRL for each Element either at the beginning of the
Element or at the beginning of a relevant subsection of the Element.

Do not separate or disaggregate the sections or provisions of the DRL under a
given heading (in small caps); the DRL provisions should remain a unified block
under each heading, including all sub-headings.

As shown here, please highlight all DRL in gray to facilitate easy identification of
the DRL within the petition.

Be sure to replace [Charter School] with the name of the proposed charter
school throughout the DRL. On the Assurances and Affirmations page, please
replace [short form of school name] with an appropriate identifier. NOTE: If the
words Charter School are not in brackets, please do not replace them.

Do not add, delete, or change any provision of the DRL other than the instruction
above.

Ensure that the headings used throughout the petition conform to the headings
and sub-headings provided in the DRL.

Ensure that all other provisions in the charter petition are consistent with the
provisions of the DRL.

Note that Element 11 does not include DRL other than its heading.

REV 10/25/13 Page 4 of 33
Assurances and Affirmations

[Charter School] (hereinafter [short form of school name] or Charter School) shall:

Be nonsectarian in its programs, admission policies, employment practices, and all other
operations. EC 47605(d)(1)

Not charge tuition. EC 47605(d)(1)

Not discriminate against any pupil on the basis of disability, gender, gender identity,
gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other
characteristic that is contained in the definition of hate crimes set forth in Section 422.55
of the Penal Code. EC 47605(d)(1)

Admit all pupils who wish to attend the school. EC 47605(d)(2)(A)

Determine attendance by a public random drawing, if the number of pupils who wish to
attend the charter school exceeds the schools capacity. Preference shall be extended to
pupils who currently attend the charter school and pupils who reside in the District. EC
47605(d)(2)(B)

If a pupil is expelled or leaves the charter school without graduating or completing the
school year for any reason, the charter school shall notify the superintendent of the school
district of the pupils last known address within 30 days, and shall, upon request, provide
that school district with a copy of the cumulative record of the pupil, including a
transcript of grades or report card, and health information. EC 47605(d)(3)

Meet all statewide standards and conduct the pupil assessments required pursuant to
Educ. Code sections 60605 and 60851 and any other statewide standards authorized in
statute or pupil assessments applicable to pupils in non-charter public schools. EC
47605(c)(1)

Consult, on a regular basis, with the charter schools parents, legal guardians, and
teachers regarding the schools educational programs. EC 47605(c)(2)

NOTE: This charter contains specific District Required Language (DRL), including the
Assurances and Affirmations above. The DRL should be highlighted in gray within each element
or section. The charter includes a consolidated addendum of the DRL. This intentional
redundancy facilitates efficient charter petition review while ensuring ready access to the DRL
for any given section of the charter. To the extent that any inconsistency should exist between
the DRL provisions contained within the body of the charter and the DRL contained in the
addendum, the addendum shall control.

REV 10/25/13 Page 5 of 33

Element 1 The Educational Program

GENERAL INFORMATION

The contact person for [Charter School] is ______________.
The contact address for [Charter School] is __________________.
The contact phone number for [Charter School] is _______________.
The proposed address or target community of [Charter School] is __________________,
which is located in Los Angeles Unified School District (LAUSD or District)
Board District __ and Educational Service Center ____.
The term of this charter shall be from July 1, 2014 to June 30, 2019.
The grade configuration of Charter School is _________________.
The number of students in the first year will be______________.
The grade level(s) of the students in the first year will be_________.
The scheduled opening date of Charter School is______________.
The admission requirements include:
The enrollment capacity is ______________. (Enrollment capacity is defined as all
students who are enrolled in Charter School regardless of student residency).
The type of instructional calendar (e.g. traditional/year-round, single track/multi-track,
extended day/year) will be:
The bell schedule for Charter School will be:
If space is available, traveling students will have the option to attend.

LOCAL CONTROL AND ACCOUNTABILITY PLAN

Charter School acknowledges and agrees that it must comply with all applicable laws and
regulations related to AB 97 (Local Control Funding Formula), as they may be amended from
time to time, which include the requirement that Charter School submit a Local Control and
Accountability Plan (LCAP) to the Charter Schools Division and the Los Angeles County
Superintendent of Schools on or before July 1, 2014. In accordance with California Education
Code 47604.33 and 47606.5, Charter School shall annually update its goals and annual
actions to achieve those goals identified in the charter pursuant to Education Code
47605(b)(5)(A)(ii), using the Local Control and Accountability Plan template to be adopted by
the State Board of Education. Charter School shall submit its annual update to the Charter
Schools Division on or before July 1 of each applicable year, beginning in 2015. Charter School
shall comply with all requirements of Education Code 47606.5, including but not limited to the
requirement that Charter School shall consult with teachers, principals, administrators, other
school personnel, parents, and pupils in developing the annual update. 47606.5(e).

ACADEMIC CALENDAR AND SCHEDULES

Charter School shall offer, at a minimum, the number of minutes of instruction set forth in
California Education Code 47612.5, and the number of school days required by Cal. Admin.
Code, tit. 5, 11960.

REV 10/25/13 Page 6 of 33
TRANSITIONAL KINDERGARTEN

Charter School shall comply with all applicable requirements regarding transitional kindergarten.

ENGLISH LEARNERS

[Charter School] is required to timely identify potential English Learners (ELs) and provide them
with an effective English language acquisition program that affords meaningful access to the
schools academic core curriculum. Instructional plans for English Learners must be (1) based on
sound educational theory; (2) adequately supported with trained teachers and appropriate
materials and resources; and (3) periodically evaluated to make sure the program is successful
and modified when the program is not successful.

On an annual basis (on or about October 1), [Charter School] shall submit a certification to the
LAUSD Charter Schools Division (CSD) that certifies that Charter School will either adopt and
implement LAUSDs English Learner Master Plan or implement Charter Schools own English
Learner Master Plan. If Charter School chooses to implement its own EL plan, the instructional
plan shall include, but is not limited to, the following:

How English Learners needs will be identified
What services will be offered
How, where, and by whom the services will be provided
How the school will evaluate its EL program each year, and how the results of this
evaluation will be used to improve the program, including the provision of EL services

[Charter School] shall provide to the CSD an annual report of its EL program assessment. Upon
request, [Charter School] shall provide a copy of its current EL Master Plan to the CSD.

[Charter School] shall administer the CELDT annually in accordance with federal and state
requirements.

[Charter School] shall ensure that it will provide parent outreach services and meaningfully
inform parents with limited English proficiency of important information regarding school
matters to the same extent as other parents.

STUDENTS WITH DISABILITIES

Federal Law Compliance
Charter School shall adhere to all provisions of federal law related to students with disabilities
including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the
Americans with Disabilities Act of 1990, and the Individuals with Disabilities Education
Improvement Act of 2004.

Special Education Program
All LAUSD-authorized charter schools must adhere to all terms and conditions of the Chanda
Smith Modified Consent Decree (MCD) and any other court orders and/or consent decrees
imposed upon the LAUSD as they pertain to special education. Charter schools must ensure that

REV 10/25/13 Page 7 of 33
no student otherwise eligible to enroll in their charter school will be denied enrollment due to a
disability or to the charter schools inability to provide necessary services. Policies and
procedures are in place to ensure the recruitment, enrollment and retention of students with
disabilities at charter schools.

Prior to LAUSD Board of Education approval, [Charter School] will execute a Memorandum of
Understanding (MOU) by and between LAUSD and [Charter School] regarding the provision
and funding of special education services consistent with the requirements of the LAUSD
Special Education Local Plan Area (SELPA) Local Plan for Special Education.

SELPA Reorganization
The Los Angeles Unified School District is approved to operate as a single-District SELPA
under the provisions of Education Code 56195.1(a) and intends to continue operating as a
single-District SELPA as in the current structure but has created two school sections (District-
operated Programs and Charter-operated Programs) under the administration of one single
Administrative Unit pursuant to a reorganization plan approved by the Board of Education on
January 4, 2011 (149/10-11). Full implementation of the reorganized LAUSD SELPA
commenced in the 2013-2014 school year requiring all District-authorized charter schools to
elect one of the three options available under the LAUSD SELPA. Prior to an Option election, all
District-authorized charter schools were required to participate as a school of the District under
the District-Operated Programs Unit. Prior to the beginning of the 2013-2014 school year, all
District-authorized charter schools, other than those that have previously executed an Option 3
Memorandum of Understanding (MOU), were required to execute a new MOU setting forth
the LAUSD SELPA option election for the remainder of the charter petition term. The Charter-
operated Program schools will not have a LEA status but will function in a similar role in that
each charter school will be responsible for all special education issues including services,
placement, due process, related services, special education classes, and special education
supports. Charter schools may apply for membership in the Charter-operated Program section of
the SELPA. These schools will receive support from a Special Education Director for the
Charter-operated Programs.

Compliance with Child Find Activities: Conversion and Public School Choice (PSC)
Schools
District-authorized conversion and PSC charter schools must conduct Child Find activities for
students residing in their pre-charter and/or PSC attendance areas (including private school
students), so that students who have or are suspected of having a disability and needing special
education and related services are appropriately identified and, if necessary, referred for
evaluation in accordance with state and federal law. Conversion and PSC charter schools must
distribute the Districts brochure, Are You Puzzled by Your Childs Special Needs,
prominently display the Parent Resource Network poster, and use other District materials to
address the search and serve requirement of the law (e.g., The IEP and You).

Modified Consent Decree Requirements
All charter schools approved by the LAUSD Board of Education are bound by and must adhere
to the terms, conditions and requirements of the Chanda Smith Modified Consent Decree
(MCD) and other court orders imposed upon the District pertaining to special education. The
MCD is a consent decree entered in a federal court class action lawsuit initially brought on
behalf of students with disabilities in LAUSD. It is an agreement of the parties approved by the

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federal court and monitored by a court-appointed independent monitor. The MCD includes
nineteen statistically measureable outcomes and facilities obligations that the District has to
achieve to disengage from the MCD and federal court oversight. All charter schools are required
to use the Districts Special Education Policies and Procedures Manual and Welligent, the
District-wide web-based software system used for online Individualized Education Programs
(IEPs) and tracking of related services provided to students during the course of their
education.

As part of fulfilling the Districts obligations under the MCD, student level data requests from
District-operated and Charter-operated schools are made on a regular basis. The requested data
must be submitted in the Office of the Independent Monitors required format and are as follows:

End of Year Suspension.

District ID, CSIS ID, last name, first name, date of birth, gender, grade, date of suspension,
number of days suspended, and reason for suspension.

STAR Preliminary and Final. (Including Charter Schools)

The usual file including District ID.

Norm day 2013

District ID, CSIS ID, last name, first name, date of birth, gender, grade, location code, school
name and local district for all students enrolled on norm day.
CBEDS 2013 (Including Charter Schools)

All Students enrolled December 1, 2013.

District ID, CSIS ID, last name, first name, date of birth, gender, grade, location code, school
name and local district for all students enrolled on norm day.

Dropout 2012-13 (Including Charter Schools)

District ID, CSIS ID, last name, first name, middle name, date of birth, grade, last location,
school name and local district

Monthly SESAC and Suspension data from non-SIS schools (Including Charter Schools)

Graduation roster from all LAUSD schools (Including Charter Schools) with 12th grade
SWD

The MCD requires charter schools to implement the Districts Integrated Student Information
System (ISIS) which is now referred to as My Integrated Student Information System (MiSiS).
MiSiS is a suite of applications which is designed to capture all District student data.

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Element 2 Measurable Pupil Outcomes and
Element 3 Method by which Pupil Progress Toward Outcomes will be
Measured

MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM

Charter School shall meet all statewide content and performance standards and targets. Cal. Ed.
Code 47605(c)(1), 60605.

Charter School shall comply with all applicable laws and regulations related to AB 97 (Local
Control Funding Formula), as they may be amended from time to time, including all
requirements pertaining to pupil outcomes.

STANDARDIZED TESTING

Charter School agrees to comply with and adhere to state requirements for participation and
administration of all state mandated tests. If Charter School does not test with the District,
Charter School hereby grants authority to the State of California to provide a copy of all test
results directly to the District as well as Charter School.

Element 4 Governance

GENERAL PROVISIONS

As an independent charter school, [Charter School], operated as or by its nonprofit public benefit
corporation, is a separate legal entity and shall be solely responsible for the debts and obligations
of Charter School.

[Charter School] shall comply with the Brown Act and the Public Records Act.

All employees and representatives of Charter School, including members of the [Charter
Schools] governing board, members of school or governing board committees or councils,
school administrators, and managers, shall comply with federal and state laws, nonprofit
integrity standards, and LAUSDs charter school policies, regarding ethics and conflicts of
interest.

Charter School shall ensure that, at all times throughout the term of the Charter, the bylaws of its
governing board and/or nonprofit corporation are and remain consistent with the provisions of
this Charter. In the event that Charter School amends its bylaws, it shall provide a copy of the
amended bylaws to CSD within 30 days of adoption.

Charter School shall send to the CSD copies of all governing board meeting agendas at the same
time that they are posted in accordance with the Brown Act. Charter School shall also send to
the CSD copies of all board meeting minutes within one week of governing board approval of
the minutes.

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The District reserves the right to appoint a single representative to the Charter School governing
board pursuant to Education Code section 47604(b).

TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES

Charter School shall designate at least one employee to coordinate its efforts to comply with and
carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and
Section 504 of the Rehabilitation Act of 1973 (Section 504), including any investigation of any
complaint filed with Charter School alleging its noncompliance with these laws or alleging any
actions which would be prohibited by these laws. Charter School shall notify all its students and
employees of the name, office address, and telephone number of the designated employee or
employees.

Charter School shall adopt and publish complaint procedures providing for prompt and equitable
resolution of student and employee complaints alleging any action which would be prohibited by
Title IX or Section 504.

Charter School shall adopt and implement specific and continuing procedures for notifying
applicants for admission and employment, students and parents of elementary and secondary
school students, employees, sources of referral of applicants for admission and employment, and
all unions or professional organizations holding collective bargaining or professional agreements
with Charter School, that [Charter School] does not discriminate on the basis of sex or mental or
physical disability in the educational programs or activities which it operates, and that it is
required by Title IX and Section 504 not to discriminate on any such basis.

Charter School shall establish and provide a uniform complaint procedure in accordance with
applicable federal and state laws and regulations, including all applicable requirements of Cal.
Admin. Code, tit. 5, 4600 et seq.

Charter School shall adhere to all applicable federal and state laws and regulations regarding
pupil fees, including Cal. Educ. Code sections 49010 49013, and extend its uniform complaint
procedure to complaints filed pursuant to Cal. Educ. Code section 49013.

Charter School shall extend its uniform complaint procedure to complaints pursuant to the local
control funding formula. (Cal. Educ. Code section 52075).

LEGAL AND POLICY COMPLIANCE

[Charter School] shall comply with all applicable federal and state laws and regulations, and
District policy as it relates to charter schools.

RESPONDING TO INQUIRIES

[Charter School], including its nonprofit corporation, shall promptly respond to all inquiries,
including but not limited to inquiries regarding financial records from the District, and shall
cooperate with the District regarding any inquiries. [Charter School], including its nonprofit

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corporation, acknowledges that it is subject to audit by LAUSD, including, without limitation,
audit by the District Office of the Inspector General.

If an allegation or other evidence of waste, fraud, abuse, or other material violation of law related
to Charter Schools operations is received or discovered by the District, Charter School shall
cooperate with any resulting investigation undertaken by the District and/or the Office of the
Inspector General Investigations Unit.


[Charter School] shall notify the Charter Schools Division in writing of any citations or notices
of workplace hazards, investigations by outside regulatory or investigative agencies, lawsuits, or
other formal complaints, within one week of receipt of such notices by [Charter School]. Charter
School shall also notify the CSD in writing of any internal investigations within one week of
commencing investigation.

TRANSFER OF STUDENT RECORDS

When a student transfers for any reason from Charter School to any other school, Charter School
shall transfer the students complete cumulative record within 10 school days of receiving a
records request from the receiving school. In the event Charter School closes, Charter School
shall comply with the student records transfer provisions in Element 16.

Element 5 Employee Qualifications

EQUAL EMPLOYMENT OPPORTUNITY

[Charter School] acknowledges and agrees that all persons are entitled to equal employment
opportunity. Charter School shall not discriminate against applicants or employees on the basis
of race, color, religion, sex, gender identity, sexual orientation, pregnancy, national origin,
ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition,
or any other characteristic protected by California or federal law. Equal employment opportunity
shall be extended to all aspects of the employer-employee relationship, including recruitment,
selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal
from employment.

NCLB AND CREDENTIALING REQUIREMENTS

[Charter School] shall adhere to all requirements of the Elementary and Secondary Education
Act (ESEA, also known as No Child Left Behind (NCLB)) that are applicable to teachers and
paraprofessional employees. Charter School shall ensure that all teachers meet the requirements
for employment set forth in California Education Code section 47605(l). Teachers of core and/or
college preparatory subjects, and special education teachers, must hold and maintain a
Commission on Teacher Credentialing certificate, permit or other document equivalent to that
which a teacher in a non-charter public school would be required to hold in the same assignment.

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Charter School shall maintain current copies of all teacher credentials and make them readily
available for inspection.

Element 6 Health and Safety Procedures

HEALTH, SAFETY AND EMERGENCY PLAN

[Charter School] shall have a comprehensive site-specific Health, Safety and Emergency Plan,
including the acquisition and maintenance of adequate onsite emergency supplies, in place prior
to beginning operation of the charter school. [Charter School] shall ensure that staff receives
annual training on Charter Schools health, safety, and emergency procedures, and shall maintain
a calendar for, and conduct, emergency response drills for students and staff. Charter School
shall periodically review, and modify as necessary, its Health, Safety and Emergency Plan, and
keep it readily available for use and review upon CSD request.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

[Charter School], including its employees and officers, shall comply with the Family Educational
Rights and Privacy Act (FERPA) at all times.

CRIMINAL BACKGROUND CHECKS AND FINGERPRINTING

Charter School shall require all employees of Charter School, all volunteers who will be
performing services that are not under the direct supervision of a Charter School employee, and
any onsite independent contractors or vendors having unsupervised contact with students, to
submit to criminal background checks and fingerprinting in accordance with state law. Charter
School shall maintain on file and available for inspection evidence that Charter School has
performed criminal background checks and cleared for employment all employees prior to
employment, and documentation that independent contractors and vendors have conducted
required criminal background checks for their employees prior to any unsupervised contact with
students. Charter School shall also ensure that it requests and receives subsequent arrest
notifications from the California Department of Justice to ensure the ongoing safety of its
students.

IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS

Charter School shall require its employees, and any volunteer, vendor, or independent contractor
who may have frequent or prolonged contact with students, to be examined and determined to be
free of active tuberculosis as described in Education Code section 49406. Charter School shall
maintain TB clearance records on file.

Charter School shall provide for the immunization and health screening of its students, including
but not limited to screening for vision, hearing, and scoliosis, to the same extent as would be
required if the students were attending a non-charter public school. Charter School shall maintain
immunization records on file.

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Element 7 Means to Achieve Racial and Ethnic Balance

COURT-ORDERED INTEGRATION

Charter School shall comply with all requirements of the Crawford v. Board of Education, City
of Los Angeles court order and the LAUSD Integration Policy adopted and maintained, pursuant
to the Crawford court order, by the Districts Student Integration Services (collectively the
Court-ordered Integration Program). The Court-ordered Integration Program applies to all
schools within or chartered through LAUSD.

Charter School has set forth below its initial plan for achieving and maintaining the LAUSDs
Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio. (Ratio represents the percentage of
Predominantly Hispanic Black Asian Other (PHBAO) compared to Other White (OW)). The
written plan lists specific dates and locations of recruitment activities that Charter School will
undertake in order to achieve the Districts Racial and Ethnic Balance goal. Charter School shall
monitor the implementation and outcomes of the initial plan, and modify it as necessary to
achieve its goals. Upon request, Charter School shall provide the District with a copy of its
current written plan.

The District receives neither average daily attendance allocations nor Court-ordered Integration
Program cost reimbursements for charter school students. Instead, the District now receives the
Targeted Instruction Improvement Grant (TIIG) for its Court-ordered Integration Program. The
District retains sole discretion over the allocation of TIIG funding, where available, and cannot
guarantee the availability of this funding.

NO CHILD LEFT BEHIND-PUBLIC SCHOOL CHOICE (NCLB-PSC) TRAVELING
STUDENTS

The District and [Charter School] are committed to providing all students with quality
educational alternatives in compliance with all federal and state laws, including students who are
enrolled in schools of the District identified by the California Department of Education as in
need of Program Improvement. No Child Left Behind-Public School Choice (NCLB-PSC)
placement with charter schools is an alternative strongly encouraged by the No Child Left
Behind Act of 2001 (NCLB). [Charter School] agrees to discuss with the District the
possibility of accepting for enrollment District students participating in the Districts NCLB-PSC
program. The parties agree to memorialize separately any agreed-to number of NCLB-PSC
placements of District students at the charter school.

As required under NCLB, all NCLB-PSC students attending [Charter School] shall have the right
to continue attending [Charter School] until the highest grade level of the charter. However, the
obligation of the District to provide transportation for a NCLB-PSC student to [Charter School]
shall end in the event the NCLB-PSC students resident District school exits Program
Improvement status.

[Charter School] shall ensure that all of its NCLB-PSC students are treated in the same manner
as other students attending Charter School. NCLB-PSC students are and will be eligible for all
applicable instructional and extra-curricular activities at Charter School. [Charter School] shall

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make reasonable efforts to invite and encourage the participation of the parents of NCLB-PSC
students in the activities and meetings at Charter School.

Determination of student eligibility for this NCLB-PSC option, including the grade level of
eligibility, will be made solely by the District, based on the Districts NCLB-PSC process,
guidelines, policies and the requirements of NCLB. In the event demand for places at [Charter
School] under the NCLB-PSC program increases in subsequent years, [Charter School] agrees to
discuss with the District the possibility of increasing the number of NCLB-PSC places available
at Charter School.

FEDERAL PROGRAM COMPLIANCE

As a recipient of federal funds, including federal Title I, Part A funds, [Charter School] has
agreed to meet all of the programmatic, fiscal and other regulatory requirements of the No Child
Left Behind Act of 2001 (NCLB) and other applicable federal grant programs. [Charter School]
understands that it is a local educational agency (LEA) for purposes of federal compliance and
reporting purposes. [Charter School] agrees that it will keep and make available to the District
any documentation necessary to demonstrate compliance with the requirements of NCLB and
other applicable federal programs, including, but not limited to, documentation related to
funding, required parental notifications, appropriate credentialing of teaching and
paraprofessional staff, the implementation of Public School Choice and Supplemental
Educational Services, where applicable, or any other mandated federal program requirement. The
mandated requirements of NCLB, Title I, Part A include, but are not limited to, the following:

Notify parents at the beginning of each school year of their right to know the
professional qualifications of their childs classroom teacher including a timely notice to
each individual parent that the parents child has been assigned, or taught for four or
more consecutive weeks by, a teacher who is not highly qualified
Develop jointly with, and distribute to, parents of participating children, a school-parent
compact
Hold an annual Title I meeting for parents of participating Title I students
Develop jointly with, agree on with, and distribute to, parents of participating children a
written parent involvement policy
Submit biannual Consolidated Application to California Department of Education (CDE)
requesting federal funds
Complete and submit Local Education Agency (LEA) Plan to CDE
Complete reform planning process with stakeholders and submit to CDE all appropriate
documents for Title I Schoolwide Program eligibility and status, if applicable; otherwise,
identify and maintain roster of eligible students for the Title I Targeted Assistance School
Program
Maintain inventory of equipment purchased with categorical funds, where applicable

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Maintain appropriate time-reporting documentation, including semi-annual certification
and personnel activity report, for staff funded with categorical resources, where
applicable
[Charter School] also understands that as part of its oversight of Charter School, the District may
conduct program review for federal and state compliance.

Element 8 Admission Requirements

MCKINNEY-VENTO HOMELESS ASSISTANCE ACT

Charter School shall adhere to the provisions of the McKinney-Vento Homeless Assistance Act
and ensure that each child of a homeless individual and each homeless youth has equal access to
the same free, appropriate public education as provided to other children and youths. Charter
School shall provide specific information, in its outreach materials, websites, at community
meetings, open forums, and regional center meetings, that notifies parents that the school is open
to enroll and provide services for all students, and provides a District standard contact number
for access to additional information regarding enrollment.

NON-DISCRIMINATION

Charter School shall not require a parent/legal guardian/student to provide information regarding
a students disability, gender, gender identity, gender expression, nationality, legal or economic
status, primary language or English Learner status, race or ethnicity, religion, sexual orientation,
or any other characteristic that is contained in the definition of hate crimes set forth in Section
422.55 of the Penal Code, or any other information that would violate federal or state law, prior
to admission, participation in any admissions or attendance lottery, or pre-enrollment event or
process, or as a condition of admission or enrollment. Charter School may request, at the time of,
and as part of, conducting its lottery process, the provision of information necessary to apply
specific admissions preferences set forth in this Charter.

Charter School shall not request or require submission of a students IEP, 504 Plan, or any other
record or related information prior to admission, participation in any admissions or attendance
lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.

Element 9 Annual Financial Audits

The annual audit shall be conducted in compliance with the California Education Code
47605(b)(5)(I) as it is amended from time to time.

The following reports will be submitted to LAUSD, in the required format and within timelines
to be specified by LAUSD, each year:
a. Provisional Budget Spring prior to operating fiscal year

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b. Final Budget July of the budget fiscal year
c. First Interim Projections November of operating fiscal year
d. Second Interim Projections February of operating fiscal year
e. Unaudited Actuals July following the end of the fiscal year
f. Audited Actuals December 15 following the end of the fiscal year
g. Classification Report monthly according to schools Calendar
h. Statistical Report monthly according to schools Calendar of Reports
In addition:
P1, first week of January
P2, first week of April
i. Instructional Calendar annually five weeks prior to first day of instruction
j. Other reports as requested by the District

Element 10 Suspension and Expulsion Procedures

GENERAL PROVISIONS

Charter School shall provide due process for all students, including adequate and timely notice to
parents/guardians and students of the grounds for all suspension and expulsion recommendations
and decisions and their due process rights regarding suspension and expulsion, including rights
of appeal.

Charter School shall ensure that its policies and procedures regarding suspension and expulsion
will be periodically reviewed, and modified as necessary, in order to conform to changes in state
law.

Charter School shall ensure that its staff is knowledgeable about and complies with the Districts
Discipline Foundation Policy and/or current equivalent policy, as required by the Modified
Consent Decree.

Charter School shall be responsible for the appropriate interim placement of students during and
pending the completion of the Charter Schools student expulsion process and shall facilitate the
post-expulsion placement of expelled students.

Charter School shall document and implement the alternatives to suspension and expulsion that
Charter School utilizes in response to attendance-related concerns, e.g. truancy or excessive
tardiness.

STUDENTS WITH DISABILITIES

Charter School shall implement operational and procedural guidelines ensuring compliance with
federal and state laws and regulations regarding the discipline of students with disabilities. If a
student is recommended for expulsion and the student receives or is eligible for special
education, Charter School shall identify and provide special education programs and services at

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an appropriate interim educational placement, pending the completion of the expulsion process,
to be coordinated with the LAUSD Special Education Service Center.

In the case of a student who has an Individualized Education Program (IEP), or a student who
has a 504 Plan, Charter School shall ensure that it follows correct disciplinary procedures to
comply with the mandates of state and federal laws, including IDEA and Section 504 of the
Rehabilitation Plan of 1973. As set forth in the MOU regarding special education between the
District and Charter School, an IEP team, including a District representative, will meet to
conduct a manifestation determination and to discuss alternative placement utilizing the
Districts Special Education Policies and Procedures Manual. Prior to recommending expulsion
for a student with a 504 Plan, Charter Schools administrator will convene a Link Determination
meeting to ask the following two questions:
A. Was the misconduct caused by, or directly and substantially related to the students
disability?
B. Was the misconduct a direct result of the Charter Schools failure to implement 504?


Upon expelling any student, Charter School shall notify the Charter Schools Division by
submitting an expulsion packet to the CSD immediately or as soon as practicable, which shall
contain:

completed Notification of Charter School Expulsion [form available from the CSD
website or office], including attachments as required on the form
documentation of the expulsion proceeding, including statement of specific facts
supporting the expulsion and documentation that Charter Schools policies and
procedures were followed
copy of parental notice of expulsion hearing
copy of expulsion notice provided to parent stating reason for expulsion, term of
expulsion, rehabilitation plan, reinstatement notice with eligibility date and instructions
for providing proof of students compliance for reinstatement, appeal process, and
options for enrollment
if the student is eligible for Special Education, documentation related to expulsion in
compliance with IDEA and the MCD, including the Expulsion Analysis page of the pre-
expulsion IEP
if the student is eligible for Section 504 accommodations, documentation that Charter
School conducted a Link Determination meeting to address two questions:
A. Was the misconduct caused by, or directly and substantially related to the students
disability?
B. Was the misconduct a direct result of Charter Schools failure to implement 504
Plan?

Notwithstanding the documentation sent to the Charter Schools Division as indicated above, if
the student is a resident of a school district other than LAUSD, Charter School must notify the
Superintendent of the students district of residence within 30 days of the expulsion.
Additionally, upon request of the receiving school district, Charter School shall forward
student records no later than 10 school days from the date of the request as stated in Education

REV 10/25/13 Page 18 of 33
Code sections 49068 (a) and (b).

OUTCOME DATA

Charter School shall gather and maintain all data related to placement, tracking, and monitoring
of student suspensions, expulsions, and reinstatements, and make such outcome data readily
available to the District upon request.

REHABILITATION PLANS

Pupils who are expelled from Charter School shall be given a rehabilitation plan upon expulsion
as developed by Charter Schools governing board at the time of the expulsion order, which may
include, but is not limited to, periodic review as well as assessment at the time of review for
readmission. Terms of expulsion should be reasonable and fair with the weight of the expelling
offense taken into consideration when determining the length of expulsion. Therefore, the
rehabilitation plan should include a date not later than one (1) year from the date of expulsion
when the pupil may apply to Charter School for readmission. Charter School shall inform parents
in writing of its processes for reinstatement and applying for expungement of the expulsion
record.

READMISSION

Charter Schools governing board shall adopt rules establishing a procedure for the filing and
processing of requests for readmission and the process for the required review of all expelled
pupils for readmission. Upon completion of the readmission process, Charter Schools governing
board shall readmit the pupil, unless Charter Schools governing board makes a finding that the
pupil has not met the conditions of the rehabilitation plan or continues to pose a danger to
campus safety. A description of the procedure shall be made available to the pupil and the
pupils parent or guardian at the time the expulsion order is entered and the decision of the
governing board, including any related findings, must be provided to the pupil and the pupils
parent/guardian within a reasonable time.

REINSTATEMENT

Charter Schools governing board shall adopt rules establishing a procedure for processing
reinstatements, including the review of documents regarding the rehabilitation plan. Charter
School is responsible for reinstating the student upon the conclusion of the expulsion period in a
timely manner.

GUN FREE SCHOOLS ACT

Charter School shall comply with the federal Gun Free Schools Act.

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Element 11 Employee Retirement Systems

[NOTE: No District Required Language is being provided for inclusion in this element.]

Element 12 Public School Attendance Alternatives

Pupils who choose not to attend [Charter School] may choose to attend other public
schools in their district of residence or pursue an inter-district transfer in accordance with
existing enrollment and transfer policies of the District.

Element 13 Rights of District Employees

Employees of the District who choose to leave the employment of the District to work at Charter
School shall have no automatic rights of return to the District after employment at Charter
School unless specifically granted by the District through a leave of absence or other agreement
or policy of the District as aligned with the collective bargaining agreements of the District.
Leave and return rights for District union-represented employees and former employees who
accept employment with Charter School will be administered in accordance with applicable
collective bargaining agreements and any applicable judicial rulings.

Element 14 Mandatory Dispute Resolution

The staff and governing board members of [Charter School] agree to resolve any claim,
controversy or dispute arising out of or relating to the Charter agreement between the District
and [Charter School], except any controversy or claim that is in any way related to revocation of
this Charter (Dispute), pursuant to the terms of this Element 14.

Any Dispute between the District and [Charter School] shall be resolved in accordance with the
procedures set forth below:

1) Any Dispute shall be communicated in writing (Written Notification). The Written
Notification must identify the nature of the Dispute and any supporting facts. The Written
Notification shall be tendered to the other party by personal delivery, by facsimile, or by
certified mail. The Written Notification shall be deemed received (a) if personally delivered,
upon date of delivery to the address of the person to receive such notice if delivered by 5:00
p.m., or otherwise on the business day following personal delivery; (b) if by facsimile, upon
electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the
U.S. Mail. All Written Notifications shall be addressed as follows:

To Charter School: [Charter School]
c/o School Director

To Director of Charter Schools: Charter Schools Division

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th
Floor
Los Angeles, California 90017

2) A written response (Written Response) shall be tendered to the other party within twenty
(20) business days from the date of receipt of the Written Notification. The parties agree to
schedule a conference to discuss the Dispute identified in the Written Notice (Issue
Conference). The Issue Conference shall take place within fifteen (15) business days from
the date the Written Response is received by the other party. The Written Response may be
tendered by personal delivery, by facsimile, or by certified mail. The Written Response shall
be deemed received (a) if personally delivered, upon date of delivery to the address of the
person to receive such notice if delivered by 5:00p.m., or otherwise on the business day
following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or
(c) if by mail, two (2) business days after deposit in the U.S. Mail.

3) If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party
may then request that the Dispute be resolved by mediation. Each party shall bear its own
attorneys fees, costs and expenses associated with the mediation. The mediators fees and
the administrative fees of the mediation shall be shared equally among the parties. Mediation
proceedings shall commence within 120 days from the date of either partys request for
mediation following the Issue Conference. The parties shall mutually agree upon the
selection of a mediator to resolve the Dispute. The mediator may be selected from the
approved list of mediators prepared by the American Arbitration Association. Unless the
parties mutually agree otherwise, mediation proceedings shall be administered in accordance
with the commercial mediation procedures of the American Arbitration Association.

4) If the mediation is not successful, then the parties agree to resolve the Dispute by binding
arbitration conducted by a single arbitrator. Unless the parties mutually agree otherwise,
arbitration proceedings shall be administered in accordance with the commercial arbitration
rules of the American Arbitration Association. The arbitrator must be an active member of
the State Bar of California or a retired judge of the state or federal judiciary of California.
Each party shall bear its own attorneys fees, costs and expenses associated with the
arbitration. The arbitrators fees and the administrative fees of the arbitration shall be shared
equally among the parties. However, any party who fails or refuses to submit to arbitration as
set forth herein shall bear all attorneys fees, costs and expenses incurred by such other party
in compelling arbitration of any controversy or claim.

Element 15 Exclusive Public School Employer

[Charter School] is deemed the exclusive public school employer of all employees of the charter
school for collective bargaining purposes. As such, Charter School shall comply with all
provisions of the Educational Employment Relations Act (EERA), and shall act independently
from LAUSD for collective bargaining purposes. In accordance with the EERA, employees may
join and be represented by an organization of their choice for collective bargaining purposes.

REV 10/25/13 Page 21 of 33
Element 16 Charter School Closure Procedures

REVOCATION OF THE CHARTER

The District may revoke the Charter if [Charter School] commits a breach of any provision set
forth in a policy related to charter schools adopted by the District Board of Education and/or any
provisions set forth in the Charter School Act of 1992. The District may revoke the charter of
[Charter School] if the District finds, through a showing of substantial evidence, that Charter
School did any of the following:
[Charter School] committed a material violation of any of the conditions, standards, or
procedures set forth in the Charter.
[Charter School] failed to meet or pursue any of the pupil outcomes identified in the
Charter.
[Charter School] failed to meet generally accepted accounting principles, or engaged in
fiscal mismanagement.
[Charter School] violated any provision of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d) and state
regulations, the LAUSD Board of Education will notify [Charter School] in writing of the
specific violation, and give [Charter School] a reasonable opportunity to cure the violation,
unless the LAUSD Board of Education determines, in writing, that the violation constitutes a
severe and imminent threat to the health or safety of the pupils. Revocation proceedings are not
subject to the dispute resolution clause set forth in this Charter.

Pursuant to AB 97, charter schools may be identified for assistance based on state evaluation
rubrics and be subject to revocation pursuant to Education Code section 47607.3.

CLOSURE ACTION

The decision to close [Charter School], either by the governing board of [Charter School] or by
the LAUSD Board of Education, must be documented in a Closure Action. A Closure Action
shall be deemed to have been automatically taken when any of the following occur: the Charter
is revoked or non-renewed by the LAUSD Board of Education; the governing board of [Charter
School] votes to close Charter School; or the Charter lapses.

CLOSURE PROCEDURES

The procedures for charter school closure set forth below are guided by California Education
Code sections 47604.32, 47605, and 47607 as well as California Code of Regulations, Title 5 (5
CCR), sections 11962 and 11962.1, and are based on Charter School Closure Requirements and
Recommendations (Revised 08/2009) posted on the California Department of Education
website. All references to Charter School apply to [Charter School], including its nonprofit
corporation and governing board.

REV 10/25/13 Page 22 of 33

Designation of Responsible Person(s) and Funding of Closure
Upon the taking of a Closure Action by either the governing board of [Charter School] or the
LAUSD Board of Education, the governing board of [Charter School] shall immediately
designate a person or persons responsible for conducting all closure procedures and activities,
and determine how [Charter School] will fund these activities.

Notification of Closure Action
Upon the taking of a Closure Action, Charter School shall send written notice of its closure to:

1. The CSD, if the Closing Action is an act of [Charter School]. Note: If the Closure Action
is a revocation or nonrenewal by the LAUSD Board of Education, the charter school may
omit this step.
2. Parents, guardians, and/or caretakers of all students currently enrolled in [Charter School]
within 72 hours of the Closure Action. [Charter School] shall simultaneously provide a
copy of the written parent notification to the CSD.
3. Los Angeles County Office of Education (LACOE). [Charter School] shall send written
notification of the Closure Action to LACOE by registered mail within 72 hours of the
Closure Action. Charter School shall simultaneously provide a copy of this notification to
the CSD.
4. The Special Education Local Plan Area (SELPA) in which the school participates.
[Charter School] shall send written notification of the Closure Action to the SELPA in
which Charter School participates by registered mail within 72 hours of the Closure
Action. Charter School shall simultaneously provide a copy of this notification to the
CSD.
5. The retirement systems in which the schools employees participate. Within fourteen (14)
calendar days of the Closure Action, [Charter School] shall notify the State Teachers
Retirement System (STRS), Public Employees Retirement System (PERS), and the Los
Angeles County Office of Education of the Closure Action, and follow their respective
procedures for dissolving contracts and reporting. Charter School shall provide a copy of
this notification and correspondence to the CSD.
6. The California Department of Education (CDE). [Charter School] shall send written
notification of the Closure Action to the CDE by registered mail within 72 hours of the
Closure Action. Charter School shall provide a copy of this notification to the CSD.
7. Any school district that may be responsible for providing education services to the former
students of Charter School. [Charter School] shall send written notification of the Closure
Action within 72 hours of the Closure Action. This notice must include a list of
potentially returning students and their home schools based on student residence. Charter
School shall provide a copy of these notifications, if any, to the CSD.
8. All school employees and vendors within 72 hours of the Closure Action. [Charter
School] shall simultaneously provide a copy of the written employee and vendor
notification to the CSD.

REV 10/25/13 Page 23 of 33
Notification of all the parties above, with the exception of employees and vendors, must include
but is not limited to the following information:
1. The effective date of the school closure
2. The name(s) and contact information for the person(s) handling inquiries regarding the
closure
3. The students school districts of residence
4. How parents and, legal guardians may obtain copies of student records and transcripts,
including specific information on completed courses and credits that meet graduation
requirements
In addition to the four required items above, notification of the CDE shall also include:
1. A description of the circumstances of the closure
2. The location of student and personnel records
In addition to the four required items above, notification of parents, guardians, and students shall
also include:
1. Information on how to enroll or transfer the student to an appropriate school
2. A certified packet of student information that includes closure notice, a copy of the
students cumulative record, which will include grade reports, discipline records,
immunization records, completed coursework, credits that meet graduation requirements,
a transcript, and state testing results
3. Information on student completion of college entrance requirements, for all high school
students affected by the closure
Notification of employees and vendors shall include:
1. The effective date of the school closure
2. The name(s) and contact information for the person(s) handling inquiries regarding the
closure
3. The date and manner, which shall be no later than 30 days from the effective date of
school closure, by which Charter School shall provide employees with written
verification of employment.
Within 30 days of the effective date of closure, Charter School shall provide all employees with
written verification of employment. Charter School shall send copies of such letters to the CSD.

REV 10/25/13 Page 24 of 33
School and Student Records Retention and Transfer
[Charter School] shall adhere to the following requirements regarding the transfer and
maintenance of school and student records:

1. Charter School shall provide the District with original student cumulative files and
behavior records pursuant to District policy and applicable handbook(s) regarding
cumulative records for secondary and elementary schools for all students both active and
inactive, of Charter School. Transfer of the complete and organized original student
records to the District shall occur within seven (7) calendar days of the effective date of
closure.

2. Charter Schools process for transferring student records to the receiving schools shall be
in accordance with LAUSD procedures for students moving from one school to another.

3. Charter School shall prepare and provide an electronic master list of all students to the
Charter Schools Division. This list shall include the students identification number,
Statewide Student Identifier (SSID), birthdate, grade, full name, address, home
school/school district, enrollment date, exit code, exit date, parent/guardian name(s), and
phone number(s). If the Charter School closure occurs before the end of the school year,
the list should also indicate the name of the school to which each student is transferring,
if known. This electronic master list shall be delivered to the CSD in the form of a CD.

4. [Charter School] must organize the original cumulative files for delivery to the District in
two categories: active students and inactive students. Charter School will coordinate with
the CSD for the delivery and/or pickup of the student records.

5. Charter School must update all student records in the California Longitudinal Pupil
Achievement Data System (CALPADS) prior to closing.

6. Charter School must provide to the CSD a copy of student attendance records, teacher
gradebooks, school payroll and personnel records, and Title I records (if applicable).
Personnel records must include any and all employee records including, but not limited
to, records related to performance and grievance.

7. Charter School shall ensure that all records are boxed and clearly labeled by classification
of documents and the required duration of storage.

Financial Close-Out
After receiving notification of closure, the CDE will notify the charter school and the authorizing
entity of any liabilities the charter school owes the state, which may include overpayment of
apportionments, unpaid revolving fund loans or grants, and/or similar liabilities. The CDE may
ask the county office of education to conduct an audit of the charter school if it has reason to
believe that the school received state funding for which it was not eligible.
[Charter School] shall ensure completion of an independent final audit within six months after
the closure of the school that includes:

REV 10/25/13 Page 25 of 33
1. An accounting of all financial assets. These may include cash and accounts receivable
and an inventory of property, equipment, and other items of material value.
2. An accounting of all liabilities. These may include accounts payable or reduction in
apportionments due to loans, unpaid staff compensation, audit findings, or other
investigations.
3. An assessment of the disposition of any restricted funds received by or due to the charter
school.
This audit may serve as the schools annual audit.
[Charter School] shall pay for the financial closeout audit of Charter School. This audit will be
conducted by a neutral, independent licensed CPA who will employ generally accepted
accounting principles. Any liability or debt incurred by [Charter School] will be the
responsibility of [Charter School] and not LAUSD. [Charter School] understands and
acknowledges that [Charter School] will cover the outstanding debts or liabilities of [Charter
School]. Any unused monies at the time of the audit will be returned to the appropriate funding
source. [Charter School] understands and acknowledges that only unrestricted funds will be used
to pay creditors. Any unused AB 602 funds will be returned to the District SELPA or the SELPA
in which [Charter School] participates, and other categorical funds will be returned to the source
of funds.
[Charter School] shall ensure the completion and filing of any annual reports required. These
reports include but are not necessarily limited to:
1. Preliminary budgets
2. Interim financial reports
3. Second interim financial reports
4. Final unaudited reports
These reports must be submitted to the CDE and the authorizing entity in the form required. If
Charter School chooses to submit this information before the forms and software are available
for the fiscal year, alternative forms can be used if they are approved in advance by the CDE.
These reports should be submitted as soon as possible after the Closure Action, but no later than
the required deadline for reporting for the fiscal year.
For apportionment of categorical programs, the CDE will count the prior year average daily
attendance (ADA) or enrollment data of the closed charter school with the data of the authorizing
entity. This practice will occur in the first year after the closure and will continue until CDE data
collection processes reflect ADA or enrollment adjustments for all affected LEAs due to the
charter closure.

Disposition of Liabilities and Assets
The closeout audit must identify the disposition of all liabilities of the charter school. Charter
school closure procedures must also ensure appropriate disposal, in accordance with Charter
Schools bylaws, fiscal procedures, and any other applicable laws and regulations, of any net

REV 10/25/13 Page 26 of 33
assets remaining after all liabilities of the charter school have been paid or otherwise addressed.
Such disposal includes, but is not limited to:
1. The return of any donated materials and property according to any conditions set when
the donations were accepted.
2. The return of any grant and restricted categorical funds to their source according to the
terms of the grant or state and federal law.
3. The submission of final expenditure reports for any entitlement grants and the filing of
Final Expenditure Reports and Final Performance Reports, as appropriate.
Net assets of the charter school may be transferred to the authorizing entity. If Charter School is
operated by a nonprofit corporation, and if the corporation does not have any functions other
than operation of Charter School, the corporation shall be dissolved according to its bylaws.

[Charter School] shall retain sufficient staff, as deemed appropriate by the [Charter
School] governing board to complete all necessary tasks and procedures required to close the
school and transfer records in accordance with these closure procedures.

[Charter School]s governing board shall adopt a plan for wind-up of the school and, if
necessary, the corporation, in accordance with the requirements of the Corporations Code.

Charter School shall provide LAUSD within fourteen (14) calendar days of the Closure Action
with written notice of any outstanding payments due to staff and the method by which the school
will make the payments.

Prior to final close-out, Charter School shall complete all actions required by applicable law,
including but not limited to the following:
a. File all final federal, state, and local employer payroll tax returns and issue final W-2s
and Form 1099s by the statutory deadlines.
b. File a Federal Notice of Discontinuance with the Department of Treasury (Treasury
Form 63).
c. Make final federal tax payments (employee taxes, etc.)
d. File its final withholding tax return (Treasury Form 165).
e. File its final return with the IRS (Form 990 and Schedule).

This Element 16 shall survive the revocation, expiration, termination, cancellation of this
Charter, or any other act or event that would end [Charter School]s right to operate as a charter
school or cause [Charter School] to cease operation. [Charter School] and the District agree that,
due to the nature of the property and activities that are the subject of this Charter, the District and
public shall suffer irreparable harm should Charter School breach any obligation under this
Element 16. The District therefore shall have the right to seek equitable relief to enforce any

REV 10/25/13 Page 27 of 33
right arising under this Element 16 or any provision of this Element 16 or to prevent or cure any
breach of any obligation undertaken, without in any way prejudicing any other legal remedy
available to the District. Such legal relief shall include, without limitation, the seeking of a
temporary or permanent injunction, restraining order, or order for specific performance, and may
be sought in any appropriate court.

Additional Provisions

FACILITIES

District-Owned Facilities
If Charter School is using LAUSD facilities as of the date of the submittal of this charter petition or
takes occupancy of LAUSD facilities prior to the approval of this charter petition, Charter School
shall execute an agreement provided by LAUSD for the use of the LAUSD facilities as a condition
of the approval of the charter petition. If at any time after the approval of this charter petition
Charter School will occupy and use any LAUSD facilities, Charter School shall execute an
agreement provided by LAUSD for the use of LAUSD facilities prior to occupancy and
commencing use.

Charter School agrees that occupancy and use of LAUSD facilities shall be in compliance with
applicable laws and LAUSD policies for the operation and maintenance of LAUSD facilities and
furnishings and equipment. All LAUSD facilities (i.e., schools) will remain subject to those laws
applicable to public schools which LAUSD observes.

In the event of an emergency, all LAUSD facilities (i.e., schools) are available for use by the
American Red Cross and public agencies as emergency locations, which may disrupt or prevent
Charter School from conducting its educational programs. If Charter School will share the use of
LAUSD facilities with other LAUSD user groups, Charter School agrees it will participate in and
observe all LAUSD safety policies (e.g., emergency chain of information, participate in safety
drills).

The use agreements provided by LAUSD for LAUSD facilities shall contain terms and conditions
addressing issues such as, but not limited to, the following:

Use: Charter School will be restricted to using the LAUSD facilities for the operation of a
public school providing educational instruction to public school students consistent with the
terms of the Charter and incidental related uses. LAUSD shall have the right to inspect LAUSD
facilities upon reasonable notice to Charter School.

Furnishings and Equipment: LAUSD shall retain ownership of any furnishings and
equipment, including technology, (F&E) that it provides to Charter School for use. Charter
School, at its sole cost and expense, shall provide maintenance and other services for the
good and safe operation of the F&E.

REV 10/25/13 Page 28 of 33
Leasing; Licensing: Use of the LAUSD facilities by any person or entity other than Charter
School shall be administered by LAUSD. The parties may agree to an alternative
arrangement in the use agreement.

Minimum Payments or Charges to be Paid to LAUSD Arising From the Facilities:
(i) Pro Rata Share: LAUSD shall collect and Charter School shall pay a Pro Rata
Share for facilities costs as provided in the Charter School Act of 1992 and its
regulations. The parties may agree to an alternative arrangement regarding
facilities costs in the use agreement; and

(ii) Taxes; Assessments: Generally, Charter School shall pay any assessment or fee
imposed upon or levied on the LAUSD facilities that it is occupying or Charter
Schools legal or equitable interest created by the use agreement.

Maintenance & Operations Services: In the event LAUSD agrees to allow Charter School to
perform any of the operation and maintenance services, LAUSD shall have the right to
inspect the LAUSD facilities, and the costs incurred in such inspection shall be paid by
Charter School.
(i) Co-Location: If Charter School is co-locating or sharing the LAUSD facilities
with another user, LAUSD shall provide the operations and maintenance services
for the LAUSD facilities and Charter School shall pay the Pro Rata Share. The
parties may agree to an alternative arrangement regarding performance of the
operations and maintenance services and payment for such in the use agreement.

(ii) Sole Occupant: If Charter School is a sole occupant of LAUSD facilities, LAUSD
shall allow Charter School, at its sole cost and expense, to provide some
operations and maintenance services for the LAUSD facilities in accordance with
applicable laws and LAUSDs policies on operations and maintenance services
for facilities and F&E. NOTWITHSTANDING THE FOREGOING, LAUSD
shall provide all services for regulatory inspections which as the owner of the real
property is required to submit, and deferred maintenance, and Charter School
shall pay LAUSD for the cost and expense of providing those services. The
parties may agree to an alternative arrangement regarding performance of the
operations and maintenance services and payment for such services in the use
agreement.

Real Property Insurance: Prior to occupancy, Charter School shall satisfy those requirements
to participate in LAUSDs property insurance or, if Charter School is the sole occupant of
LAUSD facilities, obtain and maintain separate property insurance for the LAUSD facilities.
Charter School shall not have the option of obtaining and maintaining separate property
insurance for the LAUSD facility IF Charter School is co-locating or sharing the LAUSD
facility with another user.

Non-District-Owned Facilities

Facility Status: The charter petitioner must demonstrate control of a facility such as a
commitment from the landlord, to ensure that the property is actually available to the charter
developer, and that the facility is usable with or without conditions (such as a conditional code

REV 10/25/13 Page 29 of 33
permit.) The charter school facility shall comply with all applicable building codes, standards
and regulations adopted by the city and/or county agencies responsible for building and safety
standards for the city in which the charter school is to be located, and the Americans with
Disabilities Act (ADA). Applicable codes and ADA requirements shall also apply to the
construction, reconstruction, alteration of or addition to the proposed charter school facility.
Charter School shall implement any corrective actions, orders to comply, or notices issued by
the authorized building and safety agency. Charter School cannot exempt itself from applicable
building and zoning codes, ordinances, and ADA requirements. Charter schools are required
to adhere to the program accessibility requirements of Federal law (Americans with
Disabilities Act and Section 504).

Occupancy of the Site: The charter petitioner or developer shall provide the District with a
final Certificate of Occupancy issued by the applicable permitting agency, allowing the
petitioner to use and occupy the site. Charter School may not open without providing a copy
of the Certificate of Occupancy for the designated use of the facility. If Charter School moves
or expands to another facility during the term of this charter, Charter School shall provide a
Certificate of Occupancy to the District for each facility before the school is scheduled to open
or operate in the facility or facilities. Notwithstanding any language to the contrary in this
charter, the interpretation, application, and enforcement of this provision are not subject to the
Dispute Resolution Process outlined in Element 14.

Pest Management: Charter School shall comply with the Healthy Schools Act, California
Education Code Section 17608, which details pest management requirements for schools.
Developers may find additional information at: www.laschools.org/employee/mo/ipm.

Asbestos Management: Charter School shall comply with the asbestos requirement as cited in
the Asbestos Hazard Emergency Response Act (AHERA), 40CFR part 763. AHERA requires
that any building leased or acquired that is to be used as a school or administrative building
shall maintain an asbestos management plan.

INSURANCE

Insurance Requirements
No coverage shall be provided to Charter School by the District under any of the Districts self-
insured programs or commercial insurance policies. Charter School shall secure and maintain, at
a minimum, insurance as set forth below with insurance companies acceptable to the District
[A.M. Best A-, VII or better] to protect Charter School from claims which may arise from its
operations. Each Charter School location shall meet the below insurance requirements
individually.

It shall be Charter Schools responsibility, not the Districts, to monitor its vendors, contractors,
partners, and/or sponsors for compliance with the insurance requirements.

The following insurance policies are required:

1. Commercial General Liability, including Fire Legal Liability, coverage of $5,000,000 per
Occurrence and in the Aggregate. The policy shall be endorsed to name the Los Angeles
Unified School District and the Board of Education of the City of Los Angeles (Board

REV 10/25/13 Page 30 of 33
of Education) as named additional insureds and shall provide specifically that any
insurance carried by the District which may be applicable to any claims or loss shall be
deemed excess and Charter School's insurance shall be primary despite any conflicting
provisions in Charter School's policy. Coverage shall be maintained with no Self-Insured
Retention above $15,000 without the prior written approval of the Division of Risk
Management and Insurance Services for the LAUSD.

2. Workers' Compensation Insurance in accordance with provisions of the California Labor
Code adequate to protect Charter School from claims that may arise from its operations
pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers
Compensation Insurance coverage must also include Employers Liability coverage with
limits of $1,000,000/$1,000,000/$1,000,000.

3. Commercial Auto Liability, including Owned, Leased, Hired, and Non-owned, coverage
with limits of $1,000,000 Combined Single Limit per Occurrence if Charter School does
not operate a student bus service. If Charter School provides student bus services, the
required coverage limit is $5,000,000 Combined Single Limit per Occurrence.

4. Crime Insurance or Fidelity Bond coverage shall be maintained by Charter School to
cover all Charter School employees who handle, process or otherwise have responsibility
for Charter School funds, supplies, equipment or other assets. Minimum amount of
coverage shall be $50,000 per occurrence, with no self-insured retention.

5. Professional Educators Errors and Omissions liability coverage with minimum limits of
$3,000,000 per occurrence and $3,000,000 general aggregate.

6. Sexual Molestation and Abuse coverage with minimum limits of $3,000,000 per
occurrence and $3,000,000 general aggregate. Coverage may be held as a separate policy
or included by endorsement in the Commercial General Liability or the Errors and
Omissions Policy.

7. Employment Practices Legal Liability coverage with limits of $3,000,000 per occurrence
and $3,000,000 general aggregate.

8. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high
schools and any other school that participates in competitive interscholastic or intramural
sports programs.
Coverages and limits of insurance may be accomplished through individual primary policies or
through a combination of primary and excess policies. The policy shall be endorsed to name the
Los Angeles Unified School District and the Board of Education of the City of Los Angeles as
named additional insureds and shall provide specifically that any insurance carried by the
District which may be applicable to any claims or loss shall be deemed excess and Charter
School's insurance shall be primary despite any conflicting provisions in Charter School's
policy.

REV 10/25/13 Page 31 of 33
Evidence of Insurance
Charter School shall furnish to the Districts Division of Risk Management and Insurance
Services located at 333 S. Beaudry Ave, 28
th
Floor, Los Angeles CA 90017 within 30 days of all
new policies inceptions, renewals or changes, certificates or such insurance signed by authorized
representatives of the insurance carrier. Certificates shall be endorsed as follows:
The insurance afforded by this policy shall not be suspended, cancelled, reduced in
coverage or limits or non-renewed except after thirty (30) days prior written notice by
certified mail, return receipt requested, has been given to the District.
Facsimile or reproduced signatures may be acceptable upon review by the Division of Risk
Management and Insurance Services. However, the District reserves the right to require certified
copies of any required insurance policies.

Should Charter School deem it prudent and/or desirable to have insurance coverage for damage
or theft to school, employee or student property, for student accident, or any other type of
insurance coverage not listed above, such insurance shall not be provided by the District and its
purchase shall be the responsibility of Charter School.

Hold Harmless/Indemnification Provision
To the fullest extent permitted by law, Charter School does hereby agree, at its own expense, to
indemnify, defend and hold harmless the LAUSD and the Board of Education and their
members, officers, directors, agents, representatives, employees and volunteers from and against
any and all claims, damages, losses and expenses including but not limited to attorneys fees,
brought by any person or entity whatsoever, arising out of, or relating to, this Charter
agreement. Charter School further agrees to the fullest extent permitted by law, at its own
expense, to indemnify, defend, and hold harmless the LAUSD and the Board of Education and
their members, officers, directors, agents, representatives, employees and volunteers from and
against any and all claims, damages, losses and expenses including but not limited to attorneys
fees, brought by any person or entity whatsoever for claims, damages, losses and expenses
arising from or relating to acts or omission of acts committed by Charter School and/or its
officers, directors, employees or volunteers. Moreover, Charter School agrees to indemnify,
defend and hold harmless the LAUSD and the Board of Education and their members, officers,
directors, agents, representatives, employees and volunteers, for any contractual liability
resulting from third party contracts with Charter Schools vendors, contractors, partners or
sponsors.

FISCAL MATTERS

District Oversight Costs
The District may charge for the actual costs of oversight of Charter School not to exceed 1% of
Charter Schools revenue, or the District may charge for the actual costs of oversight of Charter
School not to exceed 3% if Charter School is able to obtain substantially rent free facilities from
the District. Notwithstanding the foregoing, the District may charge the maximum oversight fee
allowed under the law as it may change from time to time. The oversight fee provided herein is
separate and distinct from the charges arising under charter school facilities use agreements.

REV 10/25/13 Page 32 of 33
Cash Reserves
Charter School acknowledges that the recommended cash reserve is 5% of expenditures, as
provided in section 15450, Title 5 of the California Code of Regulations.

Special Education Revenue Adjustment/Payment for Services
In the event that Charter School owes funds to the District for the provision of agreed upon or fee
for service or special education services or as a result of the States adjustment to allocation of
special education revenues from Charter School, Charter School authorizes the District to deduct
any and all of the in lieu property taxes that Charter School otherwise would be eligible to
receive under section 47635 of the Education Code to cover such owed amounts. Charter School
further understands and agrees that the District shall make appropriate deductions from the in
lieu property tax amounts otherwise owed to Charter School. Should this revenue stream be
insufficient in any fiscal year to cover any such costs, Charter School agrees that it will
reimburse the District for the additional costs within forty-five (45) business days of being
notified of the amounts owed.

Audit and Inspection of Records
Charter School agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining its charter authorization:
Charter School is subject to District oversight.

The Districts statutory oversight responsibility continues throughout the life of the
Charter and requires that the District, among other things, monitors the fiscal condition of
Charter School.

The District is authorized to revoke this Charter for, among other reasons, the failure of
Charter School to meet generally accepted accounting principles or if Charter School
engages in fiscal mismanagement.

Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to
audit Charter School books, records, data, processes and procedures through the District Office
of the Inspector General or other means. The audit may include, but is not limited to, the
following areas:

Compliance with terms and conditions prescribed in the Charter agreement,
Internal controls, both financial and operational in nature,
The accuracy, recording and/or reporting of Charter Schools financial information,
Charter Schools debt structure,
Governance policies, procedures and history,
The recording and reporting of attendance data,
Charter Schools enrollment process,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.

Charter School shall cooperate fully with such audits and shall make available any and all
records necessary for the performance of the audit upon 30 days notice to Charter School. When

REV 10/25/13 Page 33 of 33
30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24-
hours notice.

Internal Fiscal Controls
[Charter School] will develop and maintain sound internal fiscal control policies governing all
financial activities.

Apportionment Eligibility for Students Over 19 Years of Age
Charter School acknowledges that, in order for a pupil over nineteen (19) years of age to remain
eligible for generating charter school apportionment, the pupil shall be continuously enrolled in
public school and make satisfactory progress toward award of a high school diploma. EC
47612(b)

Local Control and Accountability Plan
In accordance with California Education Code 47604.33 and 47606.5, Charter School shall
include in its annual update a listing and description of the expenditures for the fiscal year
implementing the specific actions included in the charter as a result of the reviews and
assessment required by paragraph (1) of EC 47606.5(a). These expenditures shall be
classified using the California School Accounting Manual pursuant to Section 41010. EC
47606.5(b)
TAB 23
Approval of the Renewal of the Charter for New Designs Charter School [Public Hearing]
Action Proposed:
Staff recommends approval of the renewal of the charter for New Designs Charter School for five (5) years,
beginning July 1, 2014 until June 30, 2019, to serve up to 910 students in grades 6-12 in each year of the
charter term.
Background:
On March 18, 2014, New Designs Charter School (NDCS) 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 Office of the General Counsel, and other District staff. The 60-day statutory timeline
for Board action on this petition continues until May 17, 2014.
In accordance with Education Code sections 47605 and 47607, the Charter Schools Division considers the
following criteria when reviewing a renewal petition submitted by a charter school:
Confirmation that the charter schools performance has met the minimum criteria under Education
Code section 47607(b), including considering increases in pupil academic achievement for all groups of
pupils served by the charter school as the most important factor in determining whether to grant a charter
renewal;
Review of the charter petition to assess the soundness of the educational program; ensure it contains
the required affirmations; and ensure it contains reasonably comprehensive descriptions of the 16
elements;
Assessment that the petitioners are demonstrably likely to successfully implement the program;
Confirmation of the academic, operational, and fiscal soundness of the charter school based on the
Charter Schools Division oversight and the schools achievement results on the Districts School
Performance Framework.
1) Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three
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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
4) (A) The entity that granted the charter determines that the academic performance of the charter school
Staff assesses that New Designs Charter School has met minimum academic performance criteria for renewal.
NDCS serves students in grades 6-12 in Board District 2, Educational Service Center East (ESC-E), at 2303
Figueroa Way, Los Angeles, CA 90007. The school has reported its current enrollment as 779 students in
grades 6-12. The school is located on a private site.
NDCS was originally approved by the Board of Education on October 28, 2003 and was renewed on June 23,
2009. For the proposed 2014-19 charter term, the school plans to serve up to 910 students in grades 6-12 in
each of the five years of the charter term.
During the current charter term of NDCS, the demographics of the schools student body are similar to the
median demographics of its resident schools, which are 83% Latino students and 16% African American.
According to October 2012 CDE data, the schools demographics are approximately 76% Latino and 15%
African American (8% unreported). NDCS has chosen to implement the Districts English Learner Master
Plan and has provided supporting documentation to the Charter Schools Division.
NDCS has met the minimum academic performance criteria for renewal required under Education Code
section 47607(b) as evidenced below in the Summary of School Performance. In 2013, the school achieved a
school-wide Growth API of 783, a 32-point increase from its 2012 Base API of 751. Its three-year API
aggregate growth of 61 points exceeds the 15-point target. The school earned a 2012 Statewide Rank of 3 and
a Similar Schools Rank of 8. The school has outperformed the resident District schools with comparable
demographics in each year of its charter in Growth API and in the percentage of students scoring proficient
and advanced on the California Standards Test (CST) in ELA.
In 2012-13 all subgroups met their API growth targets with double digit gains. African-American subgroup
API increased by 49 points; Latino subgroup API increased by 25 points; English Learner subgroup API
increased by 33 points and Socioeconomically Disadvantaged subgroup API increased by 35 points.
The three-year Academic Growth Over Time (AGT) in General Math and Geometry indicated that students at
NDCS performed far above their predicted growth. In English Language Arts, the 3-year average was within
the range of predicted growth. (See Summary of Charter School Performance below).
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The District-wide School Performance Framework (SPF) classification is another criterion considered when
reviewing a charter school renewal petition. NDCS did not receive a 2013 SPF classification due to having
no Algebra I data, because 8th grade students at the school are only tested in General Math. Considering other
SPF metrics, the school demonstrated strength in its 4-year cohort graduation rate and student achievement on
ELA portions of the California Standards Tests, coupled with at or above predicted growth levels in 9
th
grade
ELA, CAHSEE ELA and CAHSEE Math.
NDCS is operated by New Designs Educational Group, a Charter Management Organization (CMO) that
operates another charter school authorized by the Los Angeles Unified School District Board of Education,
New Designs Charter School - Watts.
The instructional leadership of NDCS believes that a recent refinement of the teaching and learning cycle will
continue to increase student achievement. The foundation of the plan for the teaching and learning cycle is
SMART learning outcome goals for each subgroup based upon performance data. Teachers are expected to
teach lessons designed to meet the SMART goals, and benchmark testing is conducted every 8-weeks to
determine whether the goals are met. NDCS offers before-school and after-school tutoring for all students
through their Extended Learning Academy (ExLA). The ExLA provides enrichment and remediation
activities in core subjects in a supervised, structured setting. The Saturday School Program at New Designs
Charter is yet another means to enhance students' growth in academic achievement and other areas in which
students may need improvement. NDCS is accredited by the Western Association of Schools and Colleges
(WASC) to be renewed in 2015.
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 for all students. The school
has identified some of its promising practices. 1) New Designs Charter School offers supplemental
educational services for its students in collaboration with the Youth Policy Institute (YPI), a non-profit
organization providing academic support to students who are in need of intervention. YPI has been working
with students at NDCS campus since the 2011-2012 school year. 2) The New Designs RtI Coordinator and
YPI tutors provide assistance in the areas of English Language Arts and Math to approximately 100 at-risk
students on campus. 3) NDCS uses a thematic integrated curriculum and Project-based learning. The goal is
to help students formulate and answer meaningful questions using the principles of investigation and drawing
on knowledge across subject areas. 4) New Designs Charter School also offers four career pathways that
students can choose from: Law & Diplomacy, Medical Science, Information Technology, and Finance.
Current NDCS Governing Board members completed questionnaires regarding conflicts of interest. A due
diligence review of the New Designs Charter School leader and onsite financial manager is being performed
by the Office of the Inspector General (OIG). Staff will inform the Board of any material negative findings
and take appropriate action.
Prior to the Board approval of the charter renewal, the school must submit any requested materials, including
a signed Memorandum of Understanding (MOU) for Special Education.
Education website at
<http://laschoolboard.org/charterpetitions>.
Expected Outcomes:
New Designs Charter School is expected to operate its charter school in a manner consistent with local, state,
and federal ordinances, laws and regulations and with the terms and conditions set forth in its petition. The
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and federal ordinances, laws and regulations and with the terms and conditions set forth in its petition. The
measurable pupil outcomes and method by which pupil progress toward outcomes will be measured as are set
forth in the charter petition.
Yes - The approval of the renewal of the charter term for five (5) years would grant New Designs Charter
School the right to continue to operate as a charter school under the terms of the renewal petition for a five (5)
year period beginning July 1, 2014.
No - The denial of the renewal of the charter term would cause the charter to expire on June 30, 2013,
unless New Designs Charter School appeals the denial and the charter is granted by the Los Angeles County
Board of Education or the California State Board of Education. This Board Report No. 400-13/14 and
accompanying documents shall constitute the Board of Educations adopted written findings of fact for the
denial of the New Designs Charter School - University Park renewal petition.
Budget Impact:
operated by, or as, a nonprofit public benefit corporation is not held liable for the charter schools debts or
financial implications would require District approval prior to implementation. Petition approval is also
contingent upon adequate liability insurance coverage.
New Designs Charter School has selected LAUSD SELPA Option 2. Under the current LAUSD SELPA
Option 2 Special Education MOU, Charter Schools fair share contribution for special education for the first
year of the charter petition will be 20% of the Districts general fund contribution rate per ADA for that fiscal
year, which will be paid from the Charter Schools funds from the Local Control Funding Formula. The rate
will increase by 5% for each subsequent fiscal year until the applicable percentage reaches 35%. The rate
will remain at 35% for the remainder of the Charter Schools petition period based on the Districts general
fund contribution rate for that fiscal year. At the conclusion of each fiscal year during the entire charter
petition period, any unspent special education revenues shall be returned to the LAUSD SELPA.
If all pending issues, including but not limited to special education requirements, special education local
planning area (SELPA) requirements, and facilities matters, are not resolved at the time of the Board meeting,
the Office of General Counsel may recommend the denial of the renewal petition.
Attachments:
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NEW DESIGNS CHARTER SCHOOL
BOARD OF EDUCATION REPORT 400 - 13114
May 13, 2014
I. Categorv of Proposed Action:
The proposed action will approve the renewal of the charter for New Designs Charter School (NDCS),
beginning Jul y 1, 2014 until June 30, 2019 and provide an approximate total of9 10 student s served in
grades 6-12 in year I and continue to serve 910 students in grades 6-12 by year 5.
II . Summary Descripti on of Current District Practice:
Charter schools are school s of choice by legislation and are open to any student in the State of California.
Charter schools are granted single charter status for a maximum of five (5) years. It should be noted,
however, that although State legi slation allows st udents to attend a charter school from any area in the
state, the Los Angeles Unified School Di strict (LA US D) is under Court Order, Crawford v. LAUSD,
which applies to all school s within or chartered through the LAUSD. Any mod ificati ons to the Court-
Ordered Integration Program must first be approved by Student Integration Services.
III . Proposed Change:
The approval of thi s renewal of the charter would grant the chal1er of New Designs Charter for five (5)
years beginning July 1, 2014 until June 30, 2019.
IV. Effects of Thi s Proposal:
The Los Angeles Unified School District ( LAUSD) does not guarantee availability of Court-ordered
providing information requested by the LAUSD as set forth in the Charter petition. Modificati ons or
school decisions cannot negatively impact or cause additional costs to the Court-ordered Integrati on
budget.
V. Analyze the Impact of This Proposal on Integration, Desegregation, Re-segregation andlor Segregation:
If the Charter goals are met, there should be pos itive results on the five (5) Harms of Racia l Isolation
which are low academic achievement, low self-esteem, lack of access to post-secondary opportunities,
interracial hostility and intolerance, and overcrowded conditions. The Court-ordered Integration Program
for participating students will operate under various Court Orders for school s within the Los Angeles
Unified School Di strict. Any modification of the COlll1-ordered Integrat ion Program must first be
approved by Student Integrati on Services.
V I. If proposed action affects negativelv any desegregation program, list other option(s) identified:
If the Di strict Court-ordered Integration Guidelines are followed, there will not be a negative effect on the
Di strict ' s COUl1-ordered Integration Program.
Speciali st
Charter Schools Divi sion
Bd. of Ed. Rpt. No. 400-1311 4
sit)" y
Interim Director
Page I of 1 Board of Education
May 13, 2014


May 13, 2014
SUMMARY OF CHARTER SCHOOL PERFORMANCE
BOARD OF EDUCATION REPORT 40013/14
May 13, 2014

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



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
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:
(i). Documented and clear and convincing data.
(ii). Pupil achievement data from assessments, including, but not limited to, the
(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


May 13, 2014
schools performance data to date, and of the academic, operational, and fiscal soundness of the charter
school based on Charter Schools Division oversight.

New Designs Charter School (NDCS) has met the minimum statutory requirement as evidenced
in the attached 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. NDCSs
grounds for student suspension and expulsion are aligned with those listed in Education Code Section
48900 et seq. As the data below shows, NDCS reported 71 suspensions and 0 expulsions in the 2011-
12, 40 suspensions and 0 expulsions for the 2012-13 school year, and as of the date of this report, the
school reports 9 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. Clear communication with all
school stakeholders began with a new handbook which focused on curbing undesirable behavior by
educating parents and talking with them more frequently. These practices were most effective in
reducing suspensions particularly for repeat offenders. Other forms of behavioral support included in-
school suspension with parent conferences in addition to lunch or afterschool detentions. In addition,
student and parent summer orientation helped newcomers to assimilate to the schools culture more
smoothly. The school improved the security on campus by hiring additional personnel and strategically
assigned them supervision posts to monitor students during break and lunch period when infractions
tend to occur. Finally NDCS staff took advantage of trainings offered by LAUSDs Special Education
Division and worked with California Hospital to identify community based programs to support students
and families.

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
New
Designs
8260 9 0 40 0 71 0

Special Education

According to the December 2012 CASEMIS report, NDCS enrolled Special Education students at a
lower rate than the District average. NDCS had a special education enrollment rate of 5%, which was 8
percentage points less than 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 reports


May 13, 2014
that they offer extensive intervention systems which include providing students an additional
Mathematics and English class during the instructional school day. Students are also provided with
before and after school programs through Extended Learning Academy. The school has a longer school
day (8 am - 3:45 pm), coupled with Saturday school, and provides Middle School students 30% more
instructional minutes than what are required by the State. The various intervention programs, as
described allow them to serve all students, particularly those that may have otherwise been identified for
Special Education services.

OCT
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718 33 5% 4% 1% 3 0 0 0 0 1 0 4 0 25 0 0 0

English Learners

The tables below represent the number of English Learners identified, served and reclassified by New
Designs Charter School. The schools October 2012 (CBEDS) English learner population of 38% was
higher than the LAUSD Similar Schools from CDE Median of 23%. The schools 2012-13
reclassification rate of 6.5% was lower than the District average of 13.7%. The 0% reclassification rate
in 2011-2012 is due to a data reporting error by the school. Corrections have not been made at the CDE
as of the writing of this report.

In 2012/13 the school hired an ELD Coordinator to facilitate the testing and classification process as a
direct result of an increase in the EL student population. The coordinators have helped create ELD
classes for beginner-level EL students and a pull-out program for intermediate-level students. The
school reports that they offer differentiated instruction in reading, math, writing, science, and social
studies, delivered through specially designed academic instruction in English (SDAIE) methodology,
utilizing state-adopted, district-approved, standards-based programs. Sheltered Instruction training for
teachers is also provided to assist them in supporting EL students in mathematics and ELA.

ESC BD
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2 8260 New Designs University Park 718 89% 7% 38% 76% 0% 15% 0% 0%


May 13, 2014

RECLASSIFICATION

2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from
Prior Year
New Designs Charter 429 28 6.5% 6.5%
Resident Schools Median 307 37 12.9% 2.0%
Comparison Schools in Charter Median 409 43 7.8% -5.8%
District 180,618 24,697 13.7% -1.7%

2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate

New Designs Charter 208 0 0.0%
District 194,904 29,956 15.4%

2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate

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
experience. An evaluation of proficient may be arrived at in a number of circumstances. The school


May 13, 2014
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
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.

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

The school has met API Growth Targets for all subgroups, except for Students with Disabilities
in part due the high quality differentiated instruction that is customized to meet the special
learning needs of each student.
CDEs California High School Exam Report indicates that New Designs has an 84% passage rate
for 10th grade students, with 51% scoring proficient or advanced. These data points are
attributed to a unique partnership with Los Angeles Trade Technical College (LATTC) and Los
Angeles City College.
Academic Growth Over Time (AGT) indicates that for the 2012-13 the school has performed far
above the predicted growth in ELA and Science.
100% of students are scheduled to ensure they meet all A-G requirements prior to graduating
from New Designs. The school focuses on four major areas of work related to data-driven
instruction: culture, assessments, analysis and action. Students are assessed on a continual basis
which provides teachers with up-to-date performance data which is then used to initiate
instructional conversations.

The school reclassifies English Learners at a rate lower than the District average. The schools
reclassification rate is 7%, less than the districts average of 14%.
Consider additional ways to prepare students for Algebra I prior to high school to the extent possible. II.
Governance and Organizational Management

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


May 13, 2014
The Chief Executive Officer (CEO) is evaluated through weekly meetings and one-on-one phone
calls with the Board President. The evaluation is scored on a 4-point rating scale measuring the
CEOs proficiency in accordance to the California Professional Standards for Educational
Leaders (CPSELs).
The governing board reviews and monitors the school budget to inform and evaluate resource
allocation to ensure it is consistent with the charter. Board minutes show that financial reports
and budgetary items are reviewed at every board meeting.
School leaders have recognized the shortcoming of the Uniform Complaint Procedures forms at
the school, so they have elected to use the forms used by LAUSD. School leaders have created a
means to remedy parent disputes, which now involve consultation with the Parent Advisory
Council, which meets frequently.
The school also has a Site Advisory Council comprised of staff and parents regarding the
categorical programs.
The location address where board members participate in board meetings must be included in
board minutes as a matter of record. The governing board must ensure that meeting notices are
also posted at the locations where members are participating by phone.


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

Areas of particular strength:
Per 2012-13 Audit:
Net Assets are positive $3,009,665.
Net Income is positive $635,818.
Cash Reserve is 9.68% and exceeds the recommended 5%.
Audit is unqualified opinion and contains no findings, deficiencies or material weaknesses.
Norm enrollment for 2013-14 is 779.
Per 2012-13 Audit:
Delinquent Notice for FY 2012-13 Audit Report issued by State Controller. Audit was due by
December 15, 2013. Charter School submitted audit report to CSD on January 30, 2014.
Addition time was used to ensure accuracy in reporting fixed asset and loan accounts.


May 13, 2014


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

The academic achievement of students that attend NDCS as measured by Growth API has
progressed in each year of operation. The 2013 Growth API is 783, a 32 point increase; 2012
Growth API was 742; and the 2011 Growth API was 738, a 26 point increase from the previous
year.
The 2011/12 Cohort Graduation Rate of 81% exceeds that of resident median schools and
comparison charter school median.
School leadership monitors the design and delivery of the instructional program as described in
the charter, including the implementation of intervention/differentiation strategies that address
the learning needs of all students as indicated from benchmark data collected every 8 weeks.
The school has implemented and continually monitors a comprehensive professional
development plan for teachers and staff that targets identified needs and aligns with the
education program set forth in the charter.
The school consistently collects, monitors, and analyzes student, grade, and school level
performance data to inform and evaluate instructional decision making.

Areas noted for improvement include:

It is recommended that the school conduct regular emergency evacuation drills to ensure that
students and staff are equipped to respond to an emergency if required.
The school leadership is encouraged to review OEHSs Common Safety Violations in School
Classrooms to minimize possible safety hazards. http://www.lausd-
oehs.org/docs/Misc/Common_Classroom_Safety_Violations.pdf. It is further recommended that
teachers remove all extraneous materials and furniture inside classrooms to maximize space to
accommodate students.
102541
(API)
Base API
Growth API
Growth Target
Growth
Base API State Rank
Subgroup API
Growth
Target
Growth Met Target
Growth
Target
Growth
Met
Target
Growth
Target
Growth
Met
Target
African American or Black 6 42 Yes 5 -4 No 5 49 Yes
Asian - - - - --
Filipino - - - - --
Hispanic or Latino 5 19 Yes 5 1 No 5 25 Yes
White - - - - --
English Learners 5 27 Yes 5 -1 No 5 33 Yes
Socioeconomically Disadvantaged 5 22 Yes 5 3 No 5 35 Yes
2011
Base API
2012
Growth API
11-12
Growth
2012
Base API
2013
Growth API
12-13
Growth
New Designs Charter 739 742 3 751 783 32
CDE Similar Schools Median 673 695 23 703 697 -6
Resident Schools Median 664 663 -1 662 666 4
Comparison Schools Median 677 689 13 689 713 24
Basic, Below
Basic & Far
Below Basic
Proficient &
Advanced
Basic,
Below Basic
& Far Below
Basic
Proficient &
Advanced
New Designs Charter 49% 51% 63% 37%
New Designs Charter 21 11 52% 21 15 71%
New Designs Charter
Loc. Code: 8260
CDS Code:
CRITERIA SUMMARY
(Ed. Code 47607).
2010-11 2011-12 2012-13
712 739 751
738 742 783
5 5 5
26 3 32
Yes No Yes
Yes No Yes
4 4 3
5 9 8
API Comparison
AYP Comparison
2012 AYP 2013 AYP
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ESC BD
Loc
Code
School
Total Enroll
#
% F/R
Meal
% Af.
Amer.
% Asian % Fili.
% Am
Indian
% Pacific
Island
% Two or
More
XR 2 8260 New Designs Charter 718 89% 7% 38% 76% 0% 15% 0% 0% 0% 0% 0%
XR 1 7758 Alliance College-Ready Middle Academy N 444 96% 0% 16% 65% 1% 34% 0% 0% 1% 0% 0%
S 7 8090 Andrew Carnegie Middle 886 70% 13% 7% 50% 2% 22% 2% 16% 0% 8% 0%
E 2 8047 Belvedere Middle 1384 81% 13% 20% 99% 0% 0% 0% 0% 0% 0% 0%
E 2 8057 Berendo Middle 1035 95% 15% 29% 92% 0% 1% 5% 1% 0% 0% 0%
XP 5 8094 George Washington Carver Middle 1087 86% 8% 31% 92% 0% 7% 0% 0% 0% 0% 0%
S 7 8103 Glenn Hammond Curtiss Middle 682 73% 15% 5% 42% 1% 55% 1% 0% 0% 0% 0%
S 5 8151 Henry T. Gage Middle 1918 90% 14% 19% 99% 1% 0% 0% 0% 0% 0% 0%
XP 2 8179 Hollenbeck Middle 1337 71% 11% 19% 98% 1% 1% 0% 0% 0% 0% 0%
E 2 8058 John H. Liechty Middle 1245 84% 9% 35% 97% 0% 2% 0% 0% 0% 0% 0%
XR 1 8451 Lou Dantzler Preparatory Charter Middle 261 90% 0% 2% 13% 0% 86% 0% 0% 1% 0% 0%
N 3 8283 Northridge Middle 849 89% 10% 20% 84% 4% 4% 5% 2% 0% 0% 0%
N 6 8306 Olive Vista Middle 1257 89% 10% 18% 96% 2% 1% 1% 0% 0% 0% 0%
W 1 4980 Pio Pico Middle 664 88% 10% 22% 92% 0% 6% 0% 0% 0% 0% 0%
XP 2 8045 Sal Castro Middle 511 56% 8% 25% 91% 1% 3% 1% 3% 0% 0% 0%
S 7 8113 Thomas A. Edison Middle 1179 93% 11% 23% 97% 0% 3% 0% 0% 0% 0% 0%
E 2 8462 Virgil Middle 1102 78% 16% 26% 85% 1% 3% 3% 7% 0% 0% 0%
E 2 8062 William Jefferson Clinton Middle 865 88% 8% 30% 94% 0% 6% 0% 0% 0% 0% 0%
Resident Schools
E 2 8009 John Adams Middle 1021 93% 21% 23% 99% 0% 1% 0% 0% 0% 0% 0%
W 1 8245 Johnnie Cochran, Jr., Middle 1032 78% 8% 26% 79% 0% 20% 0% 0% 0% 0% 0%
XP 1 8600 Susan Miller Dorsey Senior High 1207 60% 5% 15% 47% 1% 51% 0% 0% 0% 0% 0%
W 1 8132 Foshay Learning Center 2031 86% 17% 15% 83% 0% 16% 0% 0% 0% 0% 0%
XP 2 8748 West Adams Preparatory High 2068 94% 7% 26% 92% 0% 7% 1% 0% 0% 0% 0%
XP 1 8743 Manual Arts Senior High 1867 62% 5% 26% 81% 0% 18% 0% 0% 0% 0% 0%
W 1 5247 Menlo Avenue Elementary 615 80% 3% 53% 81% 0% 18% 0% 0% 1% 0% 0%
XP 1 8255 John Muir Middle 1169 72% 8% 26% 81% 0% 19% 0% 0% 0% 0% 0%
W 1 5630 Normandie Avenue Elementary 934 90% 2% 44% 77% 0% 22% 0% 0% 1% 0% 0%
enrollment number.
New Designs Charter
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
XR 2 8260 New Designs Charter 238 56 24% 208 0 0% 429 28 7%
XR 1 7758 Alliance College-Ready Middle Aca -- 0 -- 22 3 14% 59 14 24%
S 7 8090 Andrew Carnegie Middle 157 19 12% 120 14 12% 70 20 29%
E 2 8047 Belvedere Middle 527 39 7% 395 37 9% 331 46 14%
E 2 8057 Berendo Middle 685 72 11% 451 66 15% 376 59 16%
XP 5 8094 George Washington Carver Middle 733 69 9% 593 43 7% 358 31 9%
S 7 8103 Glenn Hammond Curtiss Middle 104 11 11% 46 14 30% 33 6 18%
S 5 8151 Henry T. Gage Middle 764 73 10% 594 48 8% 536 43 8%
XP 2 8179 Hollenbeck Middle 477 65 14% 366 50 14% 276 38 14%
E 2 8058 John H. Liechty Middle 673 68 10% 580 52 9% 474 84 18%
XR 1 8451 Lou Dantzler Preparatory Charter 2 0 0% 14 6 43% 11 0 0%
N 3 8283 Northridge Middle 280 46 16% 222 39 18% 191 67 35%
N 6 8306 Olive Vista Middle 425 85 20% 352 83 24% 265 76 29%
W 1 4980 Pio Pico Middle 652 48 7% 188 42 22% 166 27 16%
XP 2 8045 Sal Castro Middle 134 11 8% 127 19 15% 139 17 12%
S 7 8113 Thomas A. Edison Middle 573 52 9% 325 61 19% 287 43 15%
E 2 8462 Virgil Middle 620 87 14% 425 76 18% 358 90 25%
E 2 8062 William Jefferson Clinton Middle 469 40 9% 383 31 8% 306 27 9%
Resident Schools
E 2 8009 John Adams Middle 415 65 16% 318 41 13% 233 37 16%
W 1 8245 Johnnie Cochran, Jr., Middle 405 55 14% 333 39 12% 307 40 13%
XP 1 8600 Susan Miller Dorsey Senior High 324 24 7% 283 30 11% 233 30 13%
W 1 8132 Foshay Learning Center 642 30 5% 410 30 7% 345 37 11%
XP 2 8748 West Adams Preparatory High 964 133 14% 772 84 11% 758 90 12%
XP 1 8743 Manual Arts Senior High 1291 92 7% 1138 84 7% 910 58 6%
W 1 5247 Menlo Avenue Elementary 398 44 11% 385 66 17% 368 33 9%
XP 1 8255 John Muir Middle 579 31 5% 430 51 12% 395 52 13%
W 1 5630 Normandie Avenue Elementary 415 30 7% 417 64 15% 423 28 7%
a
New Designs Charter
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
New Designs Charter 429 28 6.5% 6.5%
Comparison Schools in Charter Median 409 43 7.8% -5.8%
District 180,618 24,697 13.7% -1.7%
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
District 205,312 26,080 12.7%
New Designs Charter
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ESC BD Loc Code School
2012-13
Grade
Span
2011-12
CAHSEE
Grade 10
% Passed
Math
2011-12
CAHSEE
Grade 10
% Passed ELA
2012-13
CAHSEE
Grade 10
% Passed
Math
2012-13
CAHSEE
Grade 10
% Passed ELA
2011-12
Cohort
Graduation
Rate
XR 2 8260 New Designs Charter 6-12 88% 84% 94% 80% 81%
XR 1 7758 Alliance College-Ready Middle Ac 6- 7 -- -- -- -- --
S 7 8090 Andrew Carnegie Middle 6- 8 -- -- -- -- --
E 2 8047 Belvedere Middle 6- 8 -- -- -- -- --
E 2 8057 Berendo Middle 6- 8 -- -- -- -- --
XP 5 8094 George Washington Carver Middl 6- 8 -- -- -- -- --
S 7 8103 Glenn Hammond Curtiss Middle 6- 8 -- -- -- -- --
S 5 8151 Henry T. Gage Middle 6- 8 -- -- -- -- --
XP 2 8179 Hollenbeck Middle 6- 8 -- -- -- -- --
E 2 8058 John H. Liechty Middle 6- 8 -- -- -- -- --
XR 1 8451 Lou Dantzler Preparatory Charter 6- 8 -- -- -- -- --
N 3 8283 Northridge Middle 6- 8 -- -- -- -- --
N 6 8306 Olive Vista Middle 6- 8 -- -- -- -- --
W 1 4980 Pio Pico Middle 6- 8 -- -- -- -- --
XP 2 8045 Sal Castro Middle 6- 8 -- -- -- -- --
N 6 8358 San Fernando Middle 6- 8 -- -- -- -- --
XP 6 8396 Sun Valley Middle 6- 8 -- -- -- -- --
S 7 8113 Thomas A. Edison Middle 7- 8 -- -- -- -- --
E 2 8462 Virgil Middle 6- 8 -- -- -- -- --
E 2 8062 William Jefferson Clinton Middle 6- 8 -- -- -- -- --
LAUSD Similar Schools from CDE Median --
Resident Schools
E 2 8009 John Adams Middle 6- 8 -- -- -- -- --
W 1 8245 Johnnie Cochran, Jr., Middle 6- 8 -- -- -- -- --
XP 1 8600 Susan Miller Dorsey Senior High 9-12 64% 61% 68% 68% 63%
W 1 8132 Foshay Learning Center K-12 95% 90% 94% 92% 97%
XP 2 8748 West Adams Preparatory High 9-12 74% 74% 78% 72% 80%
Resident Schools Median -- 74% 74% 78% 72% 80%
Comparison Schools
XP 1 8743 Manual Arts Senior High 9-12 71% 66% 70% 72% 69%
W 1 5247 Menlo Avenue Elementary K- 5 -- -- -- -- --
XP 1 8255 John Muir Middle 6- 8 -- -- -- -- --
W 1 5630 Normandie Avenue Elementary K- 5 -- -- -- -- --
Comparison Schools in Charter Median -- 71% 66% 70% 72% 69%
a
This page displays the CAHSEE pass rates and graduation rates of the specified school year as published by the
California Department of Education (CDE).
HIGH SCHOOL DATA WITH COMPARISON SCHOOLS
New Designs Charter
Office of Data and Accountability * 10 or fewer Students 4/27/2014
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May 13, 2014

The following documents:

Final budget
Final petition
Enrollment and lottery form

are available for perusal at the:

(213) 241-0399
The final petition may also be viewed at the following link:
http://www.laschoolboard.org/charterpetitions

TAB 24
Denial of the Renewal of the Charter for New Designs Charter School - Watts [Public Hearing]
Action Proposed:
Staff recommends the denial of the renewal charter petition for New Designs Charter School - Watts (New
Designs - Watts) and the adoption of the Findings of Fact supporting the denial recommendation attached to
this Board report and on file in the Charter Schools Division (CSD).
Background:
Education Code sections 47605 (b) and 47607 sets forth grounds for denying a charter petition:
"The governing board of the school district shall not deny a petition for the establishment of a charter school
unless it makes written factual findings, specific to the particular petition, setting forth specific facts to
support one or more of the following findings:
(1) The charter school presents an unsound educational program for the pupils to be enrolled in the
charter school;
(2) The petitioners are demonstrably unlikely to successfully implement the program set forth in the
petition;
(3) The petition does not contain the number of signatures required by subdivision 47605 (a).
(4) The petition does not contain an affirmation of each of the conditions described in subdivision (d) of
section 47605; or
(5) The petition does not contain reasonably comprehensive descriptions of all of the sixteen elements set
forth in section 47605 (b) (5).
Moreover, Education Code section 47607(a)(2) provides that charter school renewals are governed by the
standards and criteria in Section 47605, and shall include, but not be limited to, a reasonably comprehensive
description of any new requirement of charter schools enacted into law after the charter was originally granted
or renewed.
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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
4) (A) The entity that granted the charter determines that the academic performance of the charter school
The CSD assesses that the school did not meet the aforementioned criteria, inclusive of analysis of data
presented under Education Code section 47607(b).
New Designs - Watts submitted its renewal petition on March 25, 2014. New Designs - Watts was initially
approved for five (5) years as a 6-12 grade span school by the Board of Education on July 1, 2009. The
school currently serves approximately 192 students, grades 6-12, in Board District 7, Educational Service
Center-South, at 12714 S. Avalon Boulevard, Los Angeles, CA 90061.
The school is seeking to serve 570 students in grades 6-12 in each future year of the charter petition.
Throughout its charter term, New Designs - Watts has operated a middle school and high school with a
traditional curriculum focused on college preparation.
The Charter Schools Division and the Office of the General Counsel reviewed the charter petition. A due
diligence review of the school leader and onsite financial manager is being performed by the Office of the
Inspector General (OIG). Staff will inform the Board of any material negative findings and take appropriate
action. Current New Designs - Watts Board members completed questionnaires regarding conflicts of interest.
New Designs - Watts has failed to meet minimum state criteria and its record of performance demonstrates
inconsistent and low academic progress. Its middle school is identified as a Focus school on the School
Performance Framework, and has essentially performed at that level for the past two years. Further detail is
noted below and in the Findings of Fact.
Grounds for Denial:
In accordance with Education Code sections 47605 and 47607, the Charter Schools Division (CSD) finds that
New Designs - Watts has not met the criteria for renewal based on unsound educational program and that the
petition does not contain reasonably comprehensive descriptions of all of the sixteen elements required in a
charter school petition. The findings include but are not limited to the following: (see attached Findings of
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Fact for denial for complete list of grounds):
1. Unsound Educational Program:
The Charter School has not effectively demonstrated strong academic performance. 2012-13 CST
results show that the school has 16% of students proficient in Mathematics and 24% in English
Language Arts with inconsistent trend in helping students move from the bottom two performance CST
bands towards proficiency.
New Designs-Watts 2012-13 API is 654, a 20-point decrease from the previous year. Every student
subgroup, except for English Learners, had a double digit decline in their API; the African-American
subgroup decreased by 18 points, Latino subgroup decreased by 27 points, and socioeconomically
disadvantaged subgroup decreased by 20 points.
In 2012-13, the middle school received a Focus rating on the SPF, and the high school was not
assigned a classification due to one missing metric, a 4-year Cohort Graduation Rate. However, in the
other seven (7) status metrics, the school earned 1 out of a possible 5 points, which is indicative of a
Focus rating.
The schools 3-Year AGT Averages in ELA and Math are below predicted growth measures. Although
the school has achieved above predicted growth measures in 8
th
grade Social Studies, scores in other
areas were weak.
New Designs - Watts has failed to offer Special Education services consistent with students IEPs. The
Division of Special Education followed up with the schools SPED Coordinator/Assistant Principal and
requested plans to correct omissions to which the school never responded.
Last year, the schools API decreased by 20 points while Median API for Resident Schools (+48),
CDE Similar Schools (+21), and Petition Comparison Schools (+6) all increased in the same time
frame. Over the past two years, school has shown a cumulative API growth of 9 points, while Resident
Schools have improved by 44 points, CDE Similar Schools have improved by 39 points, and Petition
Comparison Schools have improved by 31 points. School has shown negative API growth in two of the
last three years and showed negative API growth in most subgroups last year (African-American or
Black, Hispanic or Latino, Socioeconomically Disadvantaged).
New Designs-Watts has not demonstrated progress in the area of Academic Achievement in the CSDs
oversight, having received a score of 2 or Developing on oversight reports for three consecutive
school years: 2010-11, 2011-12, and 2012-13, and most recently, an Unsatisfactory rating in 2013-
14.
2. The petition does not contain reasonably comprehensive descriptions of all of the sixteen elements
required in a charter school petition
Bylaws submitted with the charter are inconsistent with provisions of the Brown Act and conflict of
interest laws applicable to public entities.
As written, the petition allows for responsibilities central to the operation of the charter school to be
delegated to a charter school employee other than the CEO or to a third-party contract service
provider.
The petition contains provisions that are contrary to the requirement to admit all students who wish to
apply by requiring students to answer questions that require narrative answers prior to admission.
The petition does not contain a reasonably comprehensive description of procedures to be used to
verify lottery procedures are fairly executed.
The petition does not contain a reasonably comprehensive description of the expulsion process to
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The petition does not contain a reasonably comprehensive description of the expulsion process to
ensure due process to students.
Education website at the following link: <http://laschoolboard.org/charterpetitions>.
Expected Outcomes:
New Designs - Watts is expected to operate its charter school in a manner consistent with local, state, and
federal ordinances, laws and regulations and the terms and conditions set forth in its petition. However, as
noted in the Findings of Fact, New Designs - Wattss renewal petition does not meet the legal standards and
criteria for approval set forth in Education Code section 47605.
Yes - The approval of the nonrenewal and denial of the charter of New Designs - Watts would prevent the
continuance of New Designs - Watts as charter school effective July 1, 2014 unless they submit their renewal
petition for consideration to the Los Angeles County Board of Education or California State Board of
Education and are approved.
No - The failure to deny the charter of New Designs - Watts could allow New Designs - Watts to operate as
a LAUSD authorized charter school contrary to the attached Findings of Fact. Within 30 days, the school will
be required to submit to the Charter Schools Division an updated charter petition that meets all LAUSD
requirements including but not limited to a reasonably comprehensive description of the elements and
compliance with current District Required Language.
No policy implications at this time.
Budget Impact:
There is no budget impact.
Issues are outlined above and in more detail in the attached Findings of Fact for the Nonrenewal and Denial of
New Designs - Watts.
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- 1-
NEW DESIGNS CHARTER SCHOOL WATTS
Findings of Fact for Denial of Renewal Petition
By the Los Angeles Unified School District
May 13, 2014
The charter review process requires the authorizer to evaluate whether the charter petition meets
the criteria for approval.
Education Code Section 47605 (b) states the required petition elements and conditions for denial.
Education Code Section 47605 outlines additional petition criteria.
Education Code Section 47607(a) and (b) outline criteria for charter renewal.
I. BACKGROUND
On March 25, 2014, New Designs Charter School-Watts (hereinafter New Designs-Watts or
Charter School) submitted a renewal charter petition to the Charter Schools Division ("CSD")
of the Los Angeles Unified School District (hereinafter District or LAUSD). The Charter
School seeks renewal of its Charter petition to serve 570 students in grades 6-12 in Board
District 7, the South Central community of Los Angeles.
II. RENEWAL STANDARDS:
Education Code section 47607(a)(2) provides that charter school renewals are governed by the
standards and criteria in Education Code section 47605, and shall include, but not be limited to, a
reasonably comprehensive description of any new requirement of charter schools enacted into
law after the charter was originally granted or renewed.
Academic Performance Renewal Criteria (Ed. Code Section 47607 Factors):
Charter schools have to meet at least one of the following minimum criteria for renewal set
forth in Education Code Section 47607(b) for schools in operation at least four years.
Moreover, SB 1290, which amended Section 47607, requires the authorizing Board of
Education to consider increases in pupil academic achievement for all groups of pupils
served by the charter school as the most important factor in determining whether to grant a
charter renewal.
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 deciles4 to 10, inclusive, on the API for a demographically comparable
school in the prior year or in two of the last three years; or
- 2-
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 otherwisehave 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:
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.
Standards and Criteria (Ed. Code Section 47605 Factors):
Education Code Section 47605(b) states: A school district governing board shall grant a charter
for the operation of a school under this part if it is satisfied that granting the charter is consistent
with sound educational practice. Section 47605(b) provides that the governing board shall not
deny a petition for the establishment of a charter school unless it makes written factual findings,
specific to the particular petition, setting forth specific facts to support one or more of the
following findings:
(1) The charter school presents an unsound educational program for the pupils to be enrolled
in the charter school.
(2) The petitioners are demonstrably unlikely to successfully implement the program set
forth in the petition.
(3) The petition does not contain the number of signatures required by subdivision (a) of
Education Code 47605. (Not applicable to a renewal petition)
(4) The petition does not contain an affirmation of each of the conditions described in
subdivision (d) of Education Code 47605.
(5) The petition does not contain a reasonably comprehensive description of all required
elements.
III. GROUNDS FOR DENIAL:
LAUSDs analysis of the charter petition indicates the following:
- 3-
A. New Designs-Watts failed to meet more than one of the academic performance
criteria for renewal under Educ. Code section 47607 (b).
The Charter School failed to meet the renewal criterion specified in Education
Code section47607(b)(1) because it failed to attain its API growth target in the
prior year or in two of the last three years both school wideand for all groups of
pupils served by the charter school. Specifically, the Office of Data and
Accountability criteria summary report in2010-11 the Growth API fell by 8
points to 633. In 2011-12 there was a 14-point increase in the Growth API,
659. However, in 2012-13 the Growth API fell again by 20-points to 654.
Code section 47607(b)(2) because it did not rank in deciles 4 to 10, inclusive, on
the API in the prior year or in two of the last three years.
New Designs-Watts API State rankings in the past three years have been:
Year: API State Rank:
2010-2011 1
2011-2012 1
2012-2013 2
Code section 47607(b)(3) because it did not rank in deciles4 to 10, inclusive, on
the API for a demographically comparable school in the prior year or in two of
the last three years.
New Designs-Watts API Similar School rankings in the past three years have
been:
Year: API Similar
Schools Rank:
2010-2011 1
2011-2012 4
2012-2013 3
The Charter School failed to meet the renewal criterion specified in EC
47607(b)(4). The Charter Schools API growth in 2012-13of 674 wasbelow the
median API of the resident District schools (schools which the charter schools
students would otherwise have attended) and below the median of the schools
identified as comparison schools identified by the petitioners in the original and
most recent charter petition.
- 4-
In addition to the above, LAUSDs analysis of the renewal charter petition submitted to the
District on or about March 25, 2014, by Charter School indicates:
A. The petition does not provide a sound educational program for the pupils to be
enrolled in the Charter School (Educ. Code section 47605(b)(1)).
New Designs-Watts has a record of persistently low academic performance levels and
despite being identified as a "Focus" school in 2011-2012, the petitioners have failed to
take measures to improve academic performance to the detriment of the students served
by the Charter School. Therefore, the District has determined that the petitioners are
unlikely to successfully transform the Charter School to provide a sound educational
program for the students enrolled in the Charter School. Examples of academic
performance shortcomings include:
The Charter Schools presents unrealistic academic gains considering past
academic performance of students enrolled at New Designs - Watts. 2012-13
CST results indicate that 76% of students were not proficient in ELA. In Math,
84% of students performed in the three lowest CST performance bands, Basic,
Below Basic, and Far Below Basic.
New Designs-Watts API for the 2012-13 is 654, a 20-point decrease from the
previous year. The charter school has never achieved an Academic Performance
Index above 660 in its five years of operation. Every subgroup, except for
English Learners, had a double digit decline in their API; African-American
decreased by 18 API points, Latinos decreased by 27 API points; and
socioeconomically disadvantaged dropped by 20 API points. The combined
subgroup represents 97% of the student population at New Designs-Watts.
The School Performance Framework (SPF) is five tiered classification system that
identifies schools as Excelling, Achieving, Service & Support, Watch, and Focus.
In 2011-12, New Designs-Watts was classified as a Focus school, the lowest
performance tier. In 2012-13, the Charter School was not assigned a
classification due one missing data set: a 4-year Cohort Graduation Rate.
However, in the other seven (7) criteria areas, the school earned 1out of possible
5 points. As a result, the charter school earned 8 out of possible 35 SPF points.
New Designs Watts has maintained a Growth API nearly 150 API points below
the States goal of 800 API during each year of itsoperations. In 2011-12 the
Charter School held its highest Growth API of 674. In 2010-11 the Charter
School had an all-time low API of 633 points.
New Designs Watts met only 11 of 21 AYP criteria, and had an English Learner
reclassification rate of 13%. This rate is slightly below the LAUSDs
reclassificationrate for Similar Schools Median of 15%.
- 5-
The CSD has received frequent reports from parents to report activities that the
CSD determines would present the likelihood of physical, educational, or
psychological harm to the affected students of the charter school.
B. The petitioners are demonstrably unlikely to successfully implement the program
set forth in the petition for New Designs-Watts (Educ. Code section 47605(b)(2)).
The petitioners personally lack the necessary background critical to the Charter
Schools success, and the petitioners lackindividuals who possess thenecessary
background in curriculum, instruction, and school operations.
The Charter School has received three (3) Notices of Concern and one (1) Notice
to Cure in the 2013-14 academic year.
o On February 14, 2014, the Charter Schools Division sent a Notice to
Cure to the Governing Board President indicating a finding of non-
compliance with No Child Left Behind (NCLB) Highly Qualified teacher
requirements. At the time of the oversight visit there were two (2)
teacherswithout teaching credentials; one (1) without any type of
credential; one (1) teacher with only anout-of-state credential and no valid
California credential.
o On February 5, 2014, a Notice of Concern was issued to New Designs-
Watts due to non-compliance with the Discipline Foundation Policy and
subsequent entrance into the CSD Suspension and Expulsion Tiered
Intervention Plan. New Designs-Watts has a 2013-14 suspension rate of
14.1% and slight decrease from the 2012-13 suspension rate of 19.6%.
The Charter School was also cited for the suspension disproportionality of
its special needs students exceeding 40%.
o On J anuary 21, 2014, a Notice of Concern was issued to New Designs-
Watts due to non-compliance regarding a Certificate of Occupancy or lack
thereof for the facility located at 12714 S. Avalon Boulevard, Los
Angeles, CA 90061.
o On J anuary 17, 2014, a Notice of Concern was issued to New Designs
Watts with respect to student behavior and behavioral management
policies and procedures.
The petitioners have demonstrated and continue to demonstrate an unrealistic
financial and operational plan.
Per the Charter School's annual audit reports, net assets in three (3) of the
past four (4) years have been negative:
2009-2010 2010-2011 2011-2012 2012-2013
- 6-
($212,884) $225,716 ($33,579) ($33,579)
Per the audit reports, net income in three (3) of the past four (4) years has
been negative:
2009-2010 2010-2011 2011-2012 2012-2013
($212,884) $438,600 ($259,295) ($138,247)
To assist with its operationcosts, New Designs-Wattsborrowed money
from its sister charter school, New Design University Park. Per its
2012/2013 Audit, New-Design-Watts owes New Design-University Park
$1,346,626.
C. The Charter petition does not contain a reasonably comprehensive description of all
required elements (Educ. Code section 47605(b)(5)).
Employee Qualifications (Element 5)
The petition does not contain a reasonably comprehensive description of employee
qualifications.
While the petition does describe thequalifications of some employees of the
Charter School, the petition fails to describethe qualifications and duties of other
key positionsidentified in the petition.
The Charter School inappropriately delegates toitsChief Executive Officer
(CEO) soleresponsibilityfor implementing the Charter and makes the CEO
ultimately accountable for overseeing several items, including ensuring fiscal
stability, for which the Charter School's boardshould maintain ultimate
responsibility. Also, the petition allows for responsibilities central to the
operation of the Charter School to be delegated to an unidentified employee of the
Charter School other than the CEO and/or to an unidentifiedthird-party contract
service provider.
The petition does not consistently acknowledge that the Charter School will not
discriminate against qualified applicants or employees on the basis of race, color,
religion, sex, gender identity, sexual orientation, pregnancy, national origin,
ancestry, citizenship, age, marital status, physical disability, mental disability,
medical condition, or any other characteristic protected by California or federal
law and that equal employment opportunity shall be extended to all aspects of the
employer-employee relationship, including recruitment, hiring, upgrading,
training, promotion, transfer, discipline, layoff, recall, and dismissal from
employment.
- 7-
Admission Requirements (Element 8)
The petition does not present a reasonably comprehensive description of admission
requirements.
The petition fails to include a reasonably comprehensive description of the
manner in which the Charter School will implement a public random drawing
process in the event that applications for enrollment exceed school capacity. For
instance, the petition does not describe the methods the Charter School will use to
communicate to all interested parties the rules to be followed during the lottery,
does not describe the timelines under which the open enrollment period and
lottery will occur, and does not specify the location and the time the lottery will
occur so the most interested parties will be able to attend.
The petition fails to sufficiently describe how admission preference inthe Charter
School'slottery will be given to the student categories listed in the petitionand
extends a preference to children and wards of founding parents contrary to
LAUSD policy.
Annual Independent Financial Audits (Element 9)
The petition does not present a reasonably comprehensive description of annual
independent financial audits.
The petition fails to describe the plans and systems to be used to provide
information for the independent audits.
The petition does not sufficiently describe the process the Charter School will
follow to address any audit findings and/or resolve any audit exceptions,
including the timeline by which annual audit exceptions will typically be resolved
by the Charter School.
Suspension and Expulsion Procedures (Element 10)
The petition does not present a reasonably comprehensive description of suspension
and expulsion procedures.
Since theCharter School's list of offenses requiringmandatory suspension and/or
an expulsion recommendationdoes not include several serious offenses,
including, robbery/extortion, and sexual assault or battery, there is concern that
the Charter School's students may not be held accountable for their commission of
such offenses and the safety of students, staff, and visitors to the Charter School
may be jeopardized.
The petition does not provide a reasonably comprehensive description of the
Charter School's student suspension, expulsion, and disciplineappeal procedures.
Cleary described/outlined procedures are necessary to avoid inconsistent,
capricious, and unfair student disciplinary practices, and necessary to afford
students adequate due process.
- 8-
The Charter School's described expulsion procedures raise due process concerns
by having theCharter School's Chief Executive Officer, who recommends
expulsion of a student, also sit on the administrative panel responsible for
conducting an expulsion hearingand deciding whether to recommend expulsion
to the Charter School's board.
The petitions description of the Charter Schools procedures for the discipline of
students with disabilities fails to conform with policy and procedures which
LAUSD has determined to be necessary and appropriate.
Pupil School Attendance Alternatives (Element 12)
The petition does not present a reasonably comprehensive description of public
school attendance alternatives.
The petition does not specify how parents will be informed that students enrolled
at the Charter School have noright to admission in a non-charter District school.
120071
(API)
Base API
Growth API
Growth Target
Growth
Base API State Rank
Subgroup API
Growth
Target
Growth Met Target
Growth
Target
Growth
Met
Target
Growth
Target
Growth
Met
Target
African American or Black 10 21 Yes 9 3 No 8 -18 No
Asian - - - - --
Filipino - - - - --
Hispanic or Latino 5 -38 No 7 10 Yes 5 -27 No
White - - - - --
English Learners 6 -68 No 9 14 Yes 7 13 Yes
Socioeconomically Disadvantaged 8 -12 No 8 19 Yes 6 -20 No
2011
Base API
2012
Growth API
11-12
Growth
2012
Base API
2013
Growth API
12-13
Growth
New Designs Charter School-Watts 645 659 14 674 654 -20
CDE Similar Schools Median 671 689 18 690 710 21
Resident Schools Median 585 583 -3 582 629 48
Basic, Below
Basic & Far
Below Basic
Proficient &
Advanced
Basic,
Below Basic
& Far Below
Basic
Proficient &
Advanced
New Designs Charter School-Watts 76% 24% 84% 17%
New Designs Charter School-Watts 21 19 90% 21 11 52%
New Designs Charter School-Watts
Loc. Code: 7770
CDS Code:
CRITERIA SUMMARY
(Ed. Code 47607).
2010-11 2011-12 2012-13
641 645 674
633 659 654
8 8 6
-8 14 -20
No Yes No
No No No
1 1 2
1 4 3
API Comparison
AYP Comparison
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ESC BD
Loc
Code
School
Total Enroll
#
% F/R
Meal
% Af.
Amer.
% Asian % Fili.
% Am
Indian
% Pacific
Island
% Two or
More
XR 7 7770 New Designs Charter School-Watts 358 91% 4% 38% 61% 0% 37% 0% 0% 0% 0% 0%
E 2 8729 Abraham Lincoln Senior High 1550 87% 16% 19% 72% 0% 1% 26% 1% 0% 0% 0%
XR 2 8823 Alliance Dr. Olga Mohan High 458 98% 0% 12% 98% 0% 2% 0% 0% 0% 0% 0%
XR 2 8626 Alliance Gertz-Ressler High 525 96% 0% 7% 95% 0% 4% 0% 0% 0% 0% 0%
XR 1 8825 Alliance William and Carol Ouchi Academy 545 96% 0% 12% 86% 0% 14% 0% 0% 0% 0% 0%
XP 2 7771 Ambassador School of Global Leadership 684 80% 12% 24% 75% 0% 4% 12% 4% 2% 1% 0%
XR 2 8818 Animo Jackie Robinson High 579 95% 0% 23% 97% 0% 2% 0% 0% 0% 0% 0%
XR 7 8504 Animo Pat Brown 589 98% 0% 21% 97% 0% 1% 0% 0% 0% 0% 0%
XR 5 8817 Animo Ralph Bunche High 694 99% 0% 22% 99% 0% 0% 0% 0% 0% 0% 0%
N 6 8609 Arleta High 1564 90% 10% 15% 95% 1% 1% 0% 1% 1% 0% 0%
XR 5 7733 Aspire Pacific Academy 593 95% 0% 10% 96% 0% 0% 0% 0% 0% 0% 0%
XP 5 8643 Benjamin Franklin Senior High 1682 62% 16% 14% 89% 1% 1% 3% 4% 1% 0% 0%
XP 6 7717 Cesar E. Chavez Learning Academies-Acad 424 64% 8% 19% 94% 2% 3% 0% 0% 0% 0% 0%
XP 6 7715 Cesar E. Chavez Learning Academies-Arts, 460 71% 8% 17% 88% 3% 6% 0% 1% 2% 0% 0%
XR 6 8605 Discovery Charter Preparatory No. 2 348 96% 0% 22% 99% 0% 1% 0% 1% 0% 0% 0%
XR 5 7687 Early College Academy for Leaders and Sc 311 85% 5% 10% 94% 1% 1% 1% 3% 0% 0% 0%
XP 2 8606 East Los Angeles Performing Arts Academy 488 83% 12% 18% 99% 1% 0% 0% 0% 0% 0% 0%
S 5 3548 Elizabeth Learning Center 1766 85% 5% 31% 98% 1% 1% 0% 0% 0% 0% 0%
XP 5 8700 Huntington Park Senior High 2274 85% 8% 23% 99% 0% 0% 0% 0% 0% 0% 0%
XP 2 8501 Los Angeles High School of the Arts (LAH 412 91% 10% 26% 88% 1% 1% 7% 2% 0% 0% 0%
S 7 8779 Nathaniel Narbonne Senior High 3304 59% 16% 9% 63% 6% 19% 3% 7% 1% 2% 0%
XP 7 8529 Phineas Banning Senior High 2767 63% 13% 14% 94% 2% 2% 0% 1% 0% 1% 0%
S 7 8868 Rancho Dominguez Preparatory 1234 63% 12% 6% 60% 2% 28% 1% 5% 0% 3% 0%
N 6 8814 Reseda Senior High 1850 61% 17% 15% 73% 12% 6% 5% 4% 0% 0% 0%
XP 2 8206 School for the Visual Arts and Humanitie 431 83% 10% 27% 85% 0% 1% 9% 5% 0% 0% 0%
XP 2 8611 School of Math and Science 348 79% 7% 9% 94% 1% 2% 1% 1% 1% 0% 0%
S 5 8881 South East High 2593 85% 11% 19% 98% 0% 1% 0% 0% 0% 0% 0%
XP 6 8878 Sylmar Senior High 2408 63% 12% 15% 94% 2% 3% 0% 0% 0% 0% 0%
XR 7 7692 Synergy Quantum Academy 537 90% 6% 30% 94% 0% 6% 0% 0% 0% 0% 0%
N 3 8683 Ulysses S. Grant Senior High 2280 69% 13% 15% 61% 29% 5% 2% 2% 0% 1% 0%
E 2 8618 Woodrow Wilson Senior High 1878 72% 11% 15% 93% 1% 1% 3% 0% 0% 0% 0%
Resident Schools
XR 7 8733 Alain Leroy Locke 3 College Preparatory 463 90% 0% 20% 54% 0% 41% 0% 0% 1% 0% 1%
XR 1 5180 Animo Charter Middle No. 4 578 82% 0% 19% 49% 0% 42% 0% 0% 1% 0% 1%
XR 7 7693 Animo College Preparatory Academy 482 94% 0% 30% 82% 0% 15% 0% 0% 0% 0% 0%
XP 7 8237 Edwin Markham Middle 1245 79% 9% 25% 73% 0% 26% 0% 0% 0% 0% 0%
XP 7 8160 Samuel Gompers Middle 872 84% 6% 24% 65% 0% 34% 0% 0% 0% 0% 0%
XP 7 8721 David Starr Jordan Senior High 733 78% 6% 26% 83% 1% 16% 0% 0% 0% 0% 0%
enrollment number.
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
XR 7 7770 New Designs Charter School-Wat 89 22 25% 101 0 0% 53 7 13%
E 2 8729 Abraham Lincoln Senior High 707 45 6% 624 41 7% 472 41 9%
XR 2 8823 Alliance Dr. Olga Mohan High 79 15 19% 80 23 29% 73 27 37%
XR 2 8626 Alliance Gertz-Ressler High 81 28 35% 89 27 30% 82 49 60%
XR 1 8825 Alliance William and Carol Ouchi A 77 8 10% 86 17 20% 111 27 24%
XP 2 7771 Ambassador School of Global Lead -- 1 -- 133 14 11% 196 29 15%
XR 2 8818 Animo Jackie Robinson High 138 19 14% 152 2 1% 167 50 30%
XR 7 8504 Animo Pat Brown 159 20 13% 174 0 0% 143 21 15%
XR 5 8817 Animo Ralph Bunche High 172 41 24% 288 41 14% 222 49 22%
N 6 8609 Arleta High 440 45 10% 387 35 9% 291 35 12%
XR 5 7733 Aspire Pacific Academy -- 8 -- 66 18 27% 69 23 33%
XP 5 8643 Benjamin Franklin Senior High 568 29 5% 463 52 11% 324 41 13%
XP 6 7717 Cesar E. Chavez Learning Academi -- -- -- -- 6 -- 66 15 23%
XP 6 7715 Cesar E. Chavez Learning Academi -- -- -- -- 5 -- 78 20 26%
XR 6 8605 Discovery Charter Preparatory No 119 54 45% 119 24 20% 85 20 24%
XR 5 7687 Early College Academy for Leaders -- -- -- -- 0 -- 62 25 40%
XP 2 8606 East Los Angeles Performing Arts A -- 10 -- 111 7 6% 108 10 9%
S 5 3548 Elizabeth Learning Center 845 92 11% 613 88 14% 584 107 18%
XP 5 8700 Huntington Park Senior High 1317 132 10% 1129 90 8% 978 84 9%
XP 2 8501 Los Angeles High School of the Art 149 15 10% 121 8 7% 109 19 17%
S 7 8779 Nathaniel Narbonne Senior High 471 46 10% 414 56 14% 333 48 14%
XP 7 8529 Phineas Banning Senior High 669 81 12% 605 63 10% 500 59 12%
S 7 8868 Rancho Dominguez Preparatory -- -- -- -- 9 -- 82 11 13%
N 6 8814 Reseda Senior High 474 57 12% 364 39 11% 297 40 13%
XP 2 8206 School for the Visual Arts and Hum 134 14 10% 140 21 15% 131 18 14%
XP 2 8611 School of Math and Science 95 8 8% 84 9 11% 71 5 7%
S 5 8881 South East High 768 56 7% 798 71 9% 662 70 11%
XP 6 8878 Sylmar Senior High 832 108 13% 686 56 8% 449 60 13%
XR 7 7692 Synergy Quantum Academy -- -- -- -- 4 -- 133 0 0%
N 3 8683 Ulysses S. Grant Senior High 612 81 13% 529 84 16% 421 79 19%
E 2 8618 Woodrow Wilson Senior High 545 50 9% 431 41 10% 360 31 9%
Resident Schools
XR 7 8733 Alain Leroy Locke 3 College Prepar 365 15 4% 151 5 3% 140 7 5%
XR 1 5180 Animo Charter Middle No. 4 -- -- -- -- 3 -- 100 25 25%
XR 7 7693 Animo College Preparatory Acade -- -- -- -- 3 -- 140 15 11%
XP 7 8237 Edwin Markham Middle 350 29 8% 278 44 16% 306 39 13%
XP 7 8160 Samuel Gompers Middle 451 47 10% 362 29 8% 286 34 12%
a
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
a
XP 7 8721 David Starr Jordan Senior High 547 33 6% 481 17 4% 249 13 5%
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
New Designs Charter School-Watts 53 7 13.2% 13.2%
District 180,618 24,697 13.7% -1.7%
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
New Designs Charter School-Watts 101 0 0.0%
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
New Designs Charter School-Watts 89 22 24.7%
District 205,312 26,080 12.7%
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n
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f
f
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f

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4
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2
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1
4
ESC BD Loc Code School
2012-13
Grade
Span
2011-12
CAHSEE
Grade 10
% Passed
Math
2011-12
CAHSEE
Grade 10
% Passed ELA
2012-13
CAHSEE
Grade 10
% Passed
Math
2012-13
CAHSEE
Grade 10
% Passed ELA
2011-12
Cohort
Graduation
Rate
XR 7 7770 New Designs Charter School-Wat 6-11 75% 75% 58% 71% --
E 2 8729 Abraham Lincoln Senior High 9-12 80% 76% 83% 85% 75%
XR 2 8823 Alliance Dr. Olga Mohan High 9-12 97% 92% 99% 95% 100%
XR 2 8626 Alliance Gertz-Ressler High 9-12 96% 98% 98% 93% 97%
XR 1 8825 Alliance William and Carol Ouchi A 9-12 91% 89% 89% 93% 92%
XP 2 7771 Ambassador School of Global Lea 6-12 84% 76% 57% 63% 64%
XR 2 8818 Animo Jackie Robinson High 9-12 91% 84% 95% 86% 95%
XR 7 8504 Animo Pat Brown 9-12 89% 84% 87% 82% 74%
XR 5 8817 Animo Ralph Bunche High 9-12 79% 73% 81% 72% 79%
N 6 8609 Arleta High 9-12 80% 82% 88% 82% 93%
XR 5 7733 Aspire Pacific Academy 9-11 83% 86% 87% 81% --
XP 5 8643 Benjamin Franklin Senior High 9-12 71% 78% 76% 77% 70%
XP 6 7717 Cesar E. Chavez Learning Academ 9-12 85% 84% 86% 86% --
XP 6 7715 Cesar E. Chavez Learning Academ 9-12 74% 74% 61% 63% --
XR 6 8605 Discovery Charter Preparatory No 9-12 88% 87% 74% 66% 82%
XR 5 7687 Early College Academy for Leader 9-12 74% 77% 83% 77% --
XP 2 8606 East Los Angeles Performing Arts 9-12 65% 68% 73% 74% 81%
S 5 3548 Elizabeth Learning Center K-12 84% 87% 89% 88% 93%
XP 5 8700 Huntington Park Senior High 9-12 76% 73% 67% 66% 78%
XP 2 8501 Los Angeles High School of the Ar 9-12 86% 87% 74% 72% 61%
S 7 8779 Nathaniel Narbonne Senior High 9-12 84% 82% 85% 85% 73%
XP 7 8529 Phineas Banning Senior High 9-12 77% 73% 77% 78% 79%
S 7 8868 Rancho Dominguez Preparatory 6-12 74% 83% 79% 80% --
N 6 8814 Reseda Senior High 9-12 84% 82% 90% 86% 84%
XP 2 8206 School for the Visual Arts and Hum 9-12 79% 74% 81% 74% 81%
XP 2 8611 School of Math and Science 9-12 66% 66% 85% 80% 49%
S 5 8881 South East High 9-12 81% 80% 88% 83% 77%
XP 6 8878 Sylmar Senior High 9-12 77% 77% 85% 81% 81%
XR 7 7692 Synergy Quantum Academy 9-11 67% 67% 85% 83% --
N 3 8683 Ulysses S. Grant Senior High 9-12 80% 80% 81% 81% 82%
E 2 8618 Woodrow Wilson Senior High 9-12 70% 68% 78% 72% 79%
LAUSD Similar Schools from CDE Median -- 80% 80% 84% 81% 80%
Resident Schools
XR 7 8733 Alain Leroy Locke 3 College Prepa 9-12 62% 54% 60% 47% 61%
XR 1 5180 Animo Charter Middle No. 4 6-8 -- -- -- -- --
XR 7 7693 Animo College Preparatory Acade 9-12 42% 38% 72% 59% 0%
XP 7 8237 Edwin Markham Middle 6- 8 -- -- -- -- --
XP 7 8160 Samuel Gompers Middle 6- 8 -- -- -- -- --
Resident Schools Median -- 52% 46% 66% 53% 31%
Comparison Schools
XP 7 8721 David Starr Jordan Senior High 9-12 62% 63% 60% 58% 55%
XP 7 8237 Edwin Markham Middle 6- 8 -- -- -- -- --
XP 7 8160 Samuel Gompers Middle 6- 8 -- -- -- -- --
Comparison Schools in Charter Median -- 62% 63% 60% 58% 55%
a
This page displays the CAHSEE pass rates and graduation rates of the specified school year as published by the
California Department of Education (CDE).
HIGH SCHOOL DATA WITH COMPARISON SCHOOLS
Office of Data and Accountability * 10 or fewer Students 4/27/2014
a
E
S
C
B
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2
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X
R
7
7
7
7
0
N
e
w

D
e
s
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n
s

C
h
a
r
t
e
r

S
c
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l
-
W
a
t
t
s
3
6
%
3
3
%
2
2
%
1
2
4
1
1
9
2
6
9
2
2
3
3
7
%
1
3
1
5
9
%
3
4
%
6
%
2
0
8
5
%
4
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
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l
s

f
r
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m

C
D
E
E
2
8
7
2
9
A
b
r
a
h
a
m

L
i
n
c
o
l
n

S
e
n
i
o
r

H
i
g
h
0
%
0
%
0
%
2
1
1
0
5
1
%
1
0
0
%
0
%
1
1
%
1
6
7
0
%
0
%
X
R
2
8
8
2
3
A
l
l
i
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c
e

D
r
.

O
l
g
a

M
o
h
a
n

H
i
g
h
1
%
2
%
1
%
6
7
1
2
1
8
2
%
7
0
%
0
%
6
%
2
9
3
%
3
%
X
R
2
8
6
2
6
A
l
l
i
a
n
c
e

G
e
r
t
z
-
R
e
s
s
l
e
r

H
i
g
h
2
4
%
1
3
%
1
2
%
1
2
7
6
9
1
2
9
7
4
4
%
2
3
2
2
%
1
7
%
8
%
4
3
3
7
%
2
8
%
X
R
1
8
8
2
5
A
l
l
i
a
n
c
e

W
i
l
l
i
a
m

a
n
d

C
a
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o
l

O
u
c
h
i

A
c
a
d
e
m
y
7
%
3
%
3
%
3
4
1
5
4
6
1
7
1
4
%
7
5
4
%
4
%
6
%
3
5
3
%
3
%
X
P
2
7
7
7
1
A
m
b
a
s
s
a
d
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r

S
c
h
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l

o
f

G
l
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b
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l

L
e
a
d
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r
s
h
i
p
2
%
0
%
0
%
1
3
3
2
3
5
4
%
3
0
0
%
0
%
1
1
%
7
7
1
%
1
%
X
R
2
8
8
1
8
A
n
i
m
o

J
a
c
k
i
e

R
o
b
i
n
s
o
n

H
i
g
h
3
%
3
%
2
%
1
5
1
5
1
7
3
6
2
%
1
4
0
%
0
%
8
%
4
9
1
0
%
6
%
X
R
7
8
5
0
4
A
n
i
m
o

P
a
t

B
r
o
w
n
8
%
4
%
3
%
4
6
2
2
1
0
0
4
4
1
%
8
2
5
%
2
5
%
8
%
4
5
4
%
4
%
X
R
5
8
8
1
7
A
n
i
m
o

R
a
l
p
h

B
u
n
c
h
e

H
i
g
h
9
%
6
%
5
%
6
7
4
3
1
2
8
9
0
0
%
2
0
%
0
%
8
%
5
3
1
3
%
1
1
%
N
6
8
6
0
9
A
r
l
e
t
a

H
i
g
h
2
%
0
%
0
%
3
2
1
5
2
2
1
%
1
8
0
%
0
%
1
0
%
1
6
7
0
%
0
%
X
R
5
7
7
3
3
A
s
p
i
r
e

P
a
c
i
f
i
c

A
c
a
d
e
m
y
1
8
%
8
%
6
%
8
5
4
5
1
6
9
9
0
-
-
-
-
1
0
%
6
1
3
3
%
1
5
%
X
P
5
8
6
4
3
B
e
n
j
a
m
i
n

F
r
a
n
k
l
i
n

S
e
n
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o
r

H
i
g
h
9
%
2
%
2
%
1
7
1
3
7
1
8
9
4
6
1
%
2
0
5
%
5
%
1
4
%
2
3
1
4
%
4
%
X
P
6
7
7
1
7
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e
s
a
r

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.

C
h
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z

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s
-
A
c
a
d
e
8
%
2
%
1
%
2
5
1
0
3
3
2
4
4
%
1
7
1
2
%
6
%
1
0
%
4
3
9
%
5
%
X
P
6
7
7
1
5
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s
a
r

E
.

C
h
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z

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s
-
A
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t
s
,
4
%
0
%
0
%
1
4
0
2
4
0
7
%
3
0
0
%
0
%
1
0
%
4
8
0
%
0
%
X
R
6
8
6
0
5
D
i
s
c
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v
e
r
y

C
h
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r

P
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p
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y

N
o
.

2
1
1
%
1
0
%
8
%
3
7
3
6
5
6
5
5
1
%
3
0
%
0
%
9
%
3
2
9
%
6
%
X
R
5
7
6
8
7
E
a
r
l
y

C
o
l
l
e
g
e

A
c
a
d
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m
y

f
o
r

L
e
a
d
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r
s

a
n
d

S
c
0
%
5
%
5
%
0
1
7
0
6
7
1
%
4
0
%
0
%
1
1
%
3
3
1
2
%
1
2
%
X
P
2
8
6
0
6
E
a
s
t

L
o
s

A
n
g
e
l
e
s

P
e
r
f
o
r
m
i
n
g

A
r
t
s

A
c
a
d
e
m
y
3
%
2
%
1
%
1
7
9
1
9
1
1
0
%
2
5
0
%
5
0
%
9
%
4
6
7
%
2
%
S
5
3
5
4
8
E
l
i
z
a
b
e
t
h

L
e
a
r
n
i
n
g

C
e
n
t
e
r
3
%
1
%
0
%
6
5
9
1
0
4
1
1
1
%
1
1
0
%
0
%
9
%
1
5
8
0
%
0
%
X
P
5
8
7
0
0
H
u
n
t
i
n
g
t
o
n

P
a
r
k

S
e
n
i
o
r

H
i
g
h
0
%
0
%
0
%
6
5
1
6
1
8
0
%
1
1
9
%
9
%
1
2
%
2
7
8
0
%
0
%
X
P
2
8
5
0
1
L
o
s

A
n
g
e
l
e
s

H
i
g
h

S
c
h
o
o
l

o
f

t
h
e

A
r
t
s

(
L
A
H
0
%
0
%
0
%
0
0
0
0
2
%
7
0
%
0
%
1
0
%
3
9
0
%
0
%
S
7
8
7
7
9
N
a
t
h
a
n
i
e
l

N
a
r
b
o
n
n
e

S
e
n
i
o
r

H
i
g
h
3
%
1
%
1
%
8
9
1
9
1
1
1
2
5
1
9
%
6
3
1
1
%
1
%
1
1
%
3
6
8
1
%
1
%
X
P
7
8
5
2
9
P
h
i
n
e
a
s

B
a
n
n
i
n
g

S
e
n
i
o
r

H
i
g
h
3
%
0
%
0
%
9
1
0
1
4
5
0
2
%
4
8
0
%
0
%
1
4
%
3
9
8
0
%
0
%
S
7
8
8
6
8
R
a
n
c
h
o

D
o
m
i
n
g
u
e
z

P
r
e
p
a
r
a
t
o
r
y
5
%
2
%
2
%
5
8
2
2
8
1
3
9
2
8
%
3
4
0
4
%
4
%
9
%
1
1
2
2
%
2
%
N
6
8
8
1
4
R
e
s
e
d
a

S
e
n
i
o
r

H
i
g
h
6
%
4
%
3
%
1
1
9
7
4
1
4
1
8
8
6
%
1
1
5
1
3
%
1
0
%
1
5
%
2
8
0
9
%
6
%
X
P
2
8
2
0
6
S
c
h
o
o
l

f
o
r

t
h
e

V
i
s
u
a
l

A
r
t
s

a
n
d

H
u
m
a
n
i
t
i
e
4
%
0
%
0
%
1
6
1
2
0
1
1
%
4
0
%
0
%
8
%
3
3
0
%
0
%
X
P
2
8
6
1
1
S
c
h
o
o
l

o
f

M
a
t
h

a
n
d

S
c
i
e
n
c
e
2
%
1
%
1
%
8
2
1
3
3
2
%
7
0
%
0
%
1
1
%
3
8
0
%
0
%
S
5
8
8
8
1
S
o
u
t
h

E
a
s
t

H
i
g
h
1
%
1
%
1
%
2
4
1
5
5
7
3
8
1
%
3
5
0
%
0
%
9
%
2
4
1
0
%
0
%
X
P
6
8
8
7
8
S
y
l
m
a
r

S
e
n
i
o
r

H
i
g
h
5
%
0
%
0
%
1
2
7
6
1
4
5
6
3
%
6
2
2
%
2
%
1
2
%
2
9
1
1
%
1
%
X
R
7
7
6
9
2
S
y
n
e
r
g
y

Q
u
a
n
t
u
m

A
c
a
d
e
m
y
0
%
1
4
%
1
1
%
0
7
3
0
1
2
7
6
%
3
1
3
9
%
2
9
%
8
%
4
5
4
2
%
2
4
%
N
3
8
6
8
3
U
l
y
s
s
e
s

S
.

G
r
a
n
t

S
e
n
i
o
r

H
i
g
h
1
%
0
%
0
%
3
0
1
1
3
5
1
6
5
%
1
1
6
3
%
3
%
1
3
%
3
0
0
1
%
1
%
E
2
8
6
1
8
W
o
o
d
r
o
w

W
i
l
s
o
n

S
e
n
i
o
r

H
i
g
h
1
%
0
%
0
%
2
0
4
4
1
5
1
%
2
5
0
%
0
%
1
5
%
2
8
9
0
%
0
%
L
A
U
S
D

S
i
m
i
l
a
r

S
c
h
o
o
l
s

f
r
o
m

C
D
E

M
e
d
i
a
n
3
%
1
%
1
%
2
8
1
1
4
4
1
8
2
%
1
8
0
%
0
%
1
0
%
5
7
2
%
2
%
R
e
s
i
d
e
n
t

S
c
h
o
o
l
s
X
R
7
8
7
3
3
A
l
a
i
n

L
e
r
o
y

L
o
c
k
e

3

C
o
l
l
e
g
e

P
r
e
p
a
r
a
t
o
r
y
5
0
%
5
5
%
2
8
%
2
8
5
2
5
3
5
6
8
6
1
6
4
1
%
1
9
0
9
8
%
4
9
%
1
2
%
5
7
1
2
6
%
6
7
%
X
R
1
5
1
8
0
A
n
i
m
o

C
h
a
r
t
e
r

M
i
d
d
l
e

N
o
.

4
9
7
%
5
5
%
3
0
%
4
9
4
3
1
8
1
0
0
9
5
8
1
4
2
%
2
4
5
1
0
0
%
5
0
%
1
8
%
1
0
3
8
5
%
4
5
%
E
V
E
N
T
S
D
A
Y
S
A
F
R
I
C
A
N

A
M
E
R
I
C
A
N
S
S
T
U
D
E
N
T
S

W
I
T
H

D
I
S
A
B
I
L
I
T
Y
N
e
w

D
e
s
i
g
n
s

C
h
a
r
t
e
r

S
c
h
o
o
l
-
W
a
t
t
s
S
U
S
P
E
N
S
I
O
N
S

W
I
T
H

C
O
M
P
A
R
I
S
O
N

S
C
H
O
O
L
S
T
h
i
s

p
a
g
e

d
i
s
p
l
a
y
s

t
h
e

s
u
s
p
e
n
s
i
o
n

e
v
e
n
t
s
,

d
a
y
s

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TAB 25
Approval of Voluntary Decision of The Academy for Enriched Sciences Magnet Charter, an Affiliated
Charter School, to Revert to Non-Charter School Status
Action Proposed:
Staff of the Charter Schools Division recommends approval of the voluntary decision of The Academy for
Enriched Sciences Magnet Charter, an affiliated charter school, to revert to non-charter school status effective
immediately.
Background:
On June 18, 2013, the Board of Education approved the conversion of The Academy for Enriched Sciences
Magnet Charter to affiliated charter school status. Based on discussion with Student Integration Office prior to
its approval, the school had agreed to delay the commencement of their becoming an affiliated Charter school
until July 1, 2014 due to the restrictions of a current grant [Magnet Schools Assistance Program (MSAP)] that
expires on June 30, 2014. As a result, the school has not yet begun operating as an affiliated charter.
According to documentation provided by the schools principal, on April 1, 2014, due to the impact of the
recent changes in the funding of California schools, the Local School Leadership Council (LSLC) voted to
return the school to traditional non-charter status. The vote was shared with the School Site Council (SSC) on
April 21, 2014. The reversion to a traditional District school is with the full awareness of Educational Service
Center North (ESCN).
Pursuant to The Academy for Enriched Sciences Magnet Charters charter closure procedures, as soon as the
site-based governance informs the District of its intent to voluntarily revert to non-charter status, the LAUSD
Board of Education will hold a public meeting officially terminating the charter. The Board of Education will
direct the Superintendent or his designee to determine implementation of the closure procedures, including
notifying the California Department of Education of the termination of charter status. The Boards approval is
not a school closure but an action to revert The Academy for Enriched Sciences Magnet Charter to a traditional
LAUSD school.
The Academy for Enriched Sciences Magnet Charter is an elementary school located at 6170 Lockhurst Drive,
Woodland Hills, 91367, in Educational Service Center North and Board District 3. It serves approximately 254
students in grades 1-5. In 2013, it earned an API of 952.
Expected Outcomes:
The Academy for Enriched Sciences Magnet Charter is expected to return to a traditional school under its
previous name The Academy for Enriched Sciences, and not to operate as an affiliated charter school.
Yes - Approval would revert The Academy for Enriched Sciences Magnet Charter, an affiliated charter
school, to non-charter school status. The school would continue to operate as a traditional school of the
District.
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No - Denial would retain the status of The Academy for Enriched Sciences Magnet Charter as an affiliated
charter school. The school would operate as an affiliated charter school according to the terms of its charter.
No policy implications.
Budget Impact:
All of the revenue generated by an affiliated charter schools ADA comes to LAUSD. The State formula
provides the District with the same net unrestricted revenue as for a traditional District school. The schools
return to non-charter status therefore would have little to no budget impact.
All pending issues shall be resolved at the time of the Board meeting.
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TAB 26
Approval of Issuance of Notice of Intent to Revoke and Adoption of Notice of Facts in Support of
Revocation for Urban Village Middle School Pursuant to Education Code Section 47607(e) [Public
Hearing]
Action Proposed:
Staff recommends that the Board of Education approve the issuance of the Notice of Intent to Revoke and adopt
the Notice of Facts in Support of Revocation for Urban Village Middle School pursuant to Education Code
section 47607(e). Staff also recommends that the Charter Schools Division (CSD) be authorized to send and
receive any documents related to the Notice of Intent to Revoke and Notice of Facts in Support of Revocation.
Background:
Urban Village Middle School opened in August 2013. It is located at 5753 W. Rodeo Road, Los Angeles, 90016,
in Board District 1, Educational Service Center West. At the annual performance evaluation visit conducted by
the Charter Schools Division (CSD) in March 2014, the school reported that it currently serves 81 students (79%
African American and 21% Latino) in grades 6-8.
Pursuant to Education Code section 47607(c), the authorizing entity may revoke the charter of a charter school if
it finds, through a showing of substantial evidence, that the charter school did any of the following:
(1) Committed a material violation of any of the conditions, standards, or procedures set forth in the charter.
(3) Failed to meet generally accepted accounting principles, or engaged in fiscal mismanagement.
(4) Violated any provision of the law.
Education Code section 47607(d) requires the authorizing entity to notify the charter school in writing of any
violation and give the charter school a reasonable opportunity to remedy the violation prior to revocation.
Education Code section 47607 (e) provides: Prior to revoking a charter for failure to remedy a violation
pursuant to subdivision (d), and after expiration of the schools reasonable opportunity to remedy without
successfully remedying the violation, the chartering authority shall provide a written notice of intent to revoke
and notice of facts in support of the revocation to the charter school.
At a public hearing held on April 8, 2014, the LAUSD Board of Education authorized the District to issue a
Notice of Violations to Urban Village Middle School providing the school with reasonable opportunity to remedy
violations by April 30, 2014. The District received Urban Villages response to the Districts Notice of Violations
which included information regarding the charter schools actions and proposed actions to remedy the violations.
The Board of Education is required to consider increases in pupil academic achievement for all groups of pupils
served at the charter school as the most important factor in determining whether to revoke a charter. (Ed. Code
47607(c)(2).) Urban Village is in its first year of operation and does not have CST or other state standardized
testing data available. However, Urban Village has failed to meet several of its legal obligations, including but
not limited to its failure to administer the CELDT for its English Learners during the fall testing window, failure
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not limited to its failure to administer the CELDT for its English Learners during the fall testing window, failure
to assign appropriately credentialed teachers to core courses, and failure to provide special education services and
supports for its students with disabilities as provided in the students IEPs.
District staff has carefully and thoroughly reviewed Urban Villages response to the Notice of Violations issued
on April 8, 2014. As set forth in the attached Notice of Intent to Revoke and Notice of Facts in Support of
Revocation, the District has serious ongoing concerns regarding the capacity of the school and its governing
board to operate the school effectively and in compliance with applicable laws, regulations, and the terms of the
schools charter.
Staff therefore recommends the issuance of the attached Notice of Intent to Revoke and Notice of Facts in
Support of Revocation on the grounds provided therein for failing to refute the violations and/or successfully
remedying the violations on the following grounds:
1. Violations of Provisions of Law: (EC 47607(c)(1)(D))
2. Material Violation of any Conditions, Standards, or Procedures set forth in the Charter (EC 47607(c)(1)(A))
3. Fiscal Mismanagement: (EC 47607(c)(1)(C))
Expected Outcomes:
Staff recommends that the Board issue the Notice of Intent to Revoke and adopt the Notice of Facts in Support of
Revocation. If the Board approves the issuance of the Notice of Intent to Revoke and adopts the Notice of Facts
in Support of Revocation of Urban Village Middle School, thereby adopting the written factual findings
contained therein, a public hearing on the revocation of the Urban Village Middle School Charter shall be held at
1:00 p.m. on June 10, 2014, in the LAUSD Board Room located at 333 South Beaudry Avenue, Los Angeles,
CA, 90017.
Should the LAUSD Board revoke the charter of Urban Village Middle School at the public revocation hearing on
June 10, 2014 based on violations of law and fiscal mismanagement, Urban Village Middle School will not
continue to qualify as a charter school for funding and for all other purposes during the pendency of an appeal.
(47607(i).)
Yes - Board approves the issuance of the Notice of Intent to Revoke and adopts the Notice of Facts in Support
of Revocation to Urban Village Middle School. Board directs Charter Schools Division staff to issue the Notice
of Intent to Revoke and Notice of Facts in Support of Revocation notifying Urban Village Middle School of the
revocation hearing scheduled for 1:00 p.m. on June 10, 2014, in the LAUSD Board Room located at 333 South
Beaudry Avenue, Los Angeles, CA, 90017. Staff is also directed to receive any response from Urban Village
Middle School.
No - The issuance of the Notice of Intent to Revoke and adoption of Notice of Facts in Support of Revocation
will not be approved discontinuing the revocation process. Urban Village Middle School will continue to operate
as a charter school under the terms and conditions as set forth in its last approved charter.
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Budget Impact:
The budget impact will be dependent on the resolution of revocation proceedings.
Find attached Notice of Intent to Revoke and Notice of Facts in Support of Revocation with attached exhibits
outlining substantial evidence why Urban Village Middle School failed to refute the violations and/or
successfully remedy the violations outlined in the April 8, 2014 Notice of Violations.
Attachments:
Informatives:
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- 1 -

NOTICE OF INTENT TO REVOKE AND
URBAN VILLAGE MIDDLE SCHOOL
Education Code Section 47607(e)
May 13, 2014

Pursuant to its oversight obligations, revocation provisions in the Charter Schools Act and
corresponding regulations, the Los Angeles Unified School Districts Board of Education
(LAUSD Board) issues this NOTICE OF INTENT TO REVOKE AND NOTICE OF FACTS
IN SUPPORT OF REVOCATION to Urban Village Middle School (UVMS or Urban
Village) and its governing board for committing violations of law, material breach of its charter,
and fiscal mismanagement.

LEGAL AUTHORITY
Education Code 47607(e)
1
provides, in relevant part:
Prior to revoking a charter for failure to remedy a violation pursuant to subdivision (d),
and after expiration of the schools reasonable opportunity to remedy without
successfully remedying the violation, the chartering authority shall provide a written
notice of intent to revoke and notice of facts in support of the revocation to the charter
school. No later than 30 days after providing the notice of intent to revoke the charter,
the chartering authority shall hold a public hearing, in the normal course of business, on
the issue of whether evidence exists to revoke the charter.

California Code of Regulations regarding charter revocation provides:
(c) Upon receipt of a Notice of Violation, the charter school's governing body as
described in the school's charter, if it chooses to respond, shall take the following actions:

(1) Submit to the chartering authority a detailed, written response addressing each
identified violation which shall include the refutation, remedial action taken, or
proposed remedial action by the charter school specific to each alleged violation.
The written response shall be due by the end of the remedy period identified in
the Notice of Violation.

(2) Attach to its written response supporting evidence of the refutation, remedial
action, or proposed remedial action, if any, including written reports, statements,
and other appropriate documentation.

(d) After conclusion of the reasonable opportunity to remedy, the chartering authority
shall evaluate the response of the charter school's governing body as described in the
school's charter response to the Notice of Violation and any supporting evidence, if
submitted, and shall take one of the following actions:

(1) If the chartering authority has substantial evidence that the charter school has
failed to refute to the chartering authority's satisfaction, or remedy a violation
identified in the Notice of Violation, continue revocation of the school's charter
by issuing a Notice of Intent to Revoke to the charter school's governing body as
described in the school's charter; or

1
All statutory references are to the California Education Code unless otherwise provided.
- 2 -

(2) Discontinue revocation of the school's charter and provide timely written
notice of such action to the charter school's governing body as described in the
school's charter.
(Title 5, California Code of Regulations section 11968.5.2, subds. (c) and (d).)

The LAUSD Board shall consider increases in pupil academic achievement for all groups of
pupils served by the charter schools as the most important factor in determining whether to
revoke a charter. ( 47607(c)(2).)

BACKGROUND
On April 8, 2014, the LAUSD Board of Education approved the issuance of the Notice of
Violations to UVMS. UVMS was provided with a reasonable opportunity to remedy or refute
the violations on or before April 30, 2014. (See Attachment A, Notice of Violations (NOV)
and Board Report, April 8, 2014). On April 30, 2014, UVMS submitted the response to the
NOV. (See Attachment B, Answer to Notice of Violations, Urban Village Middle School and
Enclosures, April 30, 2014).

The Charter Schools Division (CSD) carefully evaluated UVMS response and supporting
evidence and, while UVMS response provides some remedies, Staff determines that substantial
evidence still exists that UVMS failed to remedy and present evidence that it has remedied or
refuted all of the violations identified in the NOV.

The factual bases for issuance of the Notice of Intent to Revoke are set forth below. The District
incorporates all of the substantial evidence and supporting documentation contained in the April
8, 2014, Notice of Violations. (Attachment A, LAUSDs NOV with Exhibits, April 8, 2014.)

I. Failure to Conduct Criminal Background Clearances for All Employees and Vendors

Evidence
The NOV was issued based on substantial evidence that UVMS did not conduct criminal
background clearances for all employees and vendors. CSD staff, through oversight, discovered
that the school employed all of its staff members, ten (10), in July 2013, one in February 2014)
without obtaining criminal background clearances from the California Department of Justice
(DOJ). Further, the school also did not obtain criminal background clearance certification for
any of the 11 vendors identified on the schools Clearances and NCLB Compliance 2013-
2014
2
certification document prior to permitting vendors and/or contractors to work in contact
with students. (See Attachment A, NOV, Exhibit 1, Clearances and NCLB Compliance 2013-
2014; Exhibit 2, Declaration of Dr. Joyce Johnson.)

On March 21, 2104, CSD issued an immediate Notice to Cure to remedy the DOJ and TB
clearance violations. (Attachment A, Exhibit 3, Notice to Cure, March 21, 2014.) On March 25,
2014, pursuant to CSD direction, the school temporarily suspended operations in order for
background checks to be processed and cleared for its staff (though the school was to have
suspended school beginning on March 24). The school utilized services of the Districts Human

2
The Clearances and NCLB Compliance Form is a CSD form used as an oversight tool that charter schools are
required to complete.
- 3 -

Resources (HR) department. CSD requested the school to provide a list of all staff and indicate
who has cleared. On March 27, 2014, UVMS reopened as DOJ checks had cleared teaching staff
to resume instruction.
At the time of the issuance of the NOV, the schools board or administration had not provided
evidence of appropriate personnel policies and procedures to ensure 100 percent of staff were
processed completely prior to starting work, including receiving DOJ clearance. CSD staff raised
concerns given the fact that such requirements are part of applicable law and the schools board
and staff had been made well aware of them as part of the charter petition process and the
approved terms of their charter far in advance of the start of the school year. This dereliction of
duty on the part of the current schools board and staff demonstrates what is tantamount to a
blatant disregard for student safety.

UVMS Response to NOV
UVMS stated that it closed the school for two days to enable all staff and vendors to be
fingerprinted and receive clearance, and that they responded immediately and did not let anyone
return to campus until they received the clearance letters from LAUSD. In its response to the
NOV, UVMS submitted confidential results of the DOJ clearances for 16 employees and two
vendors. (Attachment B, UVMS Answer; enclosures with employee DOJ clearances have not
been included by CSD staff for confidentiality purposes).

Districts Position: UVMS failed to refute the violation or remedy the violations.
UVMS submitted DOJ clearances as evidence that certain staff has cleared but in comparing the
employees/vendors names with staff roster and master schedules previously provided, UVMS
did not account for all of its employees. According to UVMS administration, to date, there are
three staff members who have not been cleared and those staff members are not at the school site
until the school receives the DOJ clearances. CSD staff continues to monitor this, including on-
site visits and follow-up calls and emails.
Although UVMS was able to clear enough staff to resume operations, their response does not
address or provide any explanation as to why there was a serious lapse in the schools system
and operations to neglect its duty and violate the law to ensure the safety of its students. No DOJ
clearances were performed by the school for any of its staff for seven months, and it was only
when CSD staff directed the school to cease operations pending clearances that the school did so.
UVMS response to the NOV did not provide any remedy to address how this violation will no
longer occur, did not provide any policies and procedures to ensure that staff will not be
employed until the DOJ completes a background check including appointing a custodian of
records and systems to use to LiveScan, and did not provide any explanation or demonstrated
accountability regarding this serious violation of the law and material violation of its charter.

Therefore, UVMS failed to refute or remedy the violation of law particularly section
47605(b)(5)(F) which requires charter schools to comply with the requirements of section 44237.
Section 44237 (d) provides that [a]n employer shall not employ a person until the Department
of Justice completes its check of the state criminal history file as set forth in this section.
UVMS also fails to refute or remedy material breach of its charter (Element 6 which requires that
[e]ach new employee or non-parent volunteer who will work in contact with students must
submit to a fingerprint scan (Live Scan) for the purpose of obtaining a criminal record summary
as required by California Education Code section 44237 and that it will ensure the safety of the
students and staff by complying with the current LAUSD independent charter school standards
and policies for health and safety. (Attachment A, Exhibit 4, p. 198.) The Clearances and
NCLB Compliance 2013-2014 certification form clearly states that [p]er the California
- 4 -

Education Code and LAUSD policy, all employees and contracted workers/consultants (vendors)
are subject to clearance requirements.... The school also must have a completed certification
form (and accompanying list of contractor employees) for each contracting entity (vendor) on
file and accessible for CSD review. (Attachment A, Exhibit 1.)

II. Failure to Obtain Tuberculosis Clearance Certifications for All Vendors

Evidence
The NOV provided substantial evidence that vendors were not cleared for tuberculosis before
being contracted for service. CSD staff review of the schools Clearances and NCLB
Compliance 2013-2014 certification and related documentation during the March 20, 2014,
annual oversight visit to the school determined, and the school principal orally confirmed, that
the school did not obtain certifications of tuberculosis (TB) clearance from any of its 11 vendors
prior to permitting vendor employees to work in contact with students. (Attachment A, Exhibit
1; Exhibit 2).

UVMS responded that all vendors have submitted TB test results and provided confidential
health records of 16 employees and two vendors. (Attachment B, UVMS Answer; enclosures
with employee and vendor health records have not been included by CSD staff for confidentiality
purposes).

Districts Position: UVMS failed to refute the violation or fully remedy the violations.
UVMS provided evidence that two vendors/contracting entities have submitted TB test clearance
results.
However, UVMS response does not address or provide any explanation as to why there was a
serious lapse in the schools system and operations to neglect its duty and violate the law to
ensure the safety of its students. UVMS response to the NOV did not provide any remedy to
address how this violation will no longer occur, did not provide any policies and procedures to
ensure that staff will not be employed until they present TB test clearance, and did not provide
any explanation or actual accountability regarding this serious violation of the law and material
violation of its charter.

Accordingly, UVMS failed to remedy the breach of Element 4 of its charter which requires that
the school will ensure the safety of the students and staff by complying with the current
LAUSD independent charter school standards and policies for health and safety. (Attachment
A, Exhibit 4, Charter, p. 198.) The Clearances and NCLB Compliance 2013-2014 certification
form clearly states that [p]er the California Education Code and LAUSD policy, all employees
and contracted workers/consultants (vendors) are subject to clearance requirements. . . . The
school also must have a completed certification form (and accompanying list of contractor
employees) for each contracting entity (vendor) on file and accessible for CSD review.
(Attachment A, Exhibit 1.)

III. Failure to Ensure All Teachers are Fully Credentialed and Appropriately Assigned

Evidence
Based on substantial evidence in the NOV, one teacher, who primarily teaches mathematics,
does not have a California teaching credential, and two teachers with Multiple Subject Teaching
- 5 -

Credentials have been teaching in departmentalized settings. Moreover, the master schedule has
a person named Morales teaching a college prep course on Fridays but is not included in the list
of employees on the NCLB Clearances and Compliance form. Similarly, there is a person named
Lazcano listed as teaching Arts on Fridays but is not listed as a teacher on the list of employees
on the NCLB Clearances and Compliance form. (Attachment A, Exhibit 1; Exhibit 5; Exhibit 6;
Exhibit 7; Exhibit 8, Commission on Teacher Credentialing documentation for Kendra Hatchett,
Ronieka Pinkney, and Marcos Vann).

UVMS responded that they employed Kweli Umoja, a fully credentialed math teacher to be the
lead teacher; that Ms. Pinkney has a multi-subject credential who teaches science and art; and
that Ms. Hatchett has a multi-subject credential. UVMS also stated that both Ms. Pinkney and
Ms. Hatchett will be applying for Limited Assignment Teaching Permits which will enable them
to teach a single subject temporarily until they take needed tests to qualify for a single subject
credential.

UVMS does not provide any supporting documentation that all teachers are appropriately
credentialed and assigned. Teachers who hold Multiple Subject Teaching Credentials (MSTC)
are authorized to teach in a self-contained classroom or a core setting, but not in a
departmentalized setting. Ed. Code 44258.1 provides that the holder of a MSTC may teach in
any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more
subjects for two or more periods per day to the same group of pupils, and, in addition, may teach
any of the subjects he or she already is teaching to a separate group of pupils at the same grade
level as those pupils he or she already is teaching for an additional period or periods, provided
that the additional period or periods do not exceed one-half of the teacher's total assignment.
UVMS response does not address or provide any explanation or evidence to indicate that either
teacher with an MSTC is teaching in a core setting or is otherwise assigned in accordance with
her credential. To the contrary, the schools master schedule indicates that both teachers are
teaching in a departmentalized setting: Ms. Pinkney teaches sixth grade Earth Science, seventh
grade Life Science, and eighth grade Physical Science, in addition to sixth and seventh grade Art
classes; Ms. Hatchett teaches English/Academic Lit full time for all three grades.

Accordingly, UVMS continues to violate requirements of section 47605(l), which mandates that
[t]eachers in charter schools shall hold a Commission on Teacher Credentialing certificate,
permit, or other document equivalent to that which a teacher in other public schools would be
required to hold as well as the NCLB which requires that all teachers hired and teaching in a
program supported with funds under this part are highly qualified. (NCLB Sections 1119(a);
9101(23).) UVMS is still in breach of its charter which states that [a]ll teachers at UVMS shall
be Highly Qualified and will be required to possess a CTC credential, permit or other document
equivalent to that which in other public schools would be required to hold. Teachers will meet
the requirements for employment as stipulated by the California Education Code 47605(l).
(Attachment A, Exhibit 4, Charter, p. 188).

- 6 -

IV. Failure to Ensure All Courses are in Compliance with Applicable Legal Requirements

Evidence
The NOV provided substantial evidence that the school offers two periods of an unapproved and
unlicensed course titled Cosmetology on Fridays, taught by a teachers assistant. (Attachment
A, Exhibit 5; Exhibit 7.)

UVMS states that RKT, PAIRS Essentials, and PAIRS for Peers are state approved classes and
workshops and has replaced Cosmetology workshop. It attached information about PAIRS for
PEERS describing the program. (Attachment B).

Districts Position: UVMS has remedied this violation.
UVMS reports that it has discontinued the Cosmetology course.

V. Failure to Adequately Identify and Serve English Learners and
Redesignated/Reclassified Fluent English Proficient (RFEP) Students
Evidence
UVMS adopted the LAUSDs English Learner Master Plan. On March 20, 2014, in response to a
CSD staff question requesting information regarding the number and ELD levels of the schools
English Learners, the UVMS principal indicated the following: that the school did not administer
the required annual CELDT, the school did not have a list of its English Learners because they
did not have all the records yet (but she could go through the files to find information), they
consider the two students born out of the country (one French speaking from Haiti and the other
Spanish speaking from Mexico) as their two English Learners (and those two receive support
from a Specialist), and that they monitor all students from Spanish-speaking homes. When asked,
the Principal did not have and could not provide a list of any English Learners including any
reclassified students. (Attachment A, Exhibit 2; Exhibit 4; Exhibit 9; Exhibit 10).

UVMS states that it has registered and is waiting for the CELDT and that they have reclassified
one student. They state that they have not failed to ensure access to ELL students and that they
extend services beyond the one identified ELL student. They identified the EL student through
enrollment information and the parent/student survey. The EL plan is based on the LAUSD EL
Master Plan and is adequately supported by an EL Specialist. UVMs states that it meets all legal
requirements for EL and materials and school information is sent home in the students home
language. (Attachment B).
UVMS did not provide any supporting documentation to prove that it has remedied this
violation. They did not provide procedures to ensure that English learners are identified and
served except to state that they have adopted the LAUSD Master Plan. It is further unclear from
their response whether the one EL student is the same student as the one that has been
reclassified. It is also a continuing violation that the school still has not administered the CELDT
in accordance with legal requirements and the charter. Accordingly, UVMS failed to provide
evidence to refute that it has violated the law requiring English learners to have equal access to
- 7 -

instruction and breach of Element 1 of its charter pertaining to identification of English learners,
annual administration of CELDT testing, and reclassification procedures.

VI. Failure to Administer State Testing

Evidence
The NOV presented evidence that school failed to administer the California English Language
Development Test (CELDT) this year. (Attachment A, Exhibit 2.) Additionally, the principal
informed CSD staff that the school will not be able to participate in the state field testing this
spring (Smarter Balanced) because it does not have the necessary technology. (Attachment A,
Exhibit 2; Exhibit 11.)
UVMS states that it will administer the Smarter Balanced Field Test on May 12-15 with 8
th

grade science assessment (CST and CMA) to be administered on May 7 and 8. UVMS reiterated
that they have registered for the CELDT. UVMS indicates that it initially administered pupil
assessments that are in compliance and comparable to the state CECs and CCST; CAT 6 which
is acceptable to LAUSD. The assessments that were administered were UVMS ILP Assessments,
Kaufman Test of Educational Achievement; UC/CSU Pre-Algebra Diagnostic Test. (Attachment
B).
Districts Position: UVMS failed to fully refute the violation or remedy the violations.
CSD staff will monitor the schools administration of the Smarter Balanced Field Test on May
12-15 and also the science assessment and CMA on May 7-8. However, UVMS does not
provide a plan or procedure to ensure that it would not fail to administer required state testing in
the future. Furthermore, UVMS provides no explanation or evidence that the internal
assessments cited comply with any state requirement.
VII. Failure to Comply with Special Education Requirements
Evidence
The NOV presented evidence that UVMS has failed to provide the specific supports and services
for students with disabilities, consistent with the provisions of the Individualized Education
Programs (IEPs). Based upon a review of Welligent records and other information from the
Division of Special Education, Urban Village Middle School was out of compliance with special
education requirements. UVMS has been issued a Notice to Cure on November 6, 2013,
regarding failure to provide special education services and programs in a manner consistent with
federal, state, and district policies/procedures; failure to adhere to special education timelines,
dates and schedules; failure to document the provision of RSP services in Welligent System; and,
failure to document the provision of other designated instruction and services (DIS) and/or
Related Services in Welligent. (Attachment A, Exhibit 12.) At the March 20, 2014, oversight
visit, CSD discovered that the school remains noncompliant with the provision of special
education services and programs in a manner consistent with federal, state, and district
policies/procedures, and adherence to special education timelines, dates and schedules, both of
which were issues noted in the previous Notice to Cure. At the visit, the principal shared
information from Welligent that indicated the IEP for at least one student was non-compliant
with regard to timelines. There was at least one student not currently receiving special education
services. The Welligent report also reflects services and/or compensatory services that still need
to be provided for at least three students with IEPs. (Attachment A, Exhibit 2).
- 8 -

UVMS states that it implements due diligence in an effort to distinguish students who may
qualify for Specialized Academic Instructions to implement valid and individually appropriate
IEP's and to uphold IEP's of students' enrolling in their program. UVMS uses the LAUSD
supported Welligent data information program along with all other mandated documents as
directed by LAUSD charter support and representatives. UVMS has a current and functioning
expulsion/suspension plan. However the disciplinary theory of the school is to work every
avenue or alternative option prior to suspension. No students with IEP's have been expelled this
school year. Continued support with LAUSD Charter support has moved their program to a more
intense and thorough effort of absolute compliance. (Attachment B).

UVMS did not present any documentation supporting its assertion that it is now in compliance
with special education requirements. A review of Welligent records on May 5, 2014 showed that
the school has two red IEPs, i.e. IEPs not held per timeline requirements, and has provided less
than 85% of services, or no services, prescribed in several IEPs of students enrolled at the
school.

VIII. Failure to Adopt and Implement a Health, Safety and Emergency Plan

Evidence
The NOV presented evidence that at the March 20, 2014 oversight visit the school did not have
written procedures and policies for school safety plan and documentation of staff training on
some of the emergency procedures, including blood-borne pathogens. In addition, there were no
evacuation maps posted in the school. (Attachment A, Exhibit 2).
UVMS submitted an Emergency/School Safety Plan with its response containing procedures for
evacuation, school site maps, handling emergencies, earthquakes, and references and guides.
(Attachment B).

Districts Position: UVMS remedied the violation.

IX. Failure to Adequately Implement the Educational Program Described in the Charter
Evidence
The NOV provided substantial evidence that UVMS does not adequately provide for instruction
in the core content in the absence of a credentialed teacher. On the date of the annual review,
March 20, 2014, the History/Social Science teacher was absent and his students did not receive
instruction in that content area. (Attachment A, Exhibit 2.) Moreover, the school has not
implemented Project Based Learning, Applied Learning Projects, credit recovery courses in
summer school, Thursday morning professional development, Guided Discovery, instrumental
music program, or any technology, as required by its charter. The school relies on the personal
technology that employees bring and does not own any. (Attachment A, Exhibit 2.)
- 9 -

The school also does not offer core content instruction on Fridays which the students call Fun
Fridays. Although it does not impact the number of required instructional minutes, this non-
core instruction day is not an approved component in the schools charter petition. Inclusion of
Fun Fridays in the charter petition would have raised major concerns during the petition
approval process regarding its educational soundness because of the scope and sequence of the
courses, the qualifications of those instructing the students, the applicability of some content,
such as fundraising club, activity club, cosmetology, and juggling. (Attachment A, Exhibit 2.)
UVMS responded that it has implemented much of its curriculum. Culturally relevant
interdisciplinary thematic units between the History & English classes have occurred. English
and History Departments have worked on major collaborative projects which required students to
work in groups. The following collaborative projects were created: Slave Narratives, Religions
of The World and Studies of Stories from Ancient Egypt. While UVMS has not had the funding
to offer its array of Art classes as described in the petition, the Fun Fridays are classes that are
fun because students are offered an assortment of Art classes that include: drama, improvisation,
mask making, visual arts, dance and yoga. For music classes, they offer guitar. Professional
Development has been extensive and on-going. Because of staff changes, they could not offer
PDs on Tuesday. Some topics covered in PD are Connections/Human Development; culturally
relevant strategies; brain based learning strategies; individualized learning plans; illuminate
training; multiple intelligence training; CPR training. Due to limited funding, UVMS could not
purchase technology. However, they received a grant to purchase technology and have recently
purchased C720 Chrome books for student use. (Attachment B).
UVMS does not provide any documentary evidence that it has implemented the above programs
pursuant to the educational program outlined in its charter.

X. Failure to Ensure Sound Fiscal Management

Evidence
The NOV provided substantial evidence that UVMS had the following cancellations and
outstanding payments: cancellation of umbrella insurance, cancellation from Blue Cross, bill
from a collection agency, overdue notices from the City of Los Angeles Police Commission, past
due notices for Canon, and no payment for facilities.
Furthermore, the oversight review discovered check register payments of check #5067 for
$15,000, effective date of 11/20/2013, to Raul Claros for services rendered as Director of After
school program. The payment was for $3,000/month, from July 2013-November 2013. Check
#5115, effective date of 1/3/14, for $3,000 was issued to Raul Claros for the month of December
2013. Raul Claros was listed in the Leadership Contact information as board secretary of the
governing board of the school and is confirmed as a board member per the charter. The term of
service is from July 2012-June 2015. (Attachment A, Exhibit 14; Exhibit 4, UVMS Charter, p.
181.) The above transactions are violation of conflict of interest laws applicable to public
entities.
The NOV also presented issues pertaining to the schools fiscal viability. On August 28, 2013,
CSDs fiscal oversight representative conducted a visit at UVMS to perform enrollment
verification. The enrollment count on that day was 62 students. As noted in the NOV, numerous
- 10 -

correspondences were exchanged between the CSDs fiscal division and UVMS pertaining to
revisions of its budget based on the low enrollment count. As of October 15, 2013, the
enrollment number certified by UVMS was 68 students. A Notice to Cure was issued to UVMS
for failure to provide a viable 2013-2014 budget and cash flow. UVMS provided evidence of
obtaining grants. Another Notice to Cure was issued on February 11, 2014, after CSD reviewed
the revised budget stating concerns that UVMS still projected to end the fiscal year with a
negative fund balance of $147,600. On March 20, 2014, at the on-site fiscal visit, the 2014
financial reports were provided by the charter school to CSD. The cash flow showed an end of
the fiscal year balance of negative $14,979. However, the negative balance does not reflect the
pending payments for any outstanding vendor bills and facilities lease payment arrears in the
amount of approximately $60,000. (Attachment A, Exhibits 15-25).
The evidence presented in the NOV shows that UVMS has engaged in fiscal mismanagement
and breach of its charter pertaining to Element 4 (governance). Based on CSD review of the
revised budgets and forecasts for cash flow presented by UVMS, the school will not be fiscally
viable based on a projected negative fund balance of $14,979 and outstanding vendor bills and
facilities lease payment arrears in the amount of approximately $60,000 by the end of the fiscal
year. This projected negative fund balance is in spite of the awards and grants the school has
already received.
UVMS states that its umbrella insurance has been reinstated, Blue Cross is in good standing,
Alliance One Receivables Managements has been paid, City of LA Police Commission/Alarm
has been paid; Canon is being paid, and arrangement for facilities payment has been established
and forwarded to LAUSD. UVMS also states that Raul Claros resigned as Board Member
effective. UVMS provided documentation of payment to Blue Cross, Canon, Alliance One, City
of Los Angeles, and Great American Insurance Group. (Attachment B).

With regards to Raul Claros serving as a board member and receiving payment for providing
after school services, UVMS states it was a mistake made that his board term overlapped a
payment that he received and that he resigned from the board when the board realized that he
would be paid for his services.

UVMS states that it has overcome serious financial hurdles in this first year but its board
maintains confidence in our ability to continue to raise monies and close these gaps. While the
school has suffered losses of lapses in policies they have been able to bring them all current,
through hard work and support of numerous funders and supporters. They have negotiated and
presented in writing agreements with vendors to delay payment. Those letters were forwarded to
LAUSD last month.

UVMS acknowledges the concern for fiscal viability. UVMS explains that construction costs
coupled with lower than expected enrollment caused an unforeseen challenge for UVMS early
on. Nonetheless, they have been responsive to every request for revisions of our financials but
the fact remained that unless enrollment increased their only hope for solvency this first year was
to raise money. They focused on efforts on this and have raised nearly $350,000, including:
$25,000 from the City of Los Angeles (December 2013)
$150,000 from an anonymous donor (December 2013)
$35,000 from Daniel Johnson (January 2014)
$146,000 from the PSCGP Grant (March 2014)
$50,000 from the Ahmanson Foundation (April 2014)
- 11 -

UVMS states it is continuing to raise money and focus on increasing enrollment for next year. In
addition, they have gotten commitments from vendors to delay payment until next year as well.
They have work diligently to ensure that they are demonstrating that they are proactive in the
face of challenges and able to overcome the struggles of this first year so that they are positioned
for success in Year 2. (Attachment B).

Although UVMS has paid outstanding bills and made arrangements for other payments, it does
not present any evidence of processes to ensure that the school will make timely payments and
avoid further fiscal mismanagement. As indicated in Blue Cross letter reinstating the schools
health plan, the reinstatement was a one-time accommodation and that if the health plan is
cancelled again for non-payment of dues, it will not be reinstated. (Attachment B). UVMS does
not present any remedies to show that it will fulfill its business obligations and prevent
cancellations of important operational policies such as health benefits and insurance.
With regards to Raul Claros serving as a board member and receiving payment for providing
after school services, UVMS states it was a mistake made that his board term overlapped a
payment that he received and that he resigned from the board when the board realized that he
would be paid for his services. UVMS response confirms that conflict of interest laws
applicable to public entities were violated. The Political Reform Act prohibits a public official at
any level of state or local government to make, participate in, or influence a governmental
decision in which s/he knows or has reason to know s/he has a financial interest. (Gov. Code
87100.) Furthermore, Government Code section prohibits financial transactions between a
governing board member and the school absent remote or non-interest exceptions contained in
Government Code section 1090, et seq. UVMS failed to present any evidence that an exception
applied to the financial transaction made by UVMS by Mr. Claros.
Viability: The school reports that it has received substantial contributions/grants during March
and April. The CSD has no documentation confirming the receipt of this money.
Documentation for the revenue and cash flow projections have not been provided as of this
writing. The schools phone has been disconnected, per the message on the line and the cell
phone number for the principal is not answered, voice messages were left. It is anticipated that
the school will continue to have significant fiscal issues for the upcoming fiscal year, 2014/2015.
The Second Interim Report projects a negative year end balance, 2013/2014, of $197,632. Based
on the record to date, the fiscal management of the school remains problematic. The school has
failed to provide a documented and sound fiscal plan for the upcoming fiscal year as well as for
the remaining term of its charter.

XI. CONCERN REGARDING GENERAL CAPACITY TO OPERATE CHARTER
SCHOOL

Evidence
CSD has serious concerns regarding the general lack of capacity and actual accountability
demonstrated by the current UVMS board and administration in compliance with the terms of the
charter and applicable law based on the violations outlined in the NOV. For instance, during the
week of March 24, 2014, after CSD issued a Notice to Cure based on the absence of DOJ
clearances and requested the school to temporarily suspend operations pending the criminal
background clearances of its employees, UVMS administration sent parents an email informing
- 12 -

them about the temporary closure of the school stating we just learned that our teachers have
been required to meet at LAUSD tomorrow morning to process DOJ Clearances. (Attachment
A, Exhibit 26, Email to CSD from Board President, March 24, 2014.) This statement evidences
a lack of accountability for its legal and fiduciary obligations and/or absence of awareness of
critical health and safety requirements to ensure safety of its students and staff.

UVMS responded that they took full responsibility for not conducting the proper clearances prior
to the start of school. The notice quotes the language of our explanation to parents so we
recognize your concern. We were attempting to be fully transparent during this process and have
taken all the steps necessary to rectify the problem. (Attachment B).

As stated in the NOV, the violations committed by UVMS are especially concerning given the
fact that all of the requirements are part of applicable law and/or District policies and the
schools board and staff had been made well aware of them as part of the charter petition process
and the approved terms of their charter far in advance of the start of the school year. Staff
reiterates its ongoing concern that this dereliction of duty on the part of the current schools
board and staff demonstrates what is tantamount to a blatant disregard for student safety and for
providing students an educational experience that was represented in the approved charter. The
response UVMS submitted does not provide full documentation or evidence to support its
assertion that certain remedies have taken place. Staff is also concerned that UVMS submitted
confidential employee information in its response (which has been deleted by CSD) which
compounds the concern about UVMS capacity to abide by laws and policies. Most critically,
UVMS response to the issue of its capacity to govern does not provide any resolution to
improving its governance to avoid such serious lapses and violations of law that exposed the
students to safety issues.
Accordingly, the District hereby issues this Notice of Intent to Revoke and Notice of Facts in
Support of Revocation to the governing board of Urban Village Middle School. Should the
LAUSD Board revoke the charter of Urban Village Middle School at the public revocation
hearing on the date specified below based on violations of law and fiscal mismanagement, Urban
Village Middle School will not continue to qualify as a charter school for funding and for all
other purposes during the pendency of an appeal. (47607(i).)

The date and time specified for a public hearing concerning revocation is as follows:

DATE: June 10, 2014
TIME: 1:00 p.m.
LOCATION: Los Angeles Unified School District
Board Room 1
st
floor

- 13 -

ATTACHMENTS INDEX

Attachment A
LAUSD Notice of Violations and Exhibits and Board Report, April 8, 2014

Attachment B
UVMS Answer and Enclosures, April 30, 2014

ATTACHMENTA
DUE TO THE SIZE OF THIS DOCUMENT,
ATTACHMENT A IS VIEWABLE VIA THE LEGISTAR
SYSTEM AND AT REQUEST IN THE CHARTER
SCHOOLS DIVISION.
333 SOUTH BEAUDRY AVENUE, 20
TH
FLOOR
LOS ANGELES, CA 90017
(213) 241-0399
ATTACHMENT B
L, usn
CHARTER SCHOOLS
DIYISION
I I ~ APR 30 Pfi Q: 12
Answer to Notice of Violation
Urban Village Middle School
Attention:
Jose Cole-Gutierrez
URBAN VILLAGE MIDDLE SCHOOL - RESPONSE TO NOTCE OF VIOLATIONS
I. FAILURE TO CONDUCT
CRIMINAL BACKGORUND CHECK
ON STAFF AND VENDORS
II. FAILURE TO OBTAIN TB
CLEARNACE FOR VENDORS
III.FAILURE TO ENSURE ALL
TEACHERS ARE FULLY
CREDENTIALED AND
APPROPRIATELY ASSIGNED
IV. FAILURE TO ENSURE ALL
COURSES ARE IN COMPLIANCE
WITH LEGAL REQUIREMENTS
V. FAILURE TO ADEQUATELY
IDENTIFY AND SEVE ELL & RFEP
STUDENTS
In response to this violation,
We closed the school for two days to enable all staff and vendors
to be fingerprinted and receive clearance. We responded
immediately and did not let anyone ret urn to campus until we
received the clearance letters form LAUSD. Enclosures
In response to this violation - all vendors have submitted TB test
results. Enclosures
In response to this violation - we employed Kweli Umoja, a fully credentialed
math teacher to be the lead teacher. Ms. Pinkney who has a multi subject
credential not only teaches science, she teaches art. Ms. Hatchett has a multi
subject credential. Both Ms. Pinkney and Ms. Hatchett will be applying for their
Limited Assignment Teaching Permits which will enable them to teach a single
subject temporarily until they take needed tests to qualify for a single subject
credential.
In response to this violation - RKT, PAIRS Essentials, and PAIRS for Peers are State
approved classes/workshops and has replaced our Cosmetology workshop.
Enclosed is an overview of PAIRS for Peers which is for teens and young adults.
In response to this violation ...
a. UVMS has registered and is waiting for the CELDT. We
have 1 reclassified student
b. B. We have not failed to ensure access to ELL students.
We extend services beyond our one identified ELL
students. We have identified our EL student through
enrollment information and parent/student survey. Our
EL plan is based on the LAUSD EL Master Plan and is
adequately supported by an EL Specialist. UVMS meets
all legal requirements for EL and materials and school
information is sent home in the student's home
VI. FAILURE TO ADMINISTER
STATE TEST
VII. FAILURE TO COMPLY WITH
SPECIAL EDUCATION
REQUIREMENTS
VII. FAILURE TO ADOPT AND
IMPLEMENT A HEALTH, SAFlEY
& EMERGENCY PLANI
IX. FAILURE TO ADEQUATELY
IMPLEMENT THE EDUCATIONAL
PROGRAM DESCRIBED IN THE
CHARTER
Page 2
language.
1 A. Field test of the consortium (i.e.) Smarter Balance will be
administered May 12 - 15.
lB. 8th Grade Science Assessment (CST) & (CMA) will be
administered May 7, 8.
2. Material Violation of Charter
Element 1 UVMS has registered for the state mandated CELDT.
All students henceforth will be given the CELDT test as required
bylaw.
Element 2: UVMS initially administered pupil assessments that
are compliant and comparable to the the State to the CEC's--
CCST; Cat 6: and acceptable to LAUSD. The assessment that were
administered were UVMS ILP Assessments; Kaufman Test of
Educational Achievement; UC; CSU Pre-Algebra Diagnostic Test
In response to this violation -UVMS implements due diligence in an effort to
distinguish students who may qualify for Specialized Academic Instructions to
implement valid and individually appropriate IEP's and to uphold IEP's of
students' enrolling in our program. UVMS uses the LAUSD supported Welligent
data information program along with all other mandated documents as directed
by LAUSD charter support and representatives. UVMS has a current and
functioning expulsion/suspension plan. However the disciplinary theory of the
school is to work every avenue or alternative option prior to suspension. No
students with IEP's have been expelled this school year. Continued support with
LAUSD Charter support has moved our program to a more intense and thorough
effort of absolute compliance.
In response to this violation - We have a Health and Safety Plan.
Enclosed is the plan.
In response to this violation ... UVMS has implemented much of
its curriculum. Culturally relevant interdisciplinary thematic
units between the History & English classes have occurred.
English and History Departments have worked on major
collaborative projects which required students to work in groups.
X. FAILURE TO ENSURE SOUND
FISCAL MANAGEMENT
XI. CONCERN REGARDING
GENERAL CAPACITY TO OPERATE
A CHARTER SCHOOL
Page 3
The following collaborative projects were created: Slave
Narratives, Religions of The World and Studies of Stories from
Anci ent Egypt.
While UVMS has not had the funding to offer its array of Art
classes as described in the petition, the Fun Fridays are classes
that are fun because students are offered an assortment of Art
classes that include: drama, improvisation, mask making, visual
arts, dance and yoga. For our music classes, we offer guitar.
Professional Developments has been extensive and on-going.
Because of staff changes, we could not offer PDs on Tuesday.
Some topics covered in PD are Connections/Human
Development; culturally relevant strategies; Brain based learning
strategies; individualized learning plans; illuminate training;
multiple intelligence training; CPR training
Due to limited funding, UVMS could not purchase technology.
However we received a grant to purchase technology and have
recently purchased C720 Chrome books for student use.
1. Oversight Visit - Umbrella Insurance has been reinstated; Blue Cross is in
good standing; Alliance One Receivables Managements has been paid;
City of LA, Police Commission/Alarm has been paid; Canon s being paid;
Arrangement for facilities payment has been established and forwarded
to LAUSD; Raul Claros resigned as Board Member effective. Enclosures
In response to this violation - We would first like to address the mistake we
made with regards to Raul Claros and his Board involvement. There was a
mistake on our part that his board term overlapped a payment that he received.
However, this was not done with mal -intent. Raul has always volunteered for
CHF. When the Charter was approved he thought was that we would separate
the school board from the Foundation board. He would serve on the Foundation
and work at the school. As the time to start the school grew near, we never
separated the Board. When we needed an afterschool director, si nce that is his
expertise, he ran this initiative. Once we realized that he would actually be paid
he resigned from the Board. The oversight is that we backdated the payments.
2. Urban Village Middle School has overcome serious financial hurdles in thi s first
year but our Board maintains confidence in our ability to continue to raise
monies and close these gaps. While the school has suffered losses of lapses in
policies we have been able to bring them all current, through hard work and
support of numerous funders and supporters. We have negotiated and
presented in writing agreements with vendors to delay payment. Those letters
were forvvarded to LAUSD last month.
Page 4
3. We took full responsibility for not conducting the proper clearances prior to
the start of school. The notice quotes the language of our explanation to parents
so we recognize your concern. We were attempting to be fully transparent
during this process and have taken all the steps necessary to rectify the problem .
. We do understand the concern for fiscal viability. It has been a primary concern
for us as well. Unfortunately, construction costs coupled with lower than
expected enrollment caused an unforeseen challenge for UVMS early on.
Nonetheless, we have been responsive to every request for revisions of our
financials but the fact remained that unless enrollment increased our only hope
for solvency this first year was to raise money. We focused on efforts on this and
have raised nearly $350,000, including:
$25,000 from the City of Los Angeles (December 2013)
$150,000 from an anonymous donor (December 2013)
$35,000 from Daniel Johnson (January 2014)
$146,000 from the PSCGP Grant (March 2014)
$50,000 from the Ahmanson Foundation (April 2014)
We are continuing to raise money and focus on increasing enrollment for next
year. In addition, we have gotten commitments from vendors to delay payment
until next year as well. We have work diligently to ensure that we are
demonstrating that we are proactive in the face of challenges and able to
overcome the struggles of this first year so that we are positioned for success in
Year 2.
ENCLOSURES

PP. 7 - 43 OF THE ENCLOSURES
ARE NOT PROVIDED FOR
CONFIDENTIALITY PURPOSES
PAIRS for PEERS
Helping teenagers and young adults learn skills for successful relationships
-----
PAIRS for PEERS is an evidence-based class developed by the nonprofit PAIRS Foundation designed to
help young people:
o Understand the logic of emotions and master the art of talking and listening.
o Apply a positive communication style while interacting with others.
o Recognize the importance of actively caring for valued personal relationships.
Among other things, PAIRS for PEERS will teach young people:
o Avoid misunderstandings and develop comfort confiding both positive and upsetting feelings.
o Use a structured method for addressing differences and conflicts with others.
o Apply clear thinking and overcome past grudges.
Emergency/School Safety Plan
Written by the UVMS Emergency Plan Committee:
CharlettaJohnson, Principal
Rashidi Ali-E!, Teacher
Marcos Vann, Teacher
Kathy Madriz, Teacher
5753 Rodeo Hoad, Los Angeles, CA 90016
Ph.: 323.857.1402 Fax: 323.857. 1405
TABLE OF CONTENTS
Important Informat ion ......................................... ............... .. ............... . . ...... ........ p. 4
Procedure to call 911 ................................................ .......... ...... ............. ..... ...... . . ..... p. 5
Preparat ion of the School Sit e
Principal's checklist ................................................... ..... ......... .......... .. ... .......... ... .......... ... ..... p. 6
Staff s checklist ...... ...... . ........... .......... .. ......................... .. .............................. p. 9
Hazard Assessment of School Site .................. .............. ........... .. ....................................... .. . p. 10
Teacher Emergency Backpack ............. .. ................................ ... ........... .. .......... .................... p. 11
Individual Student Emergency Kits .... ...................... ....................................... .. ....... .. p. 12
Procedure to Evacuate a School Site ..................... .......... ... ............... ......................... p. 13
Important Maps of School Site
Fire Drill Map--to be used to evacuate the building ............................................ .. ................ p. 14
Evacuation Map--to be used to leave the building site ........ ............ .. ................. ... ... ............ p. 15
Shelter-in-place Map--to be used during a hazardous materials accident... ........ ... ............. p. 16
Weather shelter Map--to be used if severe weather threatens ....................................... ..... p. 17
Utility map--to be used whenever utilities must be shut off ............ .. .................................... p. 18
Emergenci es
Air Pollution Epi sode ................................ ........... .. .................. ....... .. ........... .......... .. .......... .... p. 20
Bomb Threats.. .. .... ............................ . ....................... ......... .. ......... .............. p. 21
Chemical Accident (offsite) ...................... ........................ .............. .. ............ ... ........ .. ... ......... p. 23
Chemical Accident (onsite)/Threat of Explosion ........................................................ ........... p. 24
Criminal Act ....... ................... .... ....................................................... ............ ............ .............. p. 25
Explosion ..... ............................... ... ................................................... ... ......... ... ........ .............. p. 26
Fallen Aircraft .............. ..... ........ ............................ .. ........... .. ............................................. ... .. p. 27
Fire (offsite )lWildland Fire .......................... ............. ............ .. .. .......... .. .................................. p. 28
Fire (onsite) ............ ... . ....................... ............ ............................. ............ ........................ p. 29
Floods ............ .. ............................ ......... ... ... ............. .. .... .. ...... ... .. .......................................... . p. 30
Missing Child ........ .. ................... .... ....... ... ....... .... ............................................ ... ......... p. 31
Riots/Civil Di sorders (inside) ...................... .. ......... ........ .... ......... ............ .... .... .. ........... .......... p. 32
Riots/Civil Disorders (outside) .................... ..... ...... .. .......... ....... ......... ........................... .. ....... p. 33
Severe WindstormlWeather ........... .. .. ......... .. ................................................ ............. ... ........ p. 34
Threatening Indi vi dual s ............. .......................................................................................... p. 35
Special section--Earthquake
During an Earthquake ................................... .. .................. ............... .......... .... ... .. ................. p. 37
After an Earthquake ... ......... .......... .............. ......... .. .. .. ............ .. .. ................................ p. 38
Post-Earthquake Evacuation of a School Building ...... .... ..................................................... p. 40
Supplies needed ..................................................................... .... ...................... .. ................... p. 41
Emergency Response Teams Summary ............................. .... .......... .. .......... .... ................... p. 45
Emergency Operation Center Team ...... .. ............................ .. .. .... ............... .... ... .... ............... p. 46
Search and Rescue Team .... .. ......................... .. .. .. ....... .......... .. .. ....... p. 47
First Aid Team .. .. ............................................................. .. ............... .. ..... ......... .......... .......... . p. 49
Security/Damage Assessment Team ............ .. ..................... .. ........................ .. ............. ....... p. 51
Student Release Team ................................. .. ............. .. ....... .... .......... ............ ...................... p. 53
Support Team ... ..... ........................... .. ................................................................ ................. p. 54
If Your School is a Shelter Site .................................... .. ...................................... ................. p. 55
What Does the Law Say? ...... .. ........ .. ............ .. ....... .. .............. .. ........................................... p. 56
References ......... .. ............. .. .................... .. ........................................................... p. 58
Urban Village Middle School Emergency/School
Safety Plan
UVMS Emergency Plan Committee:
CharlettaJohnson, Princi pal
Rashidi Ali-El, Teacher
UVMS Emergency Operations Center Team:
CharlettaJ ohnson, Principal
Rashidi Ali-EI, Teacher
Marcos ValID, Teacher
Ronieka Pinkney, Teacher
UVMS Support Team:
ChallettaJohnson, Principal
Rashidi Ali-EI, Teacher
Marcos ValID, Teacher
KadlY Madriz, Teacher
UVMS First Aid Team:
Rukiya Umqja, Office Technician
UVMS Search & Rescue Team:
Rashidi Ali-E!, Teacher
Sanai Shayan, Teacher
Malquese Avery, Security
UVMS Student Release Team:
Dialla Galcia, Office Manager
Rukiya Umqja, Office Tedmician
Marlyn Dalhouse, SUppOlt Staff
IMPORTANT INFORMATION
Emergency: Dial 911
Local Police Department non-emergency phone number: ________ _
Local Fire Department non-emergency phone number: _________ _
Contra Costa County Office of Emergency Services: (925) 228-5000
School District Office: _______ _
Red Cross Concord Office: (925) 603-7400
Red Cross Richmond Office: (510) 307-4400
Name and phone number of mentor: ____ _________ _____ _
Nearest hospital and phone number: _ ___________ ______ _
PG&E phone number: _______ _
Local Water Company phone number: _ _ _______ _
Clergy/Counselor's phone number: ________ _
News Radio Stations:
Radio Station A:. _________ _
Radi o Station B:. _________ _
Radi o Station C: _________ _
Radio Station D: _________ _
Radio Station E:. _________ _
PROCEDURE TO CALL 911
1. State your emergency.
2. Stay Calm.
3. Give your name and address.
4. Listen. Allow 911 employee to direct conversation.
5. Be Prepared to answer questions in a clear, calm manner.
6. Remain on the telephone. DO NOT hang up until the dispatcher says to do so.
Contributions from: the Mt. Diablo Unified School District Emergency Preparedness Manual.
PRINCIPAL'S CHECKLIST
General:
o 1. Determine who will be your designee (when you are absent) in the event of an emergency.
o 2. Develop a relationship with local police and fire departments. [Note: For large critical
incidents. schools are mandated to use SEMS - the Standardized Emergency
Management system, which is a nationally recognized emergency operations plan. There
is a clear chain of command among law enforcement, emergency personnel of the fire
department and paramedics. The California Attorney General recommends developing a
Memorandum of Understanding (MOU) between the school and these emergency
responders. Refer to the publication "Crisis Response Box" listed under references.]
o 3. Review emergency plan annually with local police and fire. Di scuss their expectati ons of
actions outlined in emergency plan. Ask for guidance about how to determine when
certain emergency actions are required. For example, when should a bomb threat be
taken seri ously and the school evacuated? What criteria should be used to make this
decision?
o 4. Contact your local City or County Office of Emergency Services. Determine how you will be
able to coordinate wi th them in an emergency. Use this office as a resource.
o 5. Review emergency plan annually with staff. Ensure that all staff members are aware of their
responsibilities and actions in the event of an emergency.
o 6. Review with staff the procedure for calling 911.
o 7. Do a Hazard Assessment of your school si te (refer to p. 10).
o 8. Remove or correct hazards found in the Hazard Assessment where possible.
o 9. Develop and maintain the file of students and staff susceptible to respiratory problems, as
mentioned under "Air Pollution Epi sode" section (refer to p. 20) .
o 10. Perform and document all emergency preparedness drills.
Communication:
o 1. Develop communication network at your site.
o 2. Have battery operated AM radio in office.
o 3. Build a relationship wi th RACES (HAM radio - see page iii of Appendix) .
Staff Instructions:
o 1. Inventory staff for skills such as First Aid and CPR. Encourage staff to become certified in
First Aid and CPR and to maintain their certification. Encourage frequent parent
volunteers to become certified as well. The Red Cross offers classes in First Aid and
CPR.
o 2. Assign teachers in a "buddy system" to assist each other during any disaster.
o 3. Inform staff of California Government Code 3100, designating all public school employees as
Disaster Service Workers. This may require their presence at the school for several days.
o 4. Instruct staff to prepare emergency backpacks for classroom and individual student
emergency kits. Each teacher is to prepare their own backpack and make sure the
students bring the supplies requested for their individual emergency kits and for the
canned or dry food earthquake suppli es.
Family Information:
o 1. Send an annual letter to families about the school's emergency plans. Include instructions
about what each parent should/should not do in the event of an emergency. Ask each
family to supply their child's individual emergency kit as well as some of the canned or dry
food supplies listed under earthquake supplies.
o 2. Ask for parent volunteers who are willing to be trained in CPR and First Aid. Ask these
volunteers if they would be willing to come to the school site after an earthquake and
serve on the Fi rst Aid team.
o 3. Ask for parent volunteers would be willing to come to the school site after an earthquake to
assist in other areas such as Search and Rescue Teams, etc.
Preparing for an Earthquake:
o 1. Determine who will be assigned to the si x Emergency Response Teams
(refer to p. 45). Direct each team to complete their team's responsibilities.
o 2. Prepare a color-coded utility map of the school site (p.18) (electric: red, gas, oil, steam:
yellow, communication: orange, water: blue, sewer: green).
o 3. Paint utilities on building the colors depicted on the utility map.
o 4. Conduct "Duck-Cover-Hold" and the "assemble at meeting place" earthquake drills on a
quarterly basis at the elementary school level. Once per semester at the secondary
school level.
o 5. Conduct a full-scale earthquake drill (complete with search and rescue) annually.
o 6. Prepare and inventory earthquake supplies for your school site (p. 41-44) .
o 7. Determine who will have access to the earthquake storage supply shed.
o 8. Issue keys to the individuals responsible for the Search and Rescue Teams, the
Security/Damage Assessment Team and your designee in the event of your absence.
Preparing for a Fi re:
o 1. Prepare fire drill map of school site (p.14).
o 2. Conduct fire drills monthly at the elementary school level, quarterly at the secondary school
level.
o 3. Obtain fire extinguisher training for self and staff.
o 4. Know number and locations of fire extinguishers . Check them monthly/have them serviced
annually.
Preparing for Evacuation:
o 1. Prepare evacuation plan of school site (refer to p. 13-15). Identify primary and secondary
evacuation si tes. Become familiar with evacuation routes.
o 2. Determine how many busses would be needed to accommodate the entire student population
and staff . Also assess availability of al ternative vehicles (especially if your district does
routinely bus the majority of the student population).
o 3. Conduct a full -scale evacuation drill annually.
Preparing for a Chemical Accident:
o 1. Prepare shelter-in-place map of school site (p. 16).
o 2. Conduct shel ter-in-place drills quarterly.
STAFF'S CHECKLIST
o 1. Prepare your own fami ly and home for a disaster in the event that you may be required to be
away for a few days.
o 2. Review the school emergency plans with the principal.
o 3. Teachers should prepare the emergency backpacks for classroom and individual student
emergency kits. Each teacher is to prepare their own backpack and make sure the
students bring the supplies requested for their individual emergency kits and for the
canned or dry food earthquake supplies (refer to p. 11-12).
o 4. Correct or remove hazards identified in your area by the hazard assessment of the school
si te.
o 5. Instruct students in emergency preparedness: fire prevention, clothing on fire with STOP-
DROP-ROLL, earthquake readiness and DUCK-COVER-HOLD, hazardous materials
accident with SHEL TER-SHUT-LiSTEN, and other emergencies.
o 6. Participate fully in all emergency drills.
o 7. Know your buddy assignment and coordinate with your buddy teacher.
o 8. Become certified in First Aid and CPR through the Red Cross.
o 9. Become prepared to perform your Emergency Team assignments in the event of an
earthquake.
o 10. Take fire extinguisher training.
HAZARD ASSESSMENT OF SCHOOL SITE
A qualified structural andlor civil engineer should perform the hazard assessment of the school site
where appropriate.
The interior and exterior portions of the school buildings as well as the school grounds should be
assessed for potential hazards.
The hazard assessment should include evaluation of the following potential hazards to impact the school
site, staff or students:
Proximity of toxic, flammable, corrosive, chemically reactive or radioactive material, including
proximity to industry and trucking and railroad routes.
Proximity of high voltage power lines.
Proximity to fault lines
Likelihood and possible effects of flooding, including proximity to dams in the event of their failure.
Likelihood and possible effects of a Wildland fire.
Likelihood and possible effects of severe weather.
Probable safety areas for evacuation, after earthquake or other disaster. Consider the proximity of
gas, water and sewer lines locating these areas.
Locations of interior hanging fixtures on ceilings, etc. such as fluorescent lights.
Locations of windows, particularly those near doorways.
Stability of bookcases and shelving in classrooms as well as the objects on the shelves, cabinets and
hanging on walls.
Stability of water heaters.
Prevention of the school piano from rolling during an earthquake.
Security of AV equipment, computers, TV monitors, aquariums, etc. from motion during an
earthquake.
An effort should be made to remove or correct the i dent ifi ed hazards to the school site if possi ble
to do so.
Contributions from: St. Patrick's School Emergency Plan.
EMERGENCY BACKPACK FOR CLASSROOM
(teacher and classroom supplies)
The intention of the emergency backpack and individual student emergency kit is to have these supplies
accompany the class whenever an evacuation occurs. The emergency backpack is to be carried by the
teacher during the evacuation.
1 pint bottled water
Personal snacks similar to individual student kits
Work gloves
Neck lanyard with whistle
18" pry bar
3 space blankets
1 Richter highway blanket
1 flashlight
1 portable radio
2 sets spare batteries for each flashlight and radio
3 pressure dressings
3 pair latex gloves
6 rolls Kerlix bandaging material
4 rolls medical tape
1 pair medical scissors
4 ice packs
1 package Band-Aids
Feminine hygiene products (if applicable)
Classroom roster
Paper and writing tools (chalk, pens or sharpies)
Student release forms
Copies of student emergency cards
Copy of disaster plan
Copy of "What to Expect After a Disaster: Children's Typical Reactions" from the Governor's Office of
Emergency Services.
Buddy list
Copy of utility map
Search and Rescue tags--green for all clear, red for injured or trapped individuals
Suitable container to hold supplies (like a large backpack)
Information from the Rodeo/Hercules Fire Protection Distri ct.
INDIVIDUAL STUDENT EMERGENCY KITS
The intention of the emergency backpack and individual student emergency kit is to have these supplies
accompany the class whenever an evacuation occurs. The individual student emergency kits may either
be carried by each student, or the large container with all the kits inside may be carried out of the
classroom.
At the beginning of the school year, parents should be asked to provide this kit for their children.
Put all these items in a 1 gallon zip lock bag
2 high energy bars (granola, etc.) Stay away from any containing peanut butter.
1 frui t cup, not from refrigerator section. Alternative--2 Jell-O cups.
1 package unsalted crackers or wafers (no larger than 4x4x2) .
1 4 ounce size Jell-O gelatin (or 2 fruit cups}--not pudding.
2 Fruit roll-ups
2 small canned juice (5.5 ounce), no boxed juices.
1 pint plastic bottled water
2 small pocket size Kleenex (4x2x1), not in a box.
A note and/or photo from family reassuring to child.
A small book, puzzle or toy which will fit inside bag.
Completed copy of child's emergency card, covered in clear contact paper. The card should have 2
holes at the top and string or yarn attached so that it can be worn by the child in the event of an
emergency.
The individual student emergency kits should be placed into a 50-gallon Rubbermaid container or similar
sized container.
Information from the Rodeo/Hercules Fire Protecti on District.
PROCEDURE TO EVACUATE A SCHOOL SITE
Evacuation of the Building:
Students and staff should leave the building in an orderly fashion using the primary or alternate
fire routes shown on p. 14. These routes should be selected considering students with disabilities. The
emergency backpack and student kits should be brought along. The assembl y area should be selected
as a safe location on the school campus away from the building and any emergency response
equipment, which may arrive at the school . Roll should be taken and attendance reported to the
Principal/designee.
Evacuation of the School Site (l eaving the campus):
This action should be implemented if it not safe to remain on the school campus. The
students and staff should evacuate the building as above. The campus should be left by vehicle or by
walking. The emergency backpack and student kits should be brought along.
To Evacuate by Bus:
Enough busses should be brought to the school si te to accommodate the enti re student
population and staff. Consideration should be given to keeping classes together to allow teachers to
account for all students. Take roll before leaving the campus. Bus drivers should take the safest
route to the pre-identified evacuation sites (refer to p.15). Dangers should be avoided such as driving
though fl ooded roads, crossing bridges of swollen rivers , etc. Upon arri val at the safe si te, students
should exit the bus and roll should be taken again. Attendance should be reported to the
Principal /designee.
Students should remain quiet and seated while on the bus. Students should keep their head,
hands, etc. away from the open windows.
To evacuate by other Vehicles:
If busses are unable to get to the campus quickly or not enough are avai lable, consi der other
modes of transportati on. A list should be developed of school owned vehicles, staff vehicles and parent
vehicles that are available. Dri vers shoul d take the safest route to the pre-identified evacuation si tes
(refer to p. 15). Students should be accounted for before transportation occurs and after arrival at the
safe site. This method of evacuation should only be used in extreme emergency since there is a
great potential to lose track of the students.
To evacuate by Walking:
If it is safe to do so, students may be walked to evacuation sites nearby. Students should be
lined up in an ord erl y fashion and walk away from the danger. The procession should follow the safest
route to the evacuation si te (p. 15). Attendance should be taken before leaving the campus and upon
arri val at the safe site.
Contributions from: the John Swett El ementary School and the St. Patrick's School Emergency Plans and the "Nuclear Power
Plant Emergency Response Plan Guideli nes for Private Schools within the Diablo Canyon Power Plant Emergency Planning
Zone", San Lui s Obispo Office of Emergency Services.
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EMERGENCIES
AIR POLLUTION EPISODE
This event could affect students and staff who are susceptible to respiratory problems.
RESPONSIBILITIES:
o Principal
o Principal
o Principal
o Principal
o Principal
o Principal
1. Develop and maintain a file of students and staff who have or are
susceptible to respiratory problems. The file should contain data on
the location of such persons at different times during the day.
2. Meet with physical education teachers and other teachers directing
strenuous activity programs and determine alternate programs
available during an air pollution episode.
3. When notified from district office or via news media of a smog
advisory, the principal shall inform all staff and notify those individuals
in file to stay indoors and minimize physical activity.
4. Cancel all athletic competitions and practices and any other activities
which require strenuous physical activity such as marching band, pep
squad etc.
5. Instruct employees to minimize strenuous physical activity.
6. Cancel any events, which require the use of vehicles.
Contributions from: the John Swett Unified School District and the Walnut Creek School District Emergency Plans.
BOMB THREATS
In the event that the school receives a bomb threat, by letter or telephone, the following procedures will
be accomplished.
RESPONSIBILITIES:
o Staff
o Staff
0 Principal
0 Principal
0 Principal
0 Staff
0 Principal
0 Staff
o Staff
o Staff
1. If the bomb threat is in the form of a letter, note the manner in which it
was delivered, who found it and where it was found. Take care while
handling the message by immediately placing it in an envelope so
that possible fingerprints may be detected.
2. If the bomb threat is a telephone call , keep the caller on the line.
Delay the call er with statements such as "I am sorry, I did not
understand you. What did you say?" Note the time the call was
received, manner of call er, background noises and what the caller is
saying. Use the worksheet that foll ows to assist you.
3. Immediately notify the police and fire departments (or designee) (call
911 ).
4. If the call er is stil l on the phone, call the phone company to trace the
call.
5. Instruct staff and students to turn off any pagers, cellular phones or
two-way radios. Do not use these devices during this threat.
6. Caution students against picking up or touching any strange objects
or packages.
7. If the suspected bomb is in a corridor, modify evacuation routes to
bypass the corridor.
8. Evacuate students using primary and alternate routes (p. 14). Take
emergency backpack and student kits. Check to be sure all students
have left the building.
9. Upon arrival at the designated safe si te, take roll. Notify the
principal/designee and emergency response personnel of any
missi ng students.
10. Do not return to the building until emergency response offi cials
determine it is safe.
BOMB THREAT CHECKLIST
REMAIN CALM! Notify other staff by prearranged signal while caller is on the line. Listen. Do not
interrupt the caller except to ask:
1. When will it go off?
2. Where is it planted?
3. What does it look like?
4. What floor is it on?
5. Why are you doing this?
6. Who are you?
Call received by:
_____________ Time of call: Date: ________ _
Description of caller: Male
___ Female _____ Adult ___ Juvenil e ____ _
Approxi mate age of caller:
Voice characteristics: Loud Soft High Pitched Deep
Raspy Pleasant Intoxicated
Other
Speech: Fast Slow Distinct Distorted Stutter
Nasal Slurred Precise Other
Language: Excellent Good Fair Poor Foul
Other
Use of certain phrases:
Accent :
Local ____ Not Local _____ Foreign, ___ Regional __ Race ___ _
Other __________ _
Manner:
Calm ____ Angry ___ Rational _ _ ___ lrrational _______ _
Coherent Incoherent Deliberate ______ _
Emotional Righteous Laughing, ____ _
Background Noises :
Office Machines __ -::----:7_Street Traffic----::,---;-_Factory Machines, ___ _
Airplane Bedlam,,...,--,-____ Trains ___ Animals __ ,----__
Voices Quiet Music ___ Mixed ___ Party Atmosphere ___ _
Contributions from: the Lafayette School Distri ct, the Moraga School District, the San Ramon Valley Unified School District, the
Walnut Creek School Di stri ct and the West Contra Costa Unified School District Emergency Plans.
CHEMICAL ACCIDENT (offsi t e)
Chemical accidents of a disaster magnitude could result from a transportation accident or an industrial
accident. Should any such accidents endanger the students or staff, the following will be accomplished.
WARNING: An alert message will be broadcast over the "Weather Radio" located in your school office
and the safety siren may be heard.
RESPONSIBILITIES:
0 Principal
(or designee)
0 Staff
0 Staff
0 Staff
0 Principal
0 Staff
0 Principal
0 Staff
0 Principal
0 Principal
0 Staff
1. Have all students report to nearest designated building.
2. Close all doors and windows, shut off ventilation, and listen to the
radio (shelter-in-place).
3. Take roll. Notify Principal or designee of any missing students.
4. If necessary, use tape, rags, clothing or any other available material
of seal air leaks.
5. CONTINUE TO SHEL TER-IN-PLACE UNTIL ADVISED TO DO
OTHERWISE. Monitor and radio station for further instructions.
6. If you believe that gas is entering the building, protect everyone with a
wet cloth or towel over the mouth and nose. Have everyone breathe
in short, quick shallow breaths.
7. If evacuation orders are received, proceed with school evacuation
plan
8. Evacuate students. Take the class roster and emergency backpack
and student kits.
9. A check should be performed to be sure all students have been
evacuated.
10. A notice should be left on the office door stating where the school has
relocated and notify the school district.
11 . Upon arrival at safe site, take roll and report attendance to
Principal/designee immediately.
Contributions from: the John Swett Elementary School, San Ramon Unified School District and SI. Patrick's School Emergency
Plans.
CHEMICAL ACCIDENT (onsite)/THREAT OF EXPLOSION
This incident could be the result of spilled cleaning chemicals within the school building, in the school
lab, a material a student brings to school , or a broken gas main. Should any such accidents endanger
the students or staff, take the following actions
RESPONSIBILITIES:
o Principal
(or designee)
o Principal
o Principal
o Staff
o Staff
o Staff
o Staff
1. Determine if evacuation is required.
2. Notify appropriate local authorities of incident (call 911).
3. If necessary, proceed with school evacuation procedure using
primary or alternate routes, avoiding exposure to the chemical fumes.
4. Evacuate students from the building using primary and/or alternate
fire routes Take class roster and emergency backpack and
student kits. Check to be sure all students have left the school
building.
5. Students are not to be left unattended at any time during evacuation
process. Students are to remain quiet during evacuation.
6. Upon arrival at evacuation site, take roll and report attendance to
Principal / designee immediately. Notify emergency response
personnel of any missing students.
7. Do not return to the building until emergency response personnel
have determined it is safe.
CRIMINAL ACT
This incident could occur if a crime has been committed on the campus.
RESPONSIBILITIES:
0 Staff
0 Principal
0 Principal
0 Principal
0 Principal
1. If there is a victim of the crime, care for the victim. Provide any
medical attention that is needed.
2. Notify police (dial 911).
3. Identify all parties involved (if possible). Identify witnesses, if any.
4. Deny access to crime scene until police arrive.
5. If an individual is armed with any type of weapon, USE EXTREME
CAUTION. Do not attempt to remove the weapon from their
possession, allow police to do so.
EXPLOSION
If an explosion occurs in the school building, the following shall be accomplished.
RESPONSIBILITIES:
0 Staff
0 Principal
(or designee)
0 Principal
0 Staff
0 Staff
0 Staff
0 Staff
0 Principal
0 Staff
0 Staff
1. If there is an explosion, instruct students to DUCK and COVER.
2. Notify police and fire departments (call 911).
3. Immediately after the passage of the blast wave, proceed with school
evacuation procedure using primary or alternate routes (p. 14).
4. Take class roster and emergency backpack and student kits.
5. Check to be sure all students have left the school site.
6. Students are not to be left unattended at any time during evacuation
process.
7. Upon arrival at evacuation site, take roll and report attendance to
Principal/designee immediately.
8. Notify emergency response personnel of any missing students.
9. Care for the injured, if any.
10. Do not return to the building until the emergency response personnel
Contributions from: the Lafayette School District, the Moraga School District, the San Ramon Valley Unified School District, the
Walnut Creek School District and the West Contra Costa Uni fied School District Emergency Plans.
FALLEN AIRCRAFT
If an aircraft falls near the school, the following shall be accomplished.
RESPONSIBILITIES:
o Principal
(or designee)
o Principal
o Staff
o Staff
o Staff
o Staff
o Staff
o Staff
2. Notify police and fire departments (call 911).
3. If required, evacuate students from the building using primary and/or
alternate fire routes to the safe si te. Take class roster and
emergency backpack and student kits with you.
4. Check to be sure all students have left the school site.
5. At the safe si te, take roll. Report any missing students to the
Principal /designee. Notify emergency response personnel of any
missing students.
6. Maintain control of the students a safe distance from the crash site.
8. Do not return to school site until emergency response officials have
determined it is safe.
Contributions from the Lafayette School District and Walnut Creek School District Emergency Plans.
FIRE (ensite)
This incident could occur if the school building is on fire; should any such event endanger the students
or staff, the following will be accomplished.
WARNING: The school fire alarm sounds.
RESPONSIBILITIES:
0 Principal
(or designee)
0 Principal
0 Principal
0 Staff
o Staff
o Staff
1. Notify the fire Department (call 911).
2. Proceed to evacuate the school using the primary or alternate fire
routes.
3. An inspection will be performed to be sure all students and personnel
4. Evacuate students from the building using primary or alternate fire
routes (p.14) Take emergency backpack and student kits. Maintain
control of the students a safe distance from the fire and fire fighting
equipment.
5.
6.
Take roll. Report any miSSing students to the Principal/designee and
emergency response personnel.
Do not return to the building until the Fire Department determines it is
safe.
Contributions from: the San Ramon Unified School District Emergency Plan.
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FIRE (offsite)/wildland Fire
This event could occur if a fire offsite, such as a wildland fire, threatens or is near the school building.
Should any such event endanger the students or staff, the following will be accomplished.
WARNING: An alert message will be broadcast over the weather radio located in your school office.
RESPONSIBILITIES:
0 Principal
(designee)
0 Principal
0 Principal
0 Principal
0 Staff
0 Principal
0 Staff
0 Principal
0 Staff
1. Determine if evacuation of school site is necessary.
2. Contact local fire department (call 911) to determine the correct
action for your school site.
3. If necessary, begin evacuation of school site to previously identified
safe site using school evacuation plan.
4. An inspection will be performed to be sure all students and personnel
5. Evacuate students using the evacuation plan Bring
emergency backpack and student kits. Take roll to be sure all
students are present before you leave the building site. Maintain
control of the students a safe distance from the fire and fire fighting
equipment.
6. A notice shall be left on the office door stating where the school has
relocated and the school district notified.
7. Take roll. Report any missing students to the Principal/designee and
emergency response personnel.
8. Monitor radio station, ____ for information.
9. Do not return to the building until the Fire Department determines it is
safe.
Contributions from: the Lafayette School Distri ct Emergency Plan.
FLOODS
This event could threaten the safety of students or staff if a severe rainstorm has caused urban streams
to ri se. If such an event occurs, the following shall be accomplished.
WARNING: An alert message wi ll be broadcast over the weather radio located in your school office.
RESPONSIBILITIES:
o Principal
(or designee)
o Principal
o Staff
0 Principal
0 Staff
0 Principal
0 Bus drivers
0 Principal
0 Staff
0 Staff
2. Notify local police department of intent to evacuate, the location of the
safe evacuation site and the route to be taken to that site.
3. Evacuate students using evacuation plan. Take the class
roster, emergency backpack and student kits. Take roll before
leaving the campus.
4. An inspection shall be performed to be sure all students have been
evacuated.
5. Students should not be left unattended at any time during evacuation
process.
6. A noti ce should be left on the office door stating where the school has
relocated and the distri ct office should be notifi ed.
7. If evacuation is by bus, DO NOT drive through flooded streets/roads.
DO NOT cross bridges of fl ooding rivers.
8. Monitor AM radio station ____ o r further information.
9. Upon arrival at the safe site, take roll. Report any missing students to
principal/designee and emergency response personnel.
10. Do not return to school site until emergency response officials
Contributions from the Walnut Creek School District Emergency Plan.
MISSING CHILD
This incident could occur if a child suddenly disappears.
RESPONSIBILITIES:
0 Principal
(designee)
0 Principal
0 Principal
0 Staff
0 Principal
1. Immediately close and secure the campus. Do not let
any individuals leave. Limit access to the campus. Do not let
unauthorized individuals come onsite.
2. Immediately notify police (dial 911).
3. Appoint staff to surveillance points, have them note license plate
numbers and look for any unusual activity.
4. Thoroughly search school campus.
5. Have all parties who know child or have participated in search for
child available for police when they arrive.
RIOTS/CIVIL DISORDERS
INSIDE SCHOOL:
This incident could occur if the students gather in an unruly crowd. Should such an occurrence appear
to threaten any students or staff, the following shall be accomplished.
RESPONSIBILITIES:
o Principal
o Principal
o Principal
1. If the students are engaging in civil disobedience, keep the students
confined to one room in the school building.
2. Set up a communication exchange with the students, staff and
principal. Try to restore order.
3. If unable to calm students, call police (dial 911) for assistance.
RIOTS/CIVIL DISORDERS
OUTSIDE OF SCHOOL:
This incident could occur if a riot breaks out in the streets. Should such an event threaten or endanger
students or staff, the following shall be accomplished.
RESPONSIBILITIES:
0 Principal
0 Principal
0 Principal
0 Staff
0 Staff
0 Principal
0 Staff
0 Staff
1. If any students are outside, get them inside the school building. If
unable to do so, have students lie down and cover their heads.
2. Once students are in the school building, lock the doors and secure
the facility.
4. Close all curtains and blinds.
5. Instruct students to DUCK AND COVER, lie on the floor and keep
students calm.
6. Cancel all outside activities.
8. Remain with students until all clear is given.
SEVERE WINDSTORMIWEATHER
Severe weather can be accompanied by high winds. If this type of weather poses any risk to the staff or
students the following shall be accompli shed.
WARNING: An alert message wi ll be broadcast over the weather radio located in school office.
RESPONSIBILITIES:
o Staff
0 Staff
0 Staff
0 Staff
0 Principal
0 Staff
0 Principal
0 Principal
0 Principal
1. Staff and students should TAKE COVER in the shielded areas wi thin
the building, STAY AWAY FROM
WINDOWS.
2. Take roll and report any missing students to Principal/designee.
3. Close all blinds and curtains.
4. Avoid audi toriums, gymnasiums and other structures with large roof
spans.
5. Evacuate any classrooms bearing ful l force of wind.
6. Remain with students near an inside wall or on lower floors of the
building.
7. Monitor weather radio and AM radio station ___ _
8. Notify utility companies of any break or suspected break in utility
lines.
9. Students and staff should be kept in the shel tered areas of the
building until winds have subsided and it is safe to return to the
classroom.
Contributions from: the Lafayette School District, Moraga School District, San Ramon Valley Unified School District, Walnut
Creek School District, West Contra Costa Unified School District.
THREATENING INDIVIDUALS
This incident could occur if a belligerent person or armed person appeared at the school site. Should
such an individual threaten the safety of students or staff, the following shall be accomplished.
o
o
o
o
o
o
o
o
o
Principal
(staff)
Principal
Principal
Staff
Staff
Principal
Staff
Principal
Principal/staff
1. If any students are outside, get them inside the school
building. If unable to do so, have students lie down and cover their
heads.
2. Once students are in the school building, lock the doors and secure
the facility.
4. Close all curtains and blinds.
5. Instruct students to DUCK AND COVER, lie on the floor and keep
students calm.
6. Cancel all outside activities.
7. Remain with students until all clear is given.
8. If an individual is armed with any type of weapon, USE EXTREME
CAUTION. Do not attempt to remove the weapon from their
possession, allow police to do so.
9. Disconnect school television system in classrooms so the individual
cannot view news coverage and see locations of police/students/etc.
EARTHQUAKE
Special Section
DURING AN EARTHQUAKE:
If indoors:
Stay inside, move away from windows, shelves, heavy objects or furniture which may fall over. Take
cover under a tabl e or desk. Instruct the students to "DUCK-COVER-HOLD".
In halls, stairways, or other areas where cover is not available, move to an interior wall.
In library, immediately move away from windows and bookshelves. Take appropriate cover.
In laboratories, all burners should be extinguished (if possible) before taking cover. Stay clear of
hazardous chemicals, which may spill.
In the multi-use room, take cover under the tables or move close to the interior walls away from
windows.
If outdoors:
Move to an open space, away from buildings and overhead power lines. Lie down or crouch low to
the ground (legs will not be steady). Keep looking around to be aware of dangers, which may
demand movement.
On the school bus, stop the bus away from power lines, bridges, overpasses and buildings. Students
should remain in their seats and hold on.
NOTE:
Doorways may become blocked if the door slams shut as the building shifts during an earthquake. If
the door becomes jammed, it may be necessary to use the pry bar and gloves (in emergency
backpack) to open the door or break windows to exit the classroom. If it is stili not possible to exit the
classroom, blow the whistle (in emergency backpack) to alert rescuers.
Teachers should be organized in a "Buddy System". If one teacher is injured, the buddy teacher
should evacuate both classes according to the earthquake evacuation procedure.
AFTER THE EARTHQUAKE:
o Staff
o Staff
o Staff
o Principal(or designee)
o Principal
o Search & Rescue Teams
o Principal
o Security/Damage Teams
o Principal
o First Aid Teams
o Support Team
1. Evacuate students from the building, Take
class roster, emergency backpack and student kits. Check
to be sure all students have left the school building. Tag the
room with a green search and rescue tag if everyone is
accounted for and is able to evacuate the room. If there are
trapped or injured left in the room, tag the room with a red
search and rescue tag to alert search and rescue teams.
2. Students are not to be left unattended <Jt any time during
evacuation process. Students are to remain quiet during
evacuation.
3. Upon arrival at prearranged safe site, take roll and report
attendance to Principal/designee immediately.
4. Set up Emergency Operations Center with your Emergency
Operations Center Team.
5. Notify police and fire (dial 911) if you have trapped or
missing individuals. Organize Search and Rescue (SAR)
teams, consisting of adults, to search for missing or trapped
people.
6. Begin a search of the entire school building. Search rooms
tagged with red Search and rescue tags for missing, trapped
or injured people. When everyone has been removed from
the room, change the red tag to a green tag. Check rooms
with green Search and Rescue tags to be sure no one is left
in the rooms. Report activities to Principal or designee.
After each room is searched and no one is left in the room,
close and lock the door if possible.
7. Organize the other Emergency Response Teams: the First
Aid Team, Security/Damage Assessment Team, Student
Release Team and the Support Team.
8. Inspect all utilities for leaks. Shut off the mains
known or suspected leaking utilities.
Principal/designee of actions.
of any
Notify
9. Notify utility companies of any break or suspected break in
utility lines as reported from Security/Damage Assessment
Team.
10. Set up the treatment area. Categorize patient injuries. Care
for the injured. Report casualties and injuries to the
Principal/designee.
11 . Provide for the welfare and positive morale of the student
population. Set up the cooking area to prepare food service
o Student Release Team
for the students and staff. Maintain the food and water
supplies. Provide for sanitation needs.
12. Students should be released only to authorized adults. Fill
out student release forms for each student allowed to leave.
POST -EARTHQUAKE
EVACUATION OF A SCHOOL BUILDING
Before evacuating the building after an earthquake. consider the following:
There may be dangers outside of the building. which you must consider before evacuating the
students.
There may be no safe assembly area in the immediate vicinity.
There may be no clear route out of the building to evacuate the students. Primary or alternate
evacuation routes may need to be cleared before the students can be evacuated.
The lighting inside the building will probably be out; it wi ll be dark.
Before evacuating students. do the following:
Assess the situation. Coordinate with your Buddy teacher.
Determine if the primary or alternate building evacuation routes
coordinate with other staff to have them cleared of dangers.
Determine if the assembly site is safe. If not, select an alternative assembly site.
If wires are down, they should be avoided.
are clear. If not,
Areas near chain link fences should be avoided; they are an electric shock hazard if live wires touch
them.
Don't forget to consider students with disabilities as you determine your evacuation routes.
After you have determined it is safe to do so, proceed with the evacuation of the school building.
Information from "The ABC's of Post-Earthquake Evacuation.
IF THIS IS A SEVERE EARTHQUAKE, the school site may have to care for children up to 3 days after
the event. The following supplies should be accumulated before an earthquake and stored in a shed
separated from the school building. Having minimally these supplies will help in the aftermath of a
severe earthquake. Remember: Prepare to be isolated 72 hours.
Earthquake supplies
Immediately Accessible Supplies:
Water:
Portable radio and batteries
Map of utility shut-offs and emergency areas (color coordinated)
Flashlights and batteries
Bullhorn or megaphone
Radio communication system such as HAM equipment
utility shut off wrench--1/utility
Storage containers for disaster supplies--Aluminum or wood sheds
1/2 gallon/person/three days
3 1/2 oz. paper, biodegradable cups for water distribution--5 cups/day/person
appropriate tool for dispensing water from container into cup
Sanitation supplies:
Toilet--buckets with plastic bags
Privacy shelter--1 per 25 people
Toilet paper--20 rolls per 100 people
Wet wipes--300 per 100 people
Plastic bags, ties--10 per 100 people
Food: (Non perishable foods such as canned vegetables and fruits. Avoid salty foods.)
Matches
Cooking supplies--can opener, pots/pans, camp stove, fuel for cooking
paper plates, cups, paper towels, aluminum foil
Instant coffee
Hard candies, Fruit roll-ups, other snacks
The following can be collected by asking each child to bring in one "Costco"-sized can of the following.
Divide assignments up by grade level e.g. each first grade student brings 1 large box of soda crackers.
40 oz. cans of beef stew
Boxes of unsalted soda crackers
Large cans of fruit cocktail
Large cans of peaches
Large cans of pork-n-beans
Canned stews
46 oz. Cans of canned juices
Cans of vegetable soup
EMERGENCY RESPONSE TEAMS
The most important part of the school emergency plan is to account for all students, their safety and well
being, and release them as soon as possible to their parent or designated guardian. Documentation is a
key element for all team activity. These teams should be set up at the beginning of the school year to
ensure the readiness of the school site to respond to a major earthquake. REMEMBER: BE
PREPARED TO BE ISOLATED FOR 72 HOURS.
1. Emergency Operations Center Team. The principal or designee should head this team. The
Emergency Operations Center Team will coordinate the formation and actions of the other teams. They
will communicate directly with Emergency Response personnel and the District Office. All activities from
the other teams should be reported to the Emergency Operations Center. A person on this team should
be designated as responsible for communication.
2. Search and Rescue Team. One or more groups of staff and/or parent volunteers (a team of adults)
designated to "sweep" through the school building quickly. They are to rescue trapped or injured
students and staff. One member of each group should have some first aid training. These team
members should also be trained in fire suppression. This team's efforts should be coordinated with the
First Aid Team. All activities should be reported back to the Emergency Operation Center.
3. First Aid Team. This team of staff, students and/or parent volunteers should be trained in First Aid
and CPR. They are to establish the First Aid treatment area. They are responsible for categorizing the
casualties and the injured. This team is also to supply care for the injured. This team's efforts should be
coordinated with the Search and Rescue Team. All activities should be reported back to the Emergency
Operation Center.
4. Security/Damage Assessment Team. This team of staff and/or parent volunteers (a team of adul ts)
shuts off utilities, assists in fi re fighting efforts, secures the campus and puts up signs to direct parents to
student release areas. All activities should be reported back to the Emergency Operation Center. After
the immediate danger has passed, they will do a preliminary assessment of the buildings and report the
nature and extent of damages to the Emergency Operation Center.
5. Student Release Team. This team of staff is crucial to the timely and accurate release of students to
their parents. This team coordinates with teachers to have orderly release of the students. Often the
school secretary will head up this team. A report should be given to the Emergency Operation Center.
6. Support Team. This team of staff, students or parent volunteers is not an immediate response team.
They will provide the support essential to the welfare and positive morale of the student population.
Their main purpose is to secure, prepare and serve food to students and staff. They are also
responsible for the maintenance of the food and water supplies. The sanitation needs of the school
population are also their responsibility. All activities provided should be reported back to the Emergency
Operation Center.
EMERGENCY OPERATI ONS CENTER TEAM
Responsi bi li ties
Duties: the principal or designee should head This team. The Emergency Operations Center (EOC)
Team will coordinate the formation and actions of the other teams. They will communicate directly with
Emergency Response personnel and the District Office. All activities from the other teams should be
reported to the EOC. This team is responsible for personnel issues. This team should document any
costs incurred during this emergency.
Who could do this job? Minimallva team of 4 staff or parent volunteers should be developed to serve as
the EOC Team. The Principal or designee should head the
team. One person on the team should be responsible lor communications. One person on the team
should be responsible for accounting for students and staff.
1. Team Leader: The Principal or designee. This person is responsible for all activities on the school
site. This person should determine the schedule for their emergency teams. Avoid overworking
personnel , it is generally recommended that people should not be working longer than a 12-hour shift
plus shift transition periods.
2. Assistant to Team Leader (Shadow): This person serves as the liaison for the team leader and the
other team members. If the team leader is in the field, this person provides communication between the
EOC and the team leader.
3. Communications Team Member: This person is responsible for communications between the
emergency response teams. They are also responsible for communication to the outside world, such as
the district office, emergency response personnel, the Red Cross, parents, etc. The communications
person should prioritize communication in the following manner: 1) life threatening, 2) property-
threatening, 3) non-emergency. If you have a larger school, more than one person may need to do this
job.
4. Enumeration's Team Member: This person is responsible for accounting for all students and staff.
They should have the roll call from the teachers in order to determine if any students are missing. Lists
from Search and Rescue Teams and the First Aid team should also be given to this person. The Student
Release Team should reports should also be given to this person. They should be able to determine if
all staff and students are accounted for, the status of their health and whether or not they have been
released to go home. If you have a larger school, more than one person may need to do this job.
Before the Earthquake: Determine how communications, rosters and costs will be documented. In order
to be reimbursed for costs from FEMA, Standardized Emergency Management System (SEMS) Training
may be required.
SEARCH AND RESCUE TEAM
Responsibili ties
Duties: This team will need to sweep quickly through the school buildings to identify location of trapped
or injured students and staff. They will rescue the trapped and the injured and assist the First Aid Team
in treating the injured. In addition, they should help suppress fires.
Who could do this job? Teams of 5 staff or parent volunteers should be developed as needed for the
size of the school. This team should only consist of adults. Students should not be assisting in search
and rescue efforts. Custodians may not be a good choice for this team as they will be needed to assist
with other urgent tasks such as shutting off utilities.
Before the Earthquake:
o 1. Each team member should be assigned to be primarily responsible for either search or
rescue. This is to prevent team members being torn between stopping to rescue people and
continuing the search for other injured. Each team should designate who will serve as the
leader and back-up to the leader.
o 2. Teachers who are part of this team should coordinate with their buddy teachers, so that both
they and their buddy are not both assigned to high priority roles during the first hours after the
disaster.
o 3. Obtain/Develop a resource li st of the neighborhood people trained in search and rescue and
who would be willing to report to the school si te after a major earthquake. Keep thi s list
current.
o 4. Annually check the search and rescue supplies on site.
o 5. Team members should be trained in search and rescue techniques, first aid and fire
suppression.
o 6. Team members should also cross-train wilh the Security/Damage Assessment team so these
teams can serve as back-up to one another.
o 7. Establish a pattern for searching the school site.
o 8. Check fire extinguishers annually.
Immediately after the earthquake:
o 1. Complete evacuation priorities. If responsible for students, turn their care over to buddy
teacher, aide or other staff.
o 2. Report to earthquake supply shed for search and rescue equipment.
o 3. Sweep through the school buildings following a pre-established pattern to quickly identify who
is trapped or injured.
o 4. Note tags on classroom doors. Green=OK, Red=trapped or injured people.
o 5. Check every room in the school visually, vocally and physically as part of the initial sweep of
the building. Make notes on the tags if additional trapped or injured are found.
o 6. Rescue trapped or injured individuals. The injured should be transported to the first aid area.
o 7. While searching buildings, look for obvious structural problems and/or significant structural
damage. Avoid unsafe areas.
o 8. Report to the Emergency Operations Center about the number and status of trapped victims.
Request additional help as needed.
FIRST AID TEAM
Responsibiliti es
Duties: This team should establish the first aid treatment areas, triage, and provide first aid to people
arriving at these areas. This team will need to coordinate with the Search and Rescue Team.
Who could do thi s job? Teams of staff, students or parent volunteers should be developed as needed for
the size of the school. These individuals should be trained in First Aid and CPR.
o 1. Assume that emergency medical personnel will be unable to respond to the school for the first
72 hours or longer after a major earthquake.
o 2. Team members should be certified in First Aid and CPR and should keep thi s certification
current.
o 3. Teachers who are part of thi s team should coordinate with their buddy teachers, so that both
they and their buddy are not both assigned to high priority roles during the first hours after the
disaster.
o 4. Obtain/develop a resource list of medically-trained volunteers in the neighborhood who are
willing to report to the school after a major earthquake. Keep this list current.
o 5. Annually check to be sure that the first aid supplies are complete and up-to-date. Date all
medical items so that age may quickly be determined.
o 6. Develop an area plan for the First Aid Station.
First Aid Station Areas:
Minor Care: Have the teacher of each class group handle minor care. Advantages: This will
provide security for children and avoids overloading the first aid station. Disadvantage:
May overwhelm teacher.
Triage: Locate tri age (injury sorting area) at the entry of the First Aid Station. Thi s area is for
the injured to be quickly evaluated for severity of injury and directed to the appropriate
treatment area.
Immediate Care: For people with life and limb threatening injuries that require immediate
attention, such as difficul ty breathing, severe bleeding, major burns, and shock. Locate
immediate care in an area out of sight of most students and staff, which is accessible to
emergency vehicles.
Delayed Care: For people with injuries, which do not require immediate attention within the
first hour. These injuries may be lacerations, broken bones, wounds beyond a teacher's
capabilities to handle, and for people needing medi cation. Locate near the immediate
care area, but shield from the sight of the injured in immediate care area.
Crisis Counseling First Aid: Mild to moderate anxiety is best handled by teachers in class
groups. Severe anxiety warrants special attention in a secluded area away from other
first aid areas, since the sight of injured people may worsen the hysteria. This area
should also be away from the student population because hysteria is contagious and can
rapidly get out of control.
Morgue: Locate in an area our of sight of the students. This area should also be distant from
the food supply and accessible by emergency vehicles. Use body bags or sheets to cover
bodies being transported.
o 1. Complete evacuation priorities. If responsible for students, turn their care over to buddy
teacher, aide or other staff.
0 2.
0 3.
0 4.
0 5.
0 6.
0 7.
0 8.
0 9.
0 10.
Report immediately to the Emergency First Aid station area.
Organize and establish the triage area first.
Organize and establish the immediate care area.
Organize and establish the delayed care area.
Organize and establish the crisis counseling first aid area.
Organize and establish the morgue as needed.
Triage injured brought to the first aid station.
Administer first aid to the injured.
Coordinate with the Search and Rescue Team. Provide first aid to trapped injured as they are
rescued. If necessary be prepared to assist Search and Rescue Team provide first aid to
injured while they are trapped.
o 11. Keep emergency card with each injured person.
o 12. Record all cases on a central log in triage. If possible, assign an ext ra person to serve as
record keeper. All injured released from the first aid station should also be recorded in the
central log, including to whom they were released and their destination. If the injured was
transported by emergency response personnel, note the destination of the transport.
o 13. A team member should routinely check the student population in the evacuated area to see if
anyone needs attention. If so, bring them back to the first aid station.
o 14. Notify the Emergency Operations Center of number of injured and status of first aid treatment.
STUDENT RELEASE TEAM
Responsi bili ti es
Duties: This team should document and assist the teachers in the release of students to parents and
designated adults.
Who could do this job? A team of staff or parent volunteers supervised by the school secretary would be
a likely choice for this team.
o 1. A letter should be sent home to parents at the beginning of each school year with the student
emergency card, which explains the emergency plans of the school site. This letter should
also explain what parents need to supply for their children and what procedures they should
follow during a disaster.
o 2. All student information should be in triplicate. One copy should be in the individual student kit,
one copy in the teacher's emergency backpack and one copy should be kept in the office.
o 3. Determine which site will be the emergency student release area. Develop the procedure to
be used for releasing students.
o 4. During the annual earthquake drill , test the student release procedure.
o 1. Evacuate the office and bring emergency cards
o 2. Set up Student Release Area.
o 3. Have parents/designated adults sign-out students. The time and destination of the sign-out
should be recorded.
o 4. Coordinate with the Emergency Operations Center so it is known which students are trapped
or injured.
o 5. Report all activities to the Emergency Operations Center.
SUPPORT TEAM
Responsi bi lit ies
Duties: This team should facilitate and coordinate food supplies, meal preparation, meal distribution,
water distribution and sanitation set-up.
Who could do this job? A team of staff, student or parent volunteers sufficient for the school size.
o 1. Inventory all food, water, cooking and sanitation supplies. Check expiration dates, replace
out-dated supplies.
o 2. At the beginning of the school year, all children should be asked to bring the zip lock bag
containing their emergency kit supplies. In addition, each child should bring some canned or
dry foodstuffs listed in supplies.
o 3. Determine the best location of food preparation, food service, and water distribution. In
addition, determine a location for the sanitation tent s or shelters away from the food
preparation area.
o 4. Develop a food consumption plan for the school population, i.e. Students consume supplies in
zip lock bag first. Remember the first hours after the earthquake will largely be spent
rescuing the trapped and injured.
o 1. Report to the Emergency Operations Center. Coordinate with the Principal/designee.
o 2. Set up cooking area, water distribution area and sanitation areas. Do not allow waste from
sanitation area to come within 200 feet of students or food/water supplies.
o 3. Set up sheltering tents as necessary to protect the students from the elements.
The section on Emergency Response Teams is an edited version of the same secti on listed in the Orinda Union School District
Emergency Plan.
WHAT DOES THE LAW SAY?
The following laws pertain to school safety and school disaster preparedness. Check with your school or
school distri ct's legal counsel for complete wording of applicable laws and regulations.
Education Code section 35294.2 (Chapter 736, Hughes, Statutes of 1997) requires all schools to
develop and implement comprehensive Safe School Plans.
Education Code section 33031 requires school principals to formulate and submit to the district
superintendent for approval a civil defense and disaster preparedness plan. Principals must test the
plan at least two times during the school year.
California Constitution, Article I, Section 28(c) guarantees all students and staff of primary,
elementary, junior high and senior high schools the inalienable right to attend campuses which are
safe, secure and peaceful.
Title 8, California General Industry Safety Orders, Section 3203 requires that every employer
inaugurate and maintain an accident prevention program which shall include, but not be limited to, a
training program to instruct employees in general safe work practices and specific instructions with
respect to hazards unique to the employee's job assignment and the scheduling of periodic
inspections to identify and correct unsafe conditions and work practices which may be found.
Labor Code, Section 6400 mandates that every employer furnish a place of employment which is
safe and healthful for the employees therein.
The California Field Act of 1933 (Education Code Section 39140-39159-K-12, and 81130-81147-
Community Colleges), enacted after the Long Beach earthquake, established a procedure to be
followed in the design, review and construction or alteration of a public school building for the
protection of life and property.
The Private Schools Building Safety Act of 1986 (Education Code 39160) requires new construction
or renovation of private school buildings to seismic safety standards similar to those of public schools
under Education Code Section 39140.
The "Katz Bill" (Education Code 35295, 35296, 35297) requires that public and/or private elementary
and high schools with an enrollment of more than 50 students or more.than one classroom establish
an "earthquake emergency system". Specifically, the code requires a school building disaster plan,
periodic "DUCK-COVER-HOLD" drills, preparedness and mitigation measures, and educational and
training programs for students and staff.
Education Code 40041.5, 40042 (part of the "Katz Bill'J requires that schools be prepared to serve as
public shelters for the community during disasters or emergencies.
Government Code, Section 3100 specifies that whenever there is a "State of Emergency" declared
by the Governor, public employees can be declared "disaster service workers" and that school
districts have a responsibility to be as prepared as possible to meet emergencies. "Public
employees" applies to all persons employed by the State, County, City, City and County, or Public
District.
Title 24, California Code of Regulations prescribes standards for the design and construction of
public schools. However, non-structural seismic safety elements receive limited attention. Non-
structural elements include anything, which is not part of the columns, beams, and load-bearing
walls; these light fixtures, bookcases filing cabinets and windows can pose life safety threats during
an earthquake.
Title 22, Chapter 1, Article 3, Section 101174, California Code of Regulations, specifies that each
child care licensee shall have and maintain on file a current , written disaster and mass casualty plan
of action.
The law section of this document is from the "Earthquake Preparedness Policy: Considerations for School Governing Boards"
and the background section of "Crisis Response Box" listed under references.
REFERENCES
"Crisis Response Box - A Guide to Help Every School Assemble the Tools and Resources Needed for a
Critical Incident Response," published by the Offices of the California Attorney General and
Cali fornia Superintendent of Public Instruction. Thi s document can be downloaded from the
website: http:lwww.caag.state.ca.us/cvps/crisisresponse.pdf.
"Earthquake Preparedness Policy: Considerations for School Governing Boards" , a document from
Contra Costa County Office of Emergency Services.
"Nuclear Power Pl ant Emergency Response Pl an Guidelines for Private Schools within the Diabl o
Canyon Power Plant Emergency Pl anning Zone" , San Lui s Obispo County Offi ce of Emergency
Services.
"Official Report of the Northridge Earthquake", by the Task Force on Education, August 17, 1994.
Authorized by the Senate Select Committee on the Northridge Earthquake, Senator David
Roberti, Chair. For a copy contact: Senate Publications, 1020 N Street, Room B-53,
Sacramento, CA 95814 (916) 327-2155 (use stock number 777-S when ordering) .
Rodeo/Hercules Fire Protection Di strict, 1680 Refugio Valley Rd., Hercules, CA 94547.
School or Di stri ct Emergency Pl ans referenced: John Swett El ementary School Emergency Plan, John
Swett Unifi ed School District Emergency Plan, Lafayette School Di stri ct Emergency Plan,
Moraga School Di strict Emergency Pl an, Mt. Diablo Unified School District Emergency
Preparedness Manual , Orinda Union School Di strict Emergency Plan, San Ramon Valley Unified
School Di stri ct Emergency Plan, St. Patrick's School Emergency Plan, Walnut Creek School
Di stri ct Emergency Plan, and the West Contra Costa Unified School Di stri ct Emergency Plan.
"The ABCs of Post-Earthquake Evacuation, A Checklist for School Administrators and Faculty",
published by the Governor's Office of Emergency Services. For more information contact the
OES Coastal Region 1300 Clay Street , 4th Floor, Oakland, CA 94612, (510)286-0858
,
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Telephone : Toll Free 1-877-541-8420
April 21. 2014
ne 6160 MISSION GORGE RD SUITE 300
DI
Name : JASMINE TAYLOR
Account Number : 30909105 PIN : XP
Client Reference Number : See the reverse side of this
letter or attached delail page
Client: See the reverse side of this leiter or attached detail
page
Since you have failed to cooperate with us regarding the above obligation, we have assigned your account to a Special Collection
Unit. They have been instructed to research and submit documentation on the following items:
1. Your source of income;
2. Your savings and/or checking accounts;
3. Your real estate ownership and equities;
4. Your business and employment activities.
Upon completion of this research. and should it be necessary, our staff will then decide the best course of action necessary to
collect the debt.
We have no desire to cause you embarrassment and wi sh to settle this amicably. We strongly suggest that you either contact our
Collection Department within 72 hours of receipt of this letter or remit the balance in full.
Your account representative is: ALLIANCEONE 877-541 -8420
For y'our convenience you can now make -'your debit card or credit card payment towards your AllianceOne account online at:
http://www.payaoLcom or by calling our Z4-hour automated phone system at the number above. Please use your AliianceOne
account number 30909105. You may also mail your payment to the address below or visit the office at the address noted above:
there is no fee assessed to process mail or want-in payments.
This communication is from a debt collector. This is an attempt to collect a debt. and any information obtained will be used for
that purpose.
____________ ___________________________________ ___ __ ____________________________________ _
PO BOX 510267
LIVONIA M148151-6267
RETURN SERVICE REQUESTED
... Mail return address only: send no letters
1.111, 11.1" 111111 '11 ,11111.,111111111111" .11, 1'11'1'1111111111,
S-CUAMFC10 L-SPLNONCT A-30909105 0-30909105
P3HKR100411233 -313230421119140
JASMINE TAYLOR
5753 RODEO RD
LOS ANGELES CA 90016-5013
I n :::ntfimo:> it
o contact us regarding your account, call: If you wish to pay by VISA or MasterCard
011 Free 1-877-54 1-8420 fill in the information below and relum.
Credit Card Number Check One: 0 Visa 0 MasterCardr---r-,-,----,
I I I I I - I I I I I - I I I I - I I
l'-'-p-"ay"'ffi::::e:::'t.:.:A:.;:ffi::Jtl"'s__ .---lllt..:Exp=.::::D::::at:::,e'eJlL--'--"-"'II cw # L I I
Card Holder Name ___________ 3IWJmberlD:\b8ck04 card)
Signature of Card Holder ___________ Oa1e ___ _
111 .11"I ' IIIIIII'hlll ' IIIIII ' IIIII,IIIII ' I"ltl 1111 11111'1111'
ALLIANCEONE RECEIVABLES MANAGEMENT INC.
PO BOX 2449
GIG HARBOR WA 98335-2449
... Please send all correspondence and make check
or money order payable to the above address:
FVfminn Phone #
CREDITOR
LOS POLICE COMMI SSION
LOS ANGELES POLICE COMMISSION
tOTAL
ACCOUNT NUMBER
1166341
1167660
ASND AMT ASNO INT
321 . 16 0.00
445.16
766.32
0 . 00
0.00
POST INT OTHR FEES PAY REC

0 . 01l 0.00 0.00
TOTAL
321.H
0 . 00
0.00
0 . 00
0.00
0 . 00 44 S .lfi
0.00 766 . 32

ne
Receivables ManClgement , Inc.
Telephone : Toll Free 1-877-541-8420
January 9, 2014
6160 MISSION GORGE RD SUITE 300
SAN DIEGO CA 92120
Name : JASMINE TAYLOR
Account Number : 30909105 PIN : XP
Client Reference Number : See the reverse side of this
letter or attached detail page
Client: See the reverse side of this letter or attached detail
page
Your account has been reported past due, and has now been placed with AliianceOne for immediate collection efforts. It is
important to contact us as soon as possible. If remitting payment, please include the payment stub below and be sure your
account number appears on your check or money order. All contacts and payments are to be made through this office to ensure
proper posting. Please be advised that the Clerk utilizes multiple collection agencies.
Where the debt is $50.00 or more, it is our practice to place information regarding the debt with the appropriate credit-reporting
agencies.
For your convenience you can now make your debit card or credit card payment towards your AllianceOne account online at:
http://WINW.oayaoi.com or by calling our 24-hour automated phone system at the number above. Please use your AllianceOne
account number 30909105.
Thi s communication is from a debt collector. This is an attempt to collect a debt, and any information obtained will be used for
that purpose.
A $10.00 FEE WILL BE CHARGED FOR EACH CREDIT OR DEBIT CARD PAYMENT.
As required by law, you are hereby notified that a negative credit report reflecting on your credit record may be submitted to a
credi t reporting agency if you fail to fulfill the terms of your credit obligations.
The state Rosenthal Fair Debt Collection Practices Act and the federal Fair Debt Collection Practices Act require that, except
under unusual circumstances, collectors may not contact you before 8 a.m. or after 9 p.m. They may not harass you by using
threats of violence or arrest or by using obscene language. Collectors may not use false or misleading statements or call you at
work if they know or have reason to know that you may not receive personal calls at work. For the most part, collectors may not
tell another person, other than your attorney or spouse, about your debt. Collectors may contact another person to confirm your
location or enforce a judgment. For more information about debt collection activities, you may contact the Federal Trade
Commission at 1-877-FTC-HELP or www.ftc.gov.
_ ..... .... ___ .... _ .. _ .. _. i'!!9 _ ."YAh .. __ __ _ . _ ....... _ ... _ .............. _
PO BOX 510267
LIVONIA MI 48151-6267
RETURN SERVICE REQUESTED
... Mail return address only; send no letters
111'1 ' 1'11 111,111,,1,1 ' 1111111111111,111'11"111111, 1111111111111
SCUAMFC10 LZNTC1C A 30909105 030909105
P38LB600202496284808014 107486
JASMINE TAYLOR
5753 RODEO RD
LOS ANGELES CA 90016-5013
I Davtime Phone #
o contact us regan:ting your account. call : If you wish to pay by VISA or MasterCard.
011 Free 1877541 6420 fill in the information below and return.
Credit Card Number Check One: 0 Visa 0 MasterCard
I I I I
I . I
I I I
I . I
I I
I . I
I I I
I Payment Ame I $ II Exp. Date: I
II
CW#:
I I I
1
Card Holder Name (lasl 3 numb"", Of> back 01 CIIr<I )
Signature of Card Holder Date
1111,111,111,1'11111,11'11111111,1'111111 11111,11111111,1111
11
1, 1
ALLIANCEONE RECEIVABLES MANAGEMENT INC.
PO BOX 2449
GIG HARBOR WA 98335-2449
.... Please send all correspondence and make check
or money order payable to the above address:
EveninQ Phone #

ne
Receivables Management . Inc .
TeleFono : Tol l Free 1-877-541-8420
enera 9, 2014
6160 MISSION GORGE RD SUITE 300
SAN DIEGO CA 92120
SU CUENTA SE HA REPORTADO VENCIDA,Y AHORA HA SIDO COLOCADA CON ALLIANCEONE PARA
ESFUERZOS INMEDIATOS DE COLECCI6N. ES IMPORTANTE AVISARNOS TAN PRONTO COMO SEA
POSIBLE. SI REMITE EL PAGO, INCLUYA POR FAVOR EL TALONARIO QUE APARECE AL MARGEN Y ESTE
SEGURO QUE SU NUMERO DE CUENTA APARESCA EN SU CHEQUE 0 GIRO POSTAL. TODO AVISO Y SUS
PAGOS DEBERAN SER HECHOS A ESTA OFiclNA PARA ASEGURAR QUE EL CREDITO APROPIADO SEA
REPORTADO.
D6NDE LA DEUDA ES $50.00 0 MAS, ES NUESTRA pRACTICA COLOCAR INFORMACI6N CON RESPECTO A
LA DEUDA CON LAS AGENCIAS DE CREDITO APROPIADAS. EL ESTADO DE CALIFORNIA NOS REQUIERE A
PROPORCIONAR A RESIDENTES CON LA INFORMACI6N SIGUIENTE: UN REFLEJAR NEGATIVO DEL
INFORME DE CREDITO EN SU REGISTRO PUEDE SER SOMETIDO A UNA AGENCIA DE CREDITO SI USTED
FALLA A CUMPLIR LOS TERMINOS DE SUS OBLIGACIONES DEL CREDITO.
Para su convenencia puedes pagar su cuenta de AllianceOne con su tarjeta bancaria 0 de credito por internet al
http://www.payaoi .com 0 lI amando nuestro sistema telefonico automatizado disponible las 24 horas del dia al
teleFono que aparece en la parte superior. Utilice por favor su numera de cuenta de AliianceOne 30909105.
Esta comunicacion es de un coleccionista de deuda. Se trata de un intento de cobrar una deuda, y para ello se
utilizara cualquier informacion obtenida.
UN COBRO DE $10.00 D6LARES SERA APLICADO A CADA PAGO REALIZADO CON TARJETA DE CREOITO 0
DEBITO.
Como exige la ley, por la presente se notifica que un informe de credito negativo que refl eje en su registro de credito
puede presentarse a un credito informes Agencia si no cumplir con los terminos de sus obligaciones de credito.
EI Estatuto para Practicas Justas de Cobranza de Deudas de Rosenthal y EI Estatuto para Practicas Justas de
Cobranza de Deudas del Estado requieren que, con excepcion de ci rcunstancias especiales, un cobrador no Ie
contacte antes de las 8 a.m. 0 despues de las 9 p.m. No deben acosari e utilizando amenazas de violencia, arresto 0
el uso de vocabulario Los Cobradores no deben utilizar deciaraciones falsas 0 enganosas ni lIamarl e al
trabajo si saben 0 tienen motivo de saber que usted no puede reci bir lI amadas personales en su trabajo. En gran
parte, los cobradores no deben discutir con otra persona, con excepcion de su conyuge 0 abogado, la informacion
acerca de su deuda. Los cobradores pueden contactar a otra persona para confi rmar su ubicacion 0 imponer un
juicio. Para mas informacion acerca de actividades en el cobra de deudas, puede lIamar a la Com is ion Federal de
Comercio (Federal Trade Commission) al 1-877-FTC-HELP (1-877-382-4357) 0 ir a www.ftc.gov.
LOS ANGELES POLICE DEPARTMENT
Board of Police Commissioners/Alarm Section
100 West First Street, Suite 147
Los Angeles, CA 90012-4112
December 17,201 3
JASMINE TA YLOR
5753 RODEO RD
#T-4 1339 - JASMINE TAYLOR
5753 RODEO RD
LOS ANGELES, CA 90016-4406 LOS ANGELES, CA 90016-4406
REGISTRATION NO. T-41339
As of the date of thi s notice, City records indicate that you have outstanding fees for false alarms. Since you
have not responded to previous notifications from the City and you have been made aware of the consequences,
we can now proceed with legal remedies available to the City to satisfy the outstanding charge(s). The remedies
may include (I) forwarding your account to a private collection agency that reports to credit bureaus, and (2)
filing a legal action seeking entry of a civil judgment against you, which may result in the following actions:
Seizing Property, Attaching Wages, Additional Court Action.
In order to avoid the above actions and additional costs, you must immediately satisfy this matter by paying the
amount due specified on the attached invoice. Your check must be r eceived within ten (10) days. Failure to
remit the amount demanded may subject you to, without further warning, the accrual of applicable penalty and
interest, in addition to collection fees up to 45% of the total due to recover collection costs.
Please return this notice with your payment. Your check should be payable in full to the City of Los Angeles.
Include the above registration number on the check or money order. You may also pay by credit card.
DO NOT SEND CASH. Send payment using the enclosed envelope. Written inquiries may be directed to:
City of Los Angeles, Police Commission, Alarm Section
100 West First Street, Suite 147
Alarm School - Offered to alarm system users who have a valid alarm permit issued by the Office of Finance or
have applied for the permit prior to the false alarm date. If you were billed under a "T" or "N" registration
number, or if you did not renew your permit, you are NOT eligible for alarm school waiver. For online school,
log onto laedalarmschool.lapd.laci/y.orlJ. For a mail-in-home study course, call the number listed below.
Alarm Section's telephone number: (213) 996-1200
Telephone hours: 8:00 a.m. - 5:00 p.m., Monday t hru Friday only (except holidays)
Rev. (6// 3)
"
Ref # 1199937
City of Los Angeles - False Alarms
P.O. Box 30879
Los Angeles CA 90030-0879
Invoice Summary Statement
RESPONSIBLE PARTY ALARMED LOCA nON
JASMINE TAYLOR JASMINE TA YLOR
5753 RODEO RD 5753 RODEO RD
LOS ANGELES CA 90016-4406 LOS ANGELES CA 90016-4406
REGISTRATION #
! ' ._0- ,. I BALANCE FORWARDED" I
T-41 339
I I I
$259.00
Invoice
I
AclionTaken Dale Sent Charged Appealed
I
Paid I Outstanding
I CaselEvent No ' Incident Dale
1167660 131008004527 1010812013 $359.00 $0.00 $0.00 $359.00
r
bonVilfI
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Statement Total: $359.00
MAKE CHECKIMONEY ORDER PAYABLE TO CITY OF LOS ANGELES.
Invoice 1167660
Remit To City of LA - Fal se Alarms
P.O. Box 30879
From: Reg # T-41339 Location: JASMfNETAYLOR
JASMINE TAYLOR 5753 RODEO RD
5753 RODEO RD LOS ANGELES, CA 90016-4406
LOS ANGELES, CA 90016-4406
Statement Total $359.00 PAYMENT
Total Outstanding: $618.00
Ref. # 1199937
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PAYTO THE
QRDERO
COMMUNITY HARVEST FOUNDATION
DBA URBAN VILLAGE MIDDLE SCHOOL
5753 RODEO RD.
DATE A /0. J 2..CZ>\L\
\:-%' --;I' I
12 31

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"l.';
\90 DOLLARS
EHASE-O
JPMo{9In N.A,. _
www.Chase.cort'
,
"
Please detach and return this lower porti on with check make payable to Canon Solutions America, Inc.
Ca on
CANON SOlUTlONS AMERICA
Remit Payment To:
FEIN #: 13-2677004
Canon Solutions America. Inc.
FILE 51075
LOS ANGELES, CA 90074 1075
BiIITa: 1753992
Alln: Accounts Payable
5753 RODEO RD
LOS ANGELES. CA 90016-5013
Invoice Number
Invoice Date
Invoice Amount
Past Due Aft er
Balance Due
Enclosed Amount
o PlEASE INDICATE BIWNG ADDRESS CHANGES ABOVE
40 11 355008
November 20,2013
$90.75
December 20, 2013
$90.75
Please detach and return this lower portion with check make payable to Canon Solutions America. Inc.
Ca
Remit Payment To:
FEIN #: 13-2677004
Canon Solutions America. Inc..
FilE 51075
lOS ANGELES. CA 90074- 1075
Bill To: 1753992
Attn: Accounts Payable
5753 RODEO RD
lOS ANGELES. CA 90016-5013
Invoice Number
Invoice Date
Invoice Amount
Past Due After
Balance Due
Enclosed Amount
o PlEASE INDICATE BILLING ADDRESS CHANGES ABOVE
4011361956
November 21, 2013
$412.50
December 21 . 2013
$412.50
Please detach and retum this lower portion with check make payable to Canon Solutions America, Inc.
Canon
Remil Payment To:
FEIN #: 13-2677004
Canon Solutions America, loe.
FilE 51075
lOS ANGELES. CA 90074- 1075
Bill To: 1753992
Attn: Accounts Payable
5753 RODEO RD
lOS ANGElES. CA 90016-5013
Invoice Number
Invoice Dato
Invoice Amount
Past Duo After
Balance Due
Enclosed Amount
o PlEASE INOICATE BILLING ADDRESS CHANGES ABOVE
4011393239
Novomber 26, 2013
$7.62
December 26, 2013
$7.62
I 102..
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Subj ect: COMMUNITY HARVEST FOUNDATION- ACCT #1753992
From: saturner@csa.canon. com
Date: Wed, Apr 30, 2014 8:58 am
To: dgarcia@urbanvi llagems.org
Attach: _1_09D9065C09D903F00057BACF86257CCA
_1_09D8D79809D8D3C40057BACF86257CCA
_1_ 09D8 E86809 D8E4940057BAC F86257CCA
-- --- ~ ~ . ~ ~
Hello Diana,
Page I of I
I have provided below the invoices that check #1231 has been applied to. These invoices are now closed.
Thank you for your payment! If you have any questions or concerns please feel free to contact me.
Invoi ce Number Due Dat e
4011355008 20-Dec-13
4011361956 21-Dec-13
4011393239 26-Dec-13
Thank you,
Canon
Amount Balance Status
$ 90,75 $
- Closed
$ 412.50
$
- Closed
$ 7.62 $
- Closed
Sandra Turner
Representative, Credit & Collections I
Canon Soluti ons Ameri ca, Inc.
425 N Martingale Rd. Sdlaumburg, IL 60173
www.csa.canon.com
saturner@csa.canon.com
T 847.706.3089 F 847.706.3454
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TAB 27
Approval of the Material Revision of the Charter for USC Hybrid High School to Decrease Enrollment,
Modify School Schedule and Instructional Model, Governance Structure; Job Descriptions; and Student
Discipline Policy
Action Proposed:
Staff recommends the approval of the material revision of the charter for USC Hybrid High School to
decrease its enrollment capacity from 650 students to 500 students, to modify the school schedule and
instructional model, to revise the governance structure, to modify job descriptions and positions, and to revise
the student discipline policy and procedures.
Background:
USC Hybrid High is seeking to amend its charter to formalize changes the school has implemented under
new leadership (the timing of which is an issue the CSD has raised to the school as part of oversight to ensure
any future changes are made after appropriate District approval). The Charter petition as originally approved
by the LAUSD board of education on December 6, 2011, contained provisions for the school to operate on a
flexible seven-day per week schedule. Due to a number of unforeseen factors, the USC Hybrid HS board and
new leadership staff realize that the school is best able to meet the needs of their students by revising its
petition to a more traditional 8:00am - 4:00pm five-day per week schedule. The schools current enrollment
is approximately 227 students in grades 9 and 10 with a planned grade expansion each subsequent year until
Grade 12 is reached in 2016 with a total enrollment capacity of 500 students.
The material revision also includes necessary revisions pursuant to AB 484 testing requirements and plans to
address the eight state priorities for the Local Control Funding Formula and Local Control and
Accountability Plan. A new job description for the Principal and new descriptions of the duties of the Board
of Directors are also a part of this material revision along with updates to all District required language for
charter school petitions, which reflects District policy and applicable state and federal laws, statutes, and
regulations. (Full details of the material revision of the charter petition by element can be found in the
supplemental document: Material Revision to the Charter for USC Hybrid High School.)
USC Hybrid HS was originally granted its charter by the Board of Education on December 6, 2011, and
opened on September 4, 2012. USC Hybrid HS is currently located at 350 S. Figueroa Street, Los Angeles,
CA 90071 in Board District 2, Educational Service Center East. According to March 2014 CDE data, the
schools demographics are approximately 66% Latino, 26% African American, and 5% White. USC Hybrid
HS has chosen to implement its own English Learner Master Plan and has provided supporting
documentation to the Charter Schools Division.
In 2013 USC Hybrid HS achieved a school-wide Base API of 688. Based on CST results, 37% of 9
th
graders
tested scored proficient in ELA and 21% scored proficient in Math. The school met 6 of 11 AYP Criteria.
USC Hybrid HS does not have a School Performance Framework classification due to missing 4-year cohort
graduation data and first time California High School Exit Exam (CAHSEE) data.
The school has not yet earned a 2012 Statewide Rank or Similar Schools Rank due to their limited numbers
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The school has not yet earned a 2012 Statewide Rank or Similar Schools Rank due to their limited numbers
of years in operation. The 2013 Academic Growth Over Time (AGT) report indicates that students tested
below their predicted growth in ELA, at predicted growth in General math, and far below predicted growth in
Algebra 1. The school has shared internal data which indicate some positive trends, and the CSD will
continue to monitor the schools progress as it implements Common Core.
According to the Office of Data and Accountably February 2014 report, USC Hybrid High has a suspension
rate of 35.1% which far exceeds the 5-8% threshold which enters a charter school into the Charter Schools
Divisions (CSD) tiered intervention plan for suspensions. Consequently, a Notice to Cure was sent to the
Board President requiring the school submit a suspension improvement plan to CSD. This is a concern that
the CSD continues to monitor closely. According to the plan the school submitted on March 26, 2014, the
school has implemented behavior plans for students which include target goals, a behavior tracker, and more
frequent communication with parents. School leaders have also established a partnership with Childrens
Hospital Los Angeles for students who require drug counseling and hired a full-time counselor to support
students social-emotional needs.
The changes made in this material revision, especially to Element 10, are expected to have a direct impact of
the high number of suspensions, as well, specifically that the school has dedicated a student support team that
leads schoolwide efforts to support individual students needs and provide differentiated behavior support for
students who need it. This includes identifying the students who are in the most need of behavior support and
implementing behavior monitoring and coordinated behavior plans. The school also employs a highly
qualified full-time Counselor to support students social-emotional needs and to advise staff on how best to
meet students social-emotional needs as well.
There are a variety of other alternatives to suspension also in use on a case-by-case basis, such as alternative
programming, student schedule changes, appropriate in-school alternatives in which students receive
academic tutoring and behavior coaching, and mini-courses/modules on topics related to social-emotional
behavior to provide opportunities for self-reflection on behavior.
Expected Outcomes:
USC Hybrid High School is expected to operate its charter school in a manner consistent with local, state, and
federal ordinances, laws and regulations and with the terms and conditions set forth in its charter.
Yes - The approval of the material revision of the charter would grant USC Hybrid High School the right to
continue to operate as a charter school under the terms of the charter, as amended, for the remainder of its
charter term.
No - The denial of the material revision of the charter would result in USC Hybrid High School continuing
to operate under the terms of its current charter.
Budget Impact:
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revision is also contingent upon adequate liability insurance coverage.
Attachments:
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USC HYBRID HIGH SCHOOL
BOARD OF EDUCATION REPORT 404 - 13114
May 13, 2014
The proposed action would amend the charter of USC HYBRID HS to decrease its enrollment capacity from 650
to 500 students in grades 6-12, effective upon Board approval of the material revision and ending at the expiration
of the school's Current charter on June 30, 20 17. The school's total enrollment will be 500 students in grades 6-
12.
II . Summary Description of Current District Practice:
Charter schools are schools or choice by legislat ion and are open to any student in the State of Cal i fa mia. Charter
schools are granted single charter status for a maximum of five (5) years. It should be noted, however, that
although State legislation allows students to attend a charter school from any area in the state, the Los Angeles
Unifi ed School District (LAUSD) is under Court Order, Crawford v. LAUSD, which applies to all schools within
or chartered through the LAUSD. Any modifications to the Court-Ordered Integration Program must first be
approved by Student Integration Services.
Ill. Proposed Change:
The approval of this material revISion would revise the charter of USC HYBRlD HS. effective upon Board
approval of the material revision, to provide an enrollment capacity of 500 students in grades 6 -1 2. To modify the
instructional program from all online classes to a balance of lecture -based classes and online, self-paced classes;
to modify the school schedule from a flexible, 7-day per week schedule to a traditional 5-day per week schedule;
incorporating six annual promotion requirements (academic, behavior, physical fitness, annual projects,
community services and attendance); modification of job descriptions and responsibilities; the addition of job
descriptions and responsibilities; and revise the student discipline policy and procedures.
IV. Effects of This Proposa l:
The Los Angeles Unified School District (LAUSD) does not guarantee availability of Court -ordered Integration
funding. The charter school will be responsible for maintaining the Court Order and providing infonnation
requested by the LAUSD as set forth in the Charter petition. Modifications or school decisions cannot negatively
impact or cause additional costs to the Court-ordered Int egration budget.
V. Analvze the Impact of This Proposal on Integration. Desegregation, Re-segregation and/or Segregation:
If the Charter goals are met, there should be positive results on the five (5) Hanns of Racial Isolation which are
low academic achievement, low se lf-esteem, lack of access to post-secondary opportunit ies, interracial hostility
and intolerance, and overcrowded conditions. The Court-ordered Integration Program for participating students
will operate under various Court Orders for schools within the Los Angeles Unified School District. Any
modification of the Court-ordered Integration Program must first be approved by Student Integration Services.
Vl. If proposed act ion affects negativelv any desegregation program. list other option(s) identified:
If the District Court-ordered Integrati on Guidelines are foll owed, there will not be a negative effect on the
District 's Court-ordered Integration Program.
Bd. of Ed. Rpt. No. 404 - 13114
APPROVED BY:
Modesta 1. Bas ity
Interim Director
Page 1 of I Board of Education
May 13, 2014
Page 1 of 5

MATERIAL REVISION TO CHARTER OF
USC HYBRID HIGH SCHOOL

This Material Revision to the Charter of USC Hybrid High School (Material
Revision) is made between Los Angeles Unified School District (District), a California
public school district, and Ednovate, a California non-profit corporation, (Parties) operating
a California public charter school known as USC Hybrid High School (Charter School
and/or USC Hybrid).

This Material Revision is to be read in conjunction with and shall expressly amend the
Charter of USC Hybrid High School approved by the Los Angeles Unified School District
Board of Education on [December 6, 2011] (Charter). The effective date of this Material
Revision is on Fall 2015.
A. WHEREAS, Parties agree to materially revise the Charter, and where required,
its Bylaws, to reflect changes to the Charter as noted below;
B. WHEREAS, District and Charter School jointly agree to amend certain
provisions of the Charter to reflect District policy and applicable state and federal laws,
statutes, and regulations;
C. WHEREAS, Ednovate, the governing board of USC Hybrid, adopted a new
instructional model to ensure that 100% of the students enrolled at USC Hybrid will graduate
and be accepted at a four-year college or university;
D. WHEREAS, the Material Revision amends provisions in the Charter pertaining
to goals for each of the eight state priorities contained in the Local Control and Accountability
Plan (LCAP) as required as part of the Local Control Funding Formula (LCFF); and,
E. WHEREAS, the Material Revision amends provisions in the Charter pertaining
to the lottery process, discipline, and updates the Charter language consistent with the
Districts most current District Required Language.
NOW, THEREFORE, the parties hereby acknowledge the adequacy of the
consideration given for this Material Revision and, notwithstanding any provision to the
contrary set forth in the Charter, the parties hereto expressly agree as follows:

1. Element 1: Educational Program. The Charter shall be amended to reflect the
following:

a. Amended enrollment capacity from 650 students to 500 students, with the number
of students in the first year from 150 to 120 students.

b. Modified school schedule from a flexible seven-day per week schedule to a
traditional five-day per week, 8:00 a.m.- 4:00 p.m. schedule.

Page 2 of 5

c. Modified instructional program and curriculum from all online classes to be a
balance of lecture-based classes and online, self-paced classes as outlined
throughout Element 1, including but not limited to revisions to the following
sections: Mission, Vision, Community Resources, Summary Research Findings
and Program Features, Learning Environment, Goals, Typical School Day,
Personalized Learning, Delineation of Core Subjects and Project Requirements,
Instructional Methodologies and Evidence of Effectiveness, Scope and Sequence,
Teacher Professional Development, Academic Calendar, Meeting the Needs of
Diverse Learners, and Implementation Timelines.

d. Updated District Required Language for Element 1.

2. Element 2: Measurable Pupil Outcomes. The Charter shall be amended to reflect the
following:

a. Modified Measurable Goals of Educational Program and Student Outcome Goals,
including updated measurement instruments consistent with AB 484 testing
requirements.

b. Addition of eight state priorities for the schools Local Control and Accountability
Plan (LCAP).

c. Updated District Required Language for Element 2.

3. Element 3: Methods by Which Student Outcomes Will be Measured. The Charter
shall be amended to reflect the following:
a. Modified Methods for Assessing Attainment of Student Outcomes, School-Level
Assessments, Schedule of Assessments, Promotion Requirements, and Using Data
to Inform Instructional Program.

b. Updated District Required Language for Element 3.

4. Element 4: Governance. The Charter shall be amended to reflect the following:
a. Addition of Ednovate, Inc. services.
b. Addition of Board Director Duties.
c. Removal of the Curriculum and Instruction Committee.
d. Removal of the Personnel Committee.
e. Removal of School Based Committees to be replaced by the Parent Advisory
Council.
f. Removal of the current composition of the Ednovate Board.
g. Updated District Required Language for Element 4.

5. Element 5: Employee Qualifications. The Charter shall be amended to reflect the
following:
a. Modified job description and qualifications of the Principal.
Page 3 of 5

b. Addition of Assistant Principal job description and qualifications.
c. Removal of Student Services Coordinator.
d. Removal of Intervention Coordinator.
e. Modified teacher job responsibilities.
f. Replacement of Office Manager with Operations Manager and description of job
duties and qualifications.
g. Replacement of Office Personnel with Data and Compliance Coordinator and
description of job duties and qualifications.
h. Addition of Office Assistant and description of job duties and qualifications.
i. Removal of Instructional Aides position.
j. Replacement of Maintenance and Operations Worker with Building Manager and
description of job duties and qualifications.
k. Addition of School Resource Officer and job duties and qualifications.
l. Modified Teacher Recruitment and Selection section.
m. Updated District Required Language for Element 5.

6. Element 6: Health and Safety. The Charter shall be amended to reflect the following:
a. Updated prescription medication provision.
b. Updated Emergency Situations section.
c. Updated District Required Language for Element 6.

7. Element 7: Racial and Ethnic Balance. The Charter shall be amended to reflect the
following:
Updated District Required Language for Element 7.

8. Element 8: Admission Requirements. The Charter shall be amended to reflect the
following:
a. Updated Public Random Drawing provisions pertaining to lottery process and
dates, and preference categories in the event of a lottery.
b. Updated District Required Language for Element 8.

9. Element 9: Financial Audits. The Charter shall be amended to reflect the following:

10. Element 10: Student Discipline. The Charter shall be amended to reflect an updated
policy on Student Code of Conduct and Discipline Policy.

11. Element 11: Retirement Systems and Employee Matters. The Charter shall be
amended to reflect the following:
a. Clarification of Time Off provisions.

12. Element 12: Attendance Alternatives. The Charter shall be amended to reflect the
following:

Page 4 of 5

13. Element 13: Rights of District Employees. The Charter shall be amended to reflect the
following:

14. Element 14: Dispute Resolution. The Charter shall be amended to reflect the
following:

15. Element 15: Exclusive Public School Employer. The Charter shall be amended to
reflect the following:

16. Element 16: School Closure Procedures. The Charter shall be amended to reflect the
following:

17. Additional Provisions: The Charter shall be amended to reflect the following:
Updated District Required Language pertaining to Facilities, Insurance and
Indemnification Requirements, and Fiscal Matters.

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

19. All other provisions not in conflict with the Material Revision of the Charter shall
remain in effect. The USC Hybrid charter petition is attached as amended by the
terms of this document. The originally approved charter petition dated
December 6, 2011 is also attached for reference.

Page 5 of 5

IN WITNESS WHEREOF, the parties hereto have caused this Material Revision to be duly
executed and delivered in their respective names by their authorized representatives as of the
date set forth below.
DATED: May 13, 2014 USC HYBRID HIGH SCHOOL
(Charter School)

By:

Title:

Authorized Representative of Ednovate, Inc., on behalf of
Charter School

DATED: May 13, 2014 LOS ANGELES UNIFIED SCHOOL DISTRICT
(District)

By:

Title:

District

Attachments:
Revised Charter Petition
Originally Approved Charter Petition
DUE TO THE SIZE, ATTACHMENTSAREVIEWABLE
VIA THE LAUSD BOARD OF EDUCATION WEBSITE,
WWW.LASCHOOLBOARD.ORG/CHARTERPETITIONS
ANDAT REQUEST IN THE CHARTER SCHOOLS
DIVISION:
333 SOUTH BEAUDRYAVENUE, 20
TH
FLOOR
(213) 241-0399
TAB 28
Denial of the Renewal of the Charter for Watts Learning Center Charter Middle School and
Amendment to Increase Enrollment [Public Hearing]
Action Proposed:
Staff recommends that the Los Angeles Unified School District Board of Education (Board of Education)
deny both the renewal of the charter for Watts Learning Center Charter Middle School and the amendment to
change enrollment from 300 to 420, and adopt the Findings of Fact supporting the denial recommendation
attached to this Board report and on file at the Charter Schools Division (CSD).
Background:
Education Code Sections 47605 (b) and 47607 sets forth grounds for denying a charter petition:
"The governing board of the school district shall not deny a petition for the establishment of a charter school
unless it makes written factual findings, specific to the particular petition, setting forth specific facts to
support one or more of the following findings:
(1) The charter school presents an unsound educational program for the pupils to be enrolled in the
charter school;
(2) The petitioners are demonstrably unlikely to successfully implement the program set forth in the
petition;
(3) The petition does not contain the number of signatures required by subdivision 47605 (a).
(4) The petition does not contain an affirmation of each of the conditions described in subdivision (d) of
section 47605; or
(5) The petition does not contain reasonably comprehensive descriptions of all of the sixteen elements set
forth in section 47605 (b) (5).
Moreover, Education Code Section 47607(a)(2) provides that charter school renewals are governed by the
standards and criteria in Section 47605, and shall include, but not be limited to, a reasonably comprehensive
description of any new requirement of charter schools enacted into law after the charter was originally granted
or renewed.
Education Code Section 47607 requires authorizing entities to consider increases in pupil academic
minimum criteria set forth in Education Code Section 47607(b) for schools in operation at least four years.
Moreover, as stated above, Education Code Section 47607 requires the authorizing Board of Education to
consider increases in pupil academic achievement for all groups of pupils served by the charter school as the
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most important factor in determining whether to grant a charter renewal.
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
4. (A) The entity that granted the charter determines that the academic performance of the charter school
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.
While Watts Learning Center Middle School meets one of the minimum statutory criteria, CSD assesses the
school does not meet the aforementioned standards due its overall insufficient academic achievement
performance.
Watts Learning Center Charter Middle School submitted its renewal petition on March 21, 2014 and its
amendment to increase its enrollment on March 11, 2014. Watts Learning Center Charter Middle School was
initially approved for five (5) years as a 6-8 grade school by the Board of Education on August 25, 2009. The
school currently serves 344 students, grades 6-8, in Board District 7, Educational Service Center South, at
8800 South San Pedro Street, Los Angeles, CA 90003. For the 2013-2014 school year, the school is co-
located at the Mervyn M. Dymally High School campus through a Proposition 39 agreement.
The school is seeking to serve 420 students in grades 6-8 in year 1 of its renewing term. Throughout its
charter term, Watts Learning Center Charter Middle School has operated as a middle school with an
enrollment from 39 to 349 students based on Norm Enrollment data.
The Charter Schools Division and the Office of the General Counsel reviewed the charter petition. A due
diligence review of the school leader(s) and onsite financial manager is being performed by the Office of the
Inspector General (OIG). Staff will inform the Board of any material negative findings and take appropriate
action. Current Watts Learning Center Charter Middle School Board members completed questionnaires
regarding conflicts of interest.
Although the charter school has met one of the minimum criteria set forth in Education Code Section 47607
(b), during its five years in operation, Watts Learning Center Charter Middle School has not consistently
achieved academic progress and is currently identified as a Focus school based on the 2013-14 School
Performance Framework. Consequently, this denial recommendation for the renewal and amendment is
based primarily on its academic standing (as described below and in greater detail in the Findings of Fact) and
the portions of the petition that are not reasonably comprehensive.
Some of the academic results include:
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School Performance Framework rating has been Focus for the past two years.
2012-13 AGT in ELA and math (general and Algebra I) are far below predicted growth.
2013 Growth API is 621; while this represents an increase of 65 points from the previous year and the
school met subgroup API targets, it represents a decline of 56 points when considering the schools 2009-
10 Growth API of 677. Moreover, as noted above, the schools AGT result show far below predicted
growth at a student-level analysis in ELA and mathematics.
The 2013 API of 621 is lower than the Resident Schools Median of 632.
The schools API has shown an increase only once over the last three years.
The schools inconsistent API trend include a drop of 110 points in 2010-11, a drop of 17 points in
2011-12, and the recent increase of 65 points for an aggregate negative growth of 62.
Statewide ranking of 1 for three consecutive years.
2012-13 Similar Schools ranking is 1. (N/A for previous two years.)
2012-13 reclassification rate is 4%.
Overall 2012-13 CST ELA proficiency rate is 27%.
2012-13 CST ELA proficiency rate is 4% less than the Resident Schools Median.
Overall 2012-13 CST math proficiency rate is 11%.
2012-13 CST math proficiency rate is 12% less than the Resident Schools Median.
The Student Achievement and Educational Performance section of the oversight Annual Evaluation
report has been scored as unsatisfactory for the past two years.
The Governing Board for Watts Learning Center Charter Middle School also operates Watts Learning Center
which was approved by the Board of Education on June 23, 1997 and opened in Fall 1998. Watts Learning
Center is identified as a Service and Support school based on the 2013-14 School Performance Framework.
Grounds for Denial:
In accordance with Education Code sections 47605 and 47607, the Charter schools Division (CSD) finds
that although Watts Learning Center Charter Middle School has met one criterion for renewal, this
recommendation for denial of the renewal is presented based on the schools unsound educational program
and lack of reasonably comprehensive description of all of the sixteen elements in the petition as fully
delineated in the Findings of Fact. Some findings include the following:
The schools current academic performance based on measures, as detailed above and in the Findings of Fact,
including the 2013-14 School Performance Framework; three-year and 2012-13 AGT in ELA, math and
science; 2012-13 Growth API; 2012-13 Statewide ranking; 2012-13 Similar Schools ranking; 2013-14 PI
status; unmet AYP criteria; 2012-13 reclassification rate; and overall CST ELA and math proficiency rates.
This is also evident through the CSDs annual evaluation visit academic rating of unsatisfactory (1 out of 4)
for the past three years.
The petition does not contain reasonably comprehensive descriptions of certain elements, including
elements 1, 2, 3, 4, 5, 8, 10, 11, required in a charter petition.
The school has not provided an alternate plan for the additional students who might not be
accommodated through its current proposed Proposition 39 agreement with LAUSD.
With the exception of growth points in 2012-13 and median ELA proficiency rate when compared to
resident schools median, the school does not compare favorably to resident schools, CDE Similar
Schools, or Comparison Schools.
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Education website at the following link: <http://laschoolboard.org/charterpetitions>.
Expected Outcomes:
Watts Learning Center Charter Middle School is expected to operate its charter school in a manner consistent
with local, state, and federal ordinances, laws and regulations and the terms and conditions set forth in its
petition. However, as noted in the Findings of Fact, Watts Learning Center Charter Middle Schools renewal
petition does not meet the legal standards and criteria for approval set forth in Education Code Section 47605.
Yes - The approval of the nonrenewal and denial of the charter of Watts Learning Center Charter Middle
School would prevent the continuance of Watts Learning Center Charter Middle School as a charter school
effective July 1, 2014 unless they submit their renewal petition for consideration to the Los Angeles County
Board of Education or California State Board of Education and are approved. The approval would also
prevent the school from increasing its enrollment.
No - The failure to deny the charter of Watts Learning Center Charter Middle School could allow Watts
Learning Center Charter Middle School to operate as a LAUSD authorized charter school contrary to the
attached Findings of Fact, as well as increase its enrollment. Within 30 days, the school will be required to
submit to the Charter Schools Division an updated charter petition that meets all LAUSD requirements
including but not limited to a reasonably comprehensive description of elements in the charter and current
District Required Language.
This Board Report No. 417-13/14 and accompanying documents shall constitute the Board of Educations
adopted written findings of fact for the denial of the Watts Learning Center Charter Middle Schools renewal
petition and amendment
No policy implications.
Budget Impact:
There is no budget impact.
Issues are outlined above and in more detail in the attached Findings of Fact for the Nonrenewal and Denial
of Watts Learning Center Charter Middle School.
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Page 1 of 9
WATTS LEARNING CENTER CHARTER MIDDLE SCHOOL
Findings of Fact for Denial of Renewal Petition and Amendment
By the Los Angeles Unified School District

May 13, 2014

The charter review process requires the authorizer to evaluate whether the charter petition meets
the criteria for approval.

Education Code Section 47605 (b) states the required petition elements and conditions for denial.

Education Code Section 47605 outlines additional petition criteria.

Education Code Sections 47607(a) and (b) outline criteria for charter renewal.

Applicable Law and Regulations:

The renewal petition of Watts Learning Center Charter Middle School does not meet
renewal requirements pursuant to Education Code sections 47605 and 47607 and Title 5,
California Code of Regulations, section 11966.4, subdivision (b)(1).).

Education Code section 47607(b) sets forth the requirements for charter school renewal.
Moreover, SB 1290, which amended Education Code 47607, requires the authorizing Board of
Education to consider increases in pupil academic achievement for all groups of pupils served by
the charter school as the most important factor in determining whether to grant a charter renewal.

Education Code section 47607(b) requires a charter school to meet at least one of the following
criteria prior to receiving a charter renewal:

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


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.

Page 2 of 9
following:

i). Documented and clear and convincing data.

ii). Pupil achievement data from assessments, including, but not limited to, the

iii). Information submitted by the charter school.

A school district governing board shall grant a charter for the operation of a school under this
part if it is satisfied that granting the charter is consistent with sound educational practice.
Education Code section 47605(b) provides that the governing board shall not deny a petition for
the establishment of a charter school unless it makes written factual findings, specific to the
particular petition, setting forth specific facts to support one or more of the following findings:

(1) The charter school presents an unsound educational program for the pupils to be enrolled
in the charter school.

(2) The petitioners are demonstrably unlikely to successfully implement the program set
forth in the petition.

(3) The petition does not contain the number of signatures required by subdivision (a) of
Education Code 47605.

(4) The petition does not contain an affirmation of each of the conditions described in
subdivision (d) of Education Code 47605.

(5) The petition does not contain a reasonably comprehensive description of all required
elements.

State regulations provide:

A petition for renewal submitted pursuant to Education Code section 47607 shall be considered
by the district governing board upon receipt of the petition with all of the requirements set forth
in this subdivision:

(1) Documentation that the charter school meets at least one of the criteria specified in
Education Code section 47607(b).

(2) A copy of the renewal charter petition including a reasonably comprehensive description
of how the charter school has met all new charter school requirements enacted into law
after the charter was originally granted or last renewed. (Title 5, California Code of
Regulations, section 11966.4, subdivision (a).)

Page 3 of 9
State regulations further provide:

When considering a petition for renewal, the district governing board shall consider the past
performance of the schools academics, finances, and operation in evaluating the likelihood of
future success, along with future plans for improvement if any. (Title 5, California Code of
Regulations, section 11966.4, subdivision (b)(1).)

Findings of Fact for Denial of Watts Learning Center Charter Middle Schools Renewal
Petition and Amendment to Increase Enrollment:

The Los Angeles Unified School District (LAUSD or District) has determined that although
Watts Learning Center Charter Middle School has met the minimum criteria as required in
47607(b) to be eligible for renewal consideration, the school has demonstrated (1) that the
charter school presents an unsound educational program for the pupils to be enrolled in the
charter school and (2) that the petition does not contain a reasonably comprehensive description
of all required elements. The findings of fact for denying the renewal petition are as follows:

Findings pursuant to Education Code sections 47605(b)(2) and (b)(5) and Title 5,
California Code of Regulations, section 11966.4, subdivisions (a) and (b)(1).)

1. The charter school presents an unsound educational program for the pupils to be enrolled
in the charter school:

Please refer to the data set. Note that any data point not included in the data set was obtained
from the CDE, excluding the School Performance Framework (SPF) and Academic Growth over
Time (AGT) which were accessed from the LAUSD website.

a. School has demonstrated low academic performance as reflected in the following data:
Designated as a focus school for two years (2012-13 and 2013-14) based on
LAUSDs SPF. The School Performance Framework classification is another
criterion considered when reviewing a charter schools renewal application. This
framework has five possible tiers of performance with focus representing the
bottom tier. Schools are placed in the tiers based on points accumulated on two axes,
one of which represents AGT points (see below for some context) and the second
represents points attained based on California Standards Tests (CST) performance in
ELA and mathematics, including Algebra proficiency rate for middle schools, as well
as suspension and attendance rates (only in the most recent year). For the past two
years, this school has achieved one point (the minimum) for each of the latter metrics,
while it has attained 1 point for AGT in 2011-12 and 0 points for AGT in 2012-13.
The Districts Academic Growth over Time is another criterion considered for charter
school renewal to determine whether the charter school has a sound educational
program. AGT results measure the impact of schools and educators on the academic
growth of students based on CST performance. The AGT data compare students
actual performance to their own expected performance. The AGT results are provided
for each of the four content areas and are represented by five levels from Far Above
Predicted Growth (first and top level) to Within the Range of Predicted Growth (third
Page 4 of 9
level) to Far Below Predicted Growth (fifth and bottom level). Reports include data
for the most recent academic year for which CST data are available, as well as an
up-to-three-year average. The school has the following AGT findings:
o English Language Arts: Both 3-year and 2012-13 AGT are far below predicted
growth.
o Math (both general and Algebra I): Both 3-year and 2012-13 AGT are far below
predicted growth. 2011- 12 AGT in General Math and Science are below
predicted growth. 2011- 12 AGT 3-year General Math is far below predicted
growth.
o Science: 2012- 13 Three-Year AGT is below predicted growth.
o Social Studies: 2012- 13 AGT is below predicted growth.
2013 Growth Academic Performance Index (API) is 621; while this represents an
increase of 65 points from the previous year and the school met subgroup API targets,
it represents a decline of 56 points when considering the schools 2009-10 Growth
API of 677.

The schools API has shown an increase only once over the last three years.

The schools inconsistent API trend includes a drop of 110 points in 2010-11, a drop
of 17 points in 2011-12, and the recent increase of 65 points for an aggregate negative
growth of 62.

The overall 2012-13 CST ELA proficiency rate is 27%.
The overall 2012-13 CST math proficiency rate is 11%.
The school has a statewide ranking of 1 for three consecutive years from 2010-11 to
2012-13.
The 2012-13 Similar Schools ranking is 1. (N/A for previous two years.)
In 2013-14, the school is in Program Improvement (PI) Year 3.
The school has never met its Annual Yearly Progress (AYP) criteria since its
inception in 2009-10.
Its 2012-13 reclassification rate is 4%.
The CSDs annual evaluation visit resulted in an academic rating of unsatisfactory (1
out of 4) for the past three years.

b. Comparison Schools Analysis: With the exception of growth points in 2012-13 and
median ELA proficiency rate (the latter only when compared to resident schools median),
the school does not compare favorably to schools of comparisons (three categories)
Page 5 of 9
which include Resident Schools, LAUSD Similar Schools from the CDE and Comparison
Schools from the Charter. Some comparisons include:
The Charter School did not meet or exceed the median of any of the three categories
of comparison schools AYP criteria percentage met in either 2012 or 2013.
The Charter School did not meet or exceed the median of any of the three categories
of comparison schools when considering Growth API in both 2012 and 2013.
In 2011-12, the Charter School did not meet or exceed the median of any of the three
categories of comparison schools when considering API growth points.
With the exception noted above, the Charter School did not meet or exceed the
median of any of the three categories of comparison schools when examining 2012-
13 CST proficiency rates in both math and ELA.
The schools 2013 API is lower than 22 of the 26 LAUSD Similar Schools from the
CDE.
The schools 2013 API is lower than three of the five Resident Schools.
The 2013 API of 621 is lower than the Resident Schools Median of 632.
The schools 2013 API is lower than five of the seven Comparison Schools from the
Charter.
Its reclassification rate is below that of the median for each of the three categories of
comparison schools.
Its reclassification rate is lower than that of 24 of the 26 LAUSD Similar Schools
from the CDE.
Its reclassification rate is lower than the rate of each of the five Resident Schools.
Its reclassification rate is lower than the rate of each of the seven Comparison Schools
from the Charter.
When considering overall 2012-13 CST ELA proficiency rates, Watts LC MS does
not meet or exceed 18 of the 26 LAUSD Similar Schools from the CDE.
not meet or exceed two of the five Resident Schools.
The 2012-13 CST ELA proficiency rate is 4% less than the Resident Schools Median.
not meet or exceed five of the seven Comparison Schools from the Charter.
When considering overall 2012-13 CST math proficiency rates, Watts LC MS does
not meet or exceed 25 of the 26 LAUSD Similar Schools from the CDE.
Page 6 of 9
not meet or exceed five of the five Resident Schools.
The 2012-13 CST math proficiency rate is 12% less than the Resident Schools
Median.
not meet or exceed six of the seven Comparison Schools from the Charter.
c. Suspension Rates:
In both 2011-12 and 2012-13, Watts LC MSs suspension rates far exceed the median of
all three categories of comparison schools. In 2012-13, the difference ranges from 21%
to 23% when comparing to each of the three categories of comparison schools. While in
2011-12, the range is 53 to 56%.
d. Expansion:
Watts LC MS has failed to provide a plan for accommodating the additional students who
might not be accommodated through its current proposed Proposition 39 agreement with
LAUSD.

e. Instructional Leadership:
The petitioners have failed to implement a sound educational program including the
implementation of its instructional leadership structure. Its currently approved charter
states that the Director of Instruction is the instructional leader. The primary
responsibility of the director is to effectively carry out the academic program. This person
should be knowledgeable about current research in education, strategic planning and
program implementation and management and have the ability to relate well to students,
parents, staff, the Board of Directors and the community at large. (Charter, p. 50).

Based on oversight of the school and a review of the schools academic record, it is not
clear that these elements have been fulfilled. Moreover, the school currently has a
director, but not a director of instruction, as stated in its charter.

Pursuant to Title 5, California Code of Regulations, section 11966.4, subdivision (b)(1), the
District adopts the above findings in considering the past performance of the schools academics
and operation in evaluating the likelihood of future success, along with future plans for
improvement if any, and determined that the charter should not be renewed.

2. The petition does not contain a reasonably comprehensive description of all of the
elements required in EC 47605 (b) based on the following findings of fact:

The Educational Program (Element 1)
A list of curricular and instructional materials, including textbooks, even for those areas
that are not impacted by the Common Core State Standards, is not provided despite the
fact that the school has been in operation for almost five years and requires academic
improvement.
Page 7 of 9
The section does not address the requirements of CA Education Code 47605(b)(5)(A)(ii)
including the annual goals and actions.
Other than a description of the lesson components and a discussion on differentiation, the
element does not adequately represent the instructional design of the educational
program, particularly it needs to discuss current key educational theories and research
that support and inform the design of the educational program including research-based
evidence to show how the design will successfully serve the targeted student population.
The petitioner does not clearly identify a comprehensive course list.
The section needs to more clearly describe the instructional methods and strategies that
the charter school will use to deliver the curriculum (for all content areas).
This element does not include English Language Development (ELD), as a fundamental
component of instruction, including a commitment to ELD instructional materials and
dedicated time. Moreover, it anticipates using a program designed for elementary (Pre-
K-5) students based on publisher information. Petitioner does not provide assurances that
State reclassification criteria will be established as the minimum threshold given the
transition to new State assessments.
The section does not include the process for the annual evaluation of the schools English
Learner (EL) program.
It also does not provide required assurances regarding the English Learner program, as it
does not include the District Required Language regarding English Learners.
This element does not include how the school will monitor the progress of students
achieving below grade level.
It also does not include how the school will monitor the progress of students achieving
above grade level.
The petitioner does not include how the progress of socio-economically disadvantaged
students will be monitored.
Mandated and safety trainings are not included in the professional development plan
which identifies critical areas of need.
This section lacks a description of how the school will recruit teachers who are qualified
to deliver the educational program, including any innovative components of the program.

Measurable Pupil Outcomes and Method by Which Pupil Progress Toward Outcomes will be
Measured (Elements 2/3)
Annual goals for State priority 2 required under a schools Local Control and
Accountability Plan (LCAP) are not adequately addressed as it only references the
English Learner piece.
This section does not explicitly include retention policy and procedures.
It does not include promotion policy and procedures.
These combined elements do not provide the performance expectations for the
assessment tools used to monitor and measure student progress.

Governance (Element 4)

The petition does not contain a reasonably comprehensive description of the charter schools
governance structure.
The petition does not describe how meeting minutes will be made available to the public.
Page 8 of 9
The petition mentions a Committee of the Whole without describing its function and
composition or if the Charter School plans to utilize the Committee of the Whole to
conduct business and/or make decisions despite the non-existence of a quorum. Page 79
of the petition states that a majority of the Board constitutes a quorum necessary for the
Board to conduct business, but then states that if a majority is not present at a meeting,
the meeting may be adjourned and a Committee of the Whole will be convened. This is
in violation of the organizations bylaws which provides in Article 3, Section 12 that if
less than a quorum are present at a meeting, those present may continue to do business
notwithstanding the loss of a quorum at the meeting due to a withdrawal of directors from
the meeting provided that any action taken thereafter must be approved by at least a
majority of the required quorum for such meeting.

The petition does not describe how members of the Parent Advisory Board, Board
committees, and School Site Councils identified on the organizational chart, on page 81
of the petition, will be selected, the makeup of these committees or their roles and
responsibilities in the governance of the Charter School. Further, petition does not
address activities that will be undertaken to ensure compliance with Brown Act in the
conduct of meetings by these committees.

Bylaws
o Place of meeting: Article 1, section one identifies the principal office of the
corporation as being in the Los Angeles County. Article 3, section 6 of Bylaws
provides that meetings of the Board shall be held at the principal office of the
corporation. This is inconsistent with the petition which states, on page 76, that
the Board of Director meetings will alternate between the campus of the
elementary school and the middle school. Further the bylaws in Article 3, section
6, provide that the board can fix location of meetings elsewhere within the state of
California, possibly outside the jurisdictional boundaries of LAUSD. Government
Code 54954(b) requires, subject to exceptions listed in that statute, that all
regular and special meetings be held within the boundaries of the territory over
which the Board has jurisdiction.
o Quorum: Article 3, sections 10 and 11, allows the board to transact business in
the absence of a quorum. Per the California Attorney General (Brown Act
publication 2003), when there is less than a quorum present at a noticed meeting,
the body may either (1) meet as a committee, or (2) adjourn to a future date. The
presence of a quorum is necessary to take action. (Govt. Code 54952.6;
54955; 54955.1.)
Employee Qualifications (Element 5)

The petition does not contain a reasonably comprehensive description of employee
qualifications.

The petition does not contain assurances or acknowledge that all persons are entitled to
equal employment opportunity or that Charter School shall not discriminate against all
Page 9 of 9
classes in recruitment, selection, hiring, upgrading, training, promotion, transfer,
discipline, layoff, recall, and dismissal from employment.

The petition does not contain assurances or acknowledge Charter School shall adhere to
all requirements of the Elementary and Secondary Education Act [ESEA, also known as
No Child Left Behind (NCLB)] that are applicable to teachers and paraprofessional
employees.

Admission Procedures (Element 8)
The petition does not present a reasonably comprehensive description of admission
requirements.

The Charter Schools admission preferences do not provide priority to residents of
LAUSD as prescribed in Education Code section 47605(d)(2).

Suspension and Expulsion Procedures (Element 10)

The Petition does not present a reasonably comprehensive description of student suspension
and expulsion procedures.

The petition fails to provide a reasonably comprehensive description of the Charter Schools
student suspension and expulsion procedures. Cleary described/outlined procedures are
necessary to avoid inconsistent, capricious, and unfair student disciplinary practices and
necessary to afford students adequate due process.

Student expulsion and expulsion appeal procedures are not sufficiently described. For
instance, the Petition includes provides that an expulsion hearing, conducted by either the
Charter Schools Board or an administrative panel appointed by the Board, is finalized
but confusingly states that the decision of a panel of representatives of the Board is final.
It is not clear whether this is a different panel from the one that conducts the expulsion.
The process does not make a distinction in a situation where the Board conducted the
expulsion hearing or assure adequate due process for students.

STRS, PERS, and Social Security Coverage (Element 11)
The petition does not present a reasonably comprehensive description of STRS, PERS, and
social security coverage.
The petition does not identify which retirement system coverage will be provided to
classified employees of the Charter School.
120527
(API)
Base API
Growth API
Growth Target
Growth
Base API State Rank
Subgroup API
Growth
Target
Growth Met Target
Growth
Target
Growth
Met
Target
Growth
Target
Growth
Met
Target
African American or Black - - - - 13 52 Yes
Asian - - - - --
Filipino - - - - --
Hispanic or Latino - - - - 11 64 Yes
White - - - - --
English Learners - - - - --
Socioeconomically Disadvantaged - - 12 -18 No 12 63 Yes
2011
Base API
2012
Growth API
11-12
Growth
2012
Base API
2013
Growth API
12-13
Growth
Watts Learning Center Charter Middle 570 553 -17 556 621 65
CDE Similar Schools Median 658 664 6 673 685 12
Resident Schools Median 586 627 41 627 632 5
Basic, Below
Basic & Far
Below Basic
Proficient &
Advanced
Basic,
Below Basic
& Far Below
Basic
Proficient &
Advanced
Watts Learning Center Charter Middle 74% 27% 88% 11%
Watts Learning Center Charter Middle 17 8 47% 21 15 71%
AYP Comparison
2012 AYP 2013 AYP
Yes No Yes
1 1 1
1
API Comparison
-110 -17 65
No No Yes
567 553 621
6 12 12
(Ed. Code 47607).
2010-11 2011-12 2012-13
677 570 556
Watts Learning Center Charter Middle
Loc. Code: 5165
CDS Code:
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ESC BD
Loc
Code
School
Total Enroll
#
% F/R
Meal
% Af.
Amer.
% Asian % Fili.
% Am
Indian
% Pacific
Island
% Two or
More
XR 7 5165 Watts Learning Center Charter Middle 339 96% 1% 42% 66% 0% 34% 0% 0% 0% 0% 0%
W 1 8028 Audubon Middle 781 86% 10% 12% 36% 0% 62% 1% 0% 0% 0% 0%
XP 1 6868 Barack Obama Global Preparation Academ 1118 87% 6% 25% 69% 0% 31% 0% 0% 0% 0% 0%
XP 1 8170 Bret Harte Preparatory Middle 953 76% 12% 20% 73% 0% 27% 0% 0% 0% 0% 0%
XP 2 5173 Dr. Julian Nava Learning Academies-Schoo 447 73% 7% 30% 96% 0% 3% 0% 0% 0% 0% 0%
XP 7 8112 Charles Drew Middle 1098 85% 10% 23% 81% 0% 18% 0% 0% 0% 0% 0%
XR 1 8450 Frederick Douglass Academy Middle 298 93% 0% 4% 10% 0% 86% 0% 0% 2% 0% 1%
XP 5 8094 George Washington Carver Middle 1087 86% 8% 31% 92% 0% 7% 0% 0% 0% 0% 0%
XP 1 8236 Horace Mann Junior High 468 86% 4% 16% 44% 0% 55% 0% 0% 0% 0% 0%
E 2 8058 John H. Liechty Middle 1245 84% 9% 35% 97% 0% 2% 0% 0% 0% 0% 0%
W 1 8245 Johnnie Cochran, Jr., Middle 1032 78% 8% 26% 79% 0% 20% 0% 0% 0% 0% 0%
E 7 8200 Los Angeles Academy Middle 1657 89% 14% 23% 92% 0% 8% 0% 0% 0% 0% 0%
S 7 8060 Mary McLeod Bethune Middle 1339 93% 11% 23% 86% 0% 13% 0% 0% 0% 0% 0%
N 3 8283 Northridge Middle 849 89% 10% 20% 84% 4% 4% 5% 2% 0% 0% 0%
XR 2 8070 Dr. Julian Nava Learning Academies-Schoo 479 72% 9% 28% 93% 0% 6% 0% 0% 1% 0% 0%
XR 1 5982 TEACH Academy of Technologies 274 95% 0% 29% 52% 0% 38% 0% 0% 0% 0% 0%
S 7 8113 Thomas A. Edison Middle 1179 93% 11% 23% 97% 0% 3% 0% 0% 0% 0% 0%
E 2 8462 Virgil Middle 1102 78% 16% 26% 85% 1% 3% 3% 7% 0% 0% 0%
XP 6 8117 Vista Middle 1498 90% 9% 27% 94% 1% 2% 1% 2% 0% 1% 0%
Resident Schools
XP 7 8112 Charles Drew Middle 1098 85% 10% 23% 81% 0% 18% 0% 0% 0% 0% 0%
W 1 8132 Foshay Learning Center 2031 86% 17% 15% 83% 0% 16% 0% 0% 0% 0% 0%
S 5 8151 Henry T. Gage Middle 1918 90% 14% 19% 99% 1% 0% 0% 0% 0% 0% 0%
XP 1 8236 Horace Mann Junior High 468 86% 4% 16% 44% 0% 55% 0% 0% 0% 0% 0%
enrollment number.
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
XR 7 5165 Watts Learning Center Charter M 14 23 164% 41 0 0% 28 2 7%
W 1 8028 Audubon Middle 103 12 12% 91 14 15% 96 18 19%
XP 1 6868 Barack Obama Global Preparation -- 1 -- 267 24 9% 284 17 6%
XP 1 8170 Bret Harte Preparatory Middle 323 46 14% 282 59 21% 221 31 14%
XP 2 5173 Dr. Julian Nava Learning Academie -- -- -- -- 27 -- 149 44 30%
XP 7 8112 Charles Drew Middle 712 46 6% 411 35 9% 327 17 5%
XR 1 8450 Frederick Douglass Academy Midd 10 1 10% 13 0 0% 12 0 0%
XP 5 8094 George Washington Carver Middle 733 69 9% 593 43 7% 358 31 9%
XP 1 8236 Horace Mann Junior High 173 12 7% 132 19 14% 89 5 6%
E 2 8058 John H. Liechty Middle 673 68 10% 580 52 9% 474 84 18%
W 1 8245 Johnnie Cochran, Jr., Middle 405 55 14% 333 39 12% 307 40 13%
E 7 8200 Los Angeles Academy Middle 723 62 9% 642 71 11% 464 63 14%
S 7 8060 Mary McLeod Bethune Middle 724 51 7% 404 45 11% 328 52 16%
N 3 8283 Northridge Middle 280 46 16% 222 39 18% 191 67 35%
XR 2 8070 Dr. Julian Nava Learning Academie -- -- -- -- 19 -- 119 29 24%
XR 1 5982 TEACH Academy of Technologies -- 0 -- 1 0 0% 72 0 0%
S 7 8113 Thomas A. Edison Middle 573 52 9% 325 61 19% 287 43 15%
E 2 8462 Virgil Middle 620 87 14% 425 76 18% 358 90 25%
XP 6 8117 Vista Middle 665 109 16% 517 90 17% 440 84 19%
Resident Schools
XP 7 8112 Charles Drew Middle 712 46 6% 411 35 9% 327 17 5%
W 1 8132 Foshay Learning Center 642 30 5% 410 30 7% 345 37 11%
S 5 8151 Henry T. Gage Middle 764 73 10% 594 48 8% 536 43 8%
a
ESC BD
Loc
Code
School
09-10
EL #
10-11
Reclass #
10-11
Reclass
Rate
10-11
EL #
11-12
Reclass #
11-12
Reclass
Rate
11-12
EL #
12-13
Reclass #
12-13
Reclass
Rate
a
XP 1 8236 Horace Mann Junior High 173 12 7% 132 19 14% 89 5 6%
2012-13 2011-12 # EL
2012-13 #
Reclassified
2012-13
Reclassification
Rate
Change from Prior
Year
Watts Learning Center Charter Middle 28 2 7.1% 7.1%
District 180,618 24,697 13.7% -1.7%
2011-12 2010-11 # EL
2011-12 #
Reclassified
2011-12
Reclassification
Rate
Watts Learning Center Charter Middle 41 0 0.0%
District 194,904 29,956 15.4%
2010-11 2009-10 # EL
2010-11 #
Reclassified
2010-11
Reclassification
Rate
Watts Learning Center Charter Middle 14 23 164.3%
District 205,312 26,080 12.7%
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6
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3
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7
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5
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4
9
7
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1
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8
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4
2
%
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5
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n

M
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d
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e
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3
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2
6
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4
3
0
9
1
3
4
6
2
%
4
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2
1
6
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8
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b
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y
3
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6
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8
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1
8
2
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8
6
3
4
2
3
1
%
3
4
8
3
3
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2
3
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4
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6
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2
6
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7
%
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P
1
8
1
7
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t

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t
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p
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d
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e
8
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%
3
%
8
6
2
8
1
2
1
4
5
2
6
%
2
5
0
8
%
8
%
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1
%
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1
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1
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%
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P
2
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1
7
3
D
r
.

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l
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a
n

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a

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r
n
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n
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m
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e
s
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S
c
h
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o
4
%
1
%
1
%
1
3
6
2
2
6
4
%
1
7
0
%
0
%
1
0
%
4
6
4
%
4
%
X
P
7
8
1
1
2
C
h
a
r
l
e
s

D
r
e
w

M
i
d
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l
e
1
1
%
0
%
0
%
1
3
1
0
1
6
5
0
1
8
%
1
9
8
0
%
0
%
1
1
%
1
2
2
0
%
0
%
X
P
6
8
2
2
8
C
h
a
r
l
e
s

M
a
c
l
a
y

M
i
d
d
l
e
9
%
4
%
3
%
8
3
3
5
9
5
5
0
4
%
3
4
1
2
%
9
%
1
2
%
1
0
6
7
%
6
%
X
P
7
8
2
3
7
E
d
w
i
n

M
a
r
k
h
a
m

M
i
d
d
l
e
4
8
%
2
4
%
1
6
%
5
8
9
2
9
9
8
7
4
5
5
7
2
6
%
3
2
6
6
3
%
3
7
%
1
4
%
1
7
9
3
0
%
2
2
%
X
R
1
8
4
5
0
F
r
e
d
e
r
i
c
k

D
o
u
g
l
a
s
s

A
c
a
d
e
m
y

M
i
d
d
l
e
5
%
5
%
5
%
1
7
1
5
3
4
3
0
8
6
%
2
5
7
5
%
5
%
1
1
%
3
3
3
%
3
%
X
P
5
8
0
9
4
G
e
o
r
g
e

W
a
s
h
i
n
g
t
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n

C
a
r
v
e
r

M
i
d
d
l
e
6
%
4
%
4
%
7
2
4
3
9
5
7
9
7
%
8
2
1
7
%
1
5
%
1
1
%
1
1
8
9
%
8
%
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P
1
8
2
3
6
H
o
r
a
c
e

M
a
n
n

J
u
n
i
o
r

H
i
g
h
2
3
%
1
5
%
1
1
%
1
3
7
7
1
1
8
3
9
0
5
5
%
2
6
7
2
1
%
1
6
%
2
4
%
1
1
5
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4
%
1
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E
2
8
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8
J
o
h
n

H
.

L
i
e
c
h
t
y

M
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d
d
l
e
4
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5
7
3
0
6
1
3
6
2
%
2
2
1
4
%
5
%
1
3
%
1
6
3
3
%
3
%
X
P
1
8
2
5
5
J
o
h
n

M
u
i
r

M
i
d
d
l
e
8
%
1
%
1
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1
0
9
9
1
2
3
1
2
1
9
%
2
1
6
3
%
3
%
1
2
%
1
4
3
1
%
1
%
W
1
8
2
4
5
J
o
h
n
n
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e

C
o
c
h
r
a
n
,

J
r
.
,

M
i
d
d
l
e
1
4
%
4
%
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%
1
6
6
3
8
2
4
9
6
0
2
0
%
2
0
6
1
3
%
1
1
%
1
5
%
1
5
7
1
0
%
8
%
E
7
8
2
0
0
L
o
s

A
n
g
e
l
e
s

A
c
a
d
e
m
y

M
i
d
d
l
e
2
%
7
%
5
%
3
8
1
2
0
5
8
1
2
5
8
%
1
3
6
3
5
%
2
1
%
9
%
1
4
8
3
5
%
1
7
%
S
7
8
0
6
0
M
a
r
y

M
c
L
e
o
d

B
e
t
h
u
n
e

M
i
d
d
l
e
8
%
2
%
2
%
1
0
1
2
6
1
5
1
5
4
1
2
%
1
6
5
7
%
7
%
1
0
%
1
3
6
5
%
4
%
N
3
8
2
8
3
N
o
r
t
h
r
i
d
g
e

M
i
d
d
l
e
4
%
3
%
2
%
2
9
2
3
3
2
4
6
4
%
3
6
0
%
0
%
2
0
%
1
7
3
6
%
4
%
X
P
7
8
1
6
0
S
a
m
u
e
l

G
o
m
p
e
r
s

M
i
d
d
l
e
5
9
%
3
6
%
2
2
%
6
5
2
3
1
4
1
1
0
8
5
0
2
3
3
%
2
9
1
7
7
%
4
2
%
2
0
%
1
7
3
5
7
%
3
0
%
N
6
8
3
5
8
S
a
n

F
e
r
n
a
n
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TAB 29
Special Education Annual Budget Plan and Annual Service Plan for the 2014-2015 School Year - Public
Hearing
Action Proposed:
Staff proposes that the Board of Education approve the 2014-2015 Annual Budget Plan and Annual Service
Plan for the LAUSD Special Education Local Plan Area (SELPA).
Background:
The Los Angeles Unified School District is a single district SELPA, charged with providing a free appropriate
public education (FAPE) to eligible students with disabilities within its jurisdictional boundaries. AB 602
requires special education local plan areas (SELPAs) to submit Annual Budget and Service Plans that are
adopted at public hearings.
Each SELPA is required by the California Department of Education (CDE) to develop an Annual Service Plan
which delineates the services provided by the District, including the nature of the services and the physical
location at which the services will be provided. The Annual Service Plan must be approved each year and
submitted to the CDE.
As required in California Education Code section 56205, the Annual Service Plan must include a description of
services, the physical location of the services, and must demonstrate that all individuals with exceptional needs
have access to services and instruction appropriate to meet their needs as specified in their individualized
education programs (IEPs). The description is to demonstrate the full continuum of service options available
within the SELPA assuring access to appropriate instruction and services for all students with disabilities from
birth to twenty-two years of age, including children with low-incidence disabilities. The Annual Budget Plan
identifies expected expenditures for all required items including, but not limited to, the following: funds
received in accordance with Chapter 7.2
(commencing with California Education Code section 56836), administrative costs of the plan, special
education services to pupils with severe disabilities and low incidence disabilities, special education services to
pupils with non-severe disabilities, supplemental aids and services to meet the individual needs of pupils placed
in regular education classrooms and environments, regionalized operations and services, direct instructional
support by program specialists, and use of property taxes allocated to the SELPA pursuant to California
Education Code section 2572.
The Annual Budget Plan and Annual Service Plan must be presented at a public hearing and will be submitted
to the Board of Education for adoption at the May 13, 2014 board meeting. Once approved, the Annual Budget
and Service Plans will be submitted to the CDE by June 30, 2014.
Expected Outcomes:
Submission to the CDE as required and compliance with California Education Code section 56205, AB 602,
Chapter 654, Statutes of 1997.
powered by Legistar
The approval of the Annual Budget Plan and Annual Service Plan will comply with CDE requirements in
alignment with California Education Code section 56205(b)(1) and (2); California Education Code section
56205 (a)(12)(D) and (E) and consistent with California Education Code sections 56001(f), 56195.9, and
California Education Code section 56601, as well as AB 602, Chapter 654, Statutes of 1997. If not approved,
the District will be out of compliance with State requirements and sanctions may be issued.
There do not appear to be any changes to the existing policies of the District.
Budget Impact:
There is no additional budget impact. The 2014-2015 Special Education Local Plan Area (SELPA) budget will
be approved with the adoption of the LAUSD 2014-2015 budget, by the Board of Education.
California Education Code sections 56205(b)(1) and (2); and California Education Code section 56205 (a)(12)
(D) and (E); consistent with California Education Code sections 56001(f) 56195.9, and 56601, as well as AB
602, Chapter 654, Statutes of 1997 which set forth State Requirements for submitting the Annual Budget Plan
and Annual Service Plan.
Attachments:
Annual Budget Plan 2014-2015
Certification of Annual Budget Plan
Annual Service Plan 2014-2015
Certification of Annual Service Plan
Informatives:
None
powered by Legistar
1
California Department of Education Special Education
Division
ABP01 (rev March 2014)
ANNUAL BUDGET PLAN
FISCAL YEAR 201415
The Annual Budget Plan shall identify expected expenditures for all items required by
this part as listed below. The Standardized Account Code Structure (SACS) codes
provide source information from the local educational agency (LEA) reporting.
Reference/Label Instructions Estimated
Totals
A Funds received in accordance with Chapter 7.2
(commencing with California Education Code
[EC] Section 56836)
(Special Education Program Funding)
SACS Resource Code
6500 (State),
33003499 (Federal)
65126535 (General
Fund)
$531,051,092
B Administrative costs of the plan SACS Goal Code 5001
Function 2100
$16,606,922
C Special Education services to pupils
with: (1) severe disabilities, and (2) low-
incidence disabilities
SACS Goal Code 5710
$3,538,815
SACS Goal Code 5730
$75,473,454
SACS Goal Code 5750
$491,030,665
D Special education services to pupils
with non-severe disabilities
SACS Goal Code 5770
$519,976,685
E Supplemental aids and services to meet the
individual needs of pupils placed in regular
education classrooms and environments
Any SACS Goal Code
with SACS Function
Code 1130
1
$5,328,780
F Regionalized operations and services, and
direct instructional support by program
specialists in accordance with Article 6
(commencing with Section 56836.23) of Chapter
7.2. (SELPA Program Specialists Funding)
SACS Goal Code 5050
$0
SACS Goal Code 5060
$2,973,787
G The use of property taxes allocated to the
special education local plan area pursuant to EC
Section 2572.
Statement is included in Local Plan
1
Function Activity Classification can be found at
http://www.cde.ca.gov/be/ag/ag/yr08/mar08item24a6.doc
FOR CALIFORNIA DEPARTMENT OF EDUCATION USE ONLY
Received by the State Superintendent of Public Instruction: Date: ________ By: ______
1
California Department of Education Special Education Division
ABP01 (rev March 2014)
CERTIFICATION OF ANNUAL BUDGET PLAN
FISCAL YEAR 201415
1. Check one, as applicable:
[ x ] Single District [ ] Multiple District [ ] District/County
County-District-School Code/Special
Education Local Plan Area (SELPA) Code
1964733/1914
SELPA Name
Application Date
04/29/14
SELPA Address
333 S. Beaudry Ave
SELPA City
Los Angeles
SELPA Zip code
90017
Name SELPA Director (Print)
Sharon J arrett
SELPA Directors Telephone
Number
( 213 ) 241-6701
2. CERTIFICATION BY AGENCY DESIGNATED AS ADMINISTRATIVE AND FISCAL
AGENCY FOR THIS PROGRAM (Responsible Local Agency [RLA] or Administrative Unit
[AU])
RLA/AU Name
Name/Title of RLA Superintendent
J ohn E. Deasy, Ph.D.
Telephone Number
( 213 ) 241-6701
RLA/AU Street Address
333 S. Beaudry Ave
RLA/AU City
Los Angeles
RLA/AU Zip code
90017
Date of Governing Board Approval
05/06/14
Certification of Approval of Annual Budget Plan Pursuant to California Education
Code Section 56205(b)
I certify that the Annual Budget Plan was developed according to the SELPAs local
plan governance and policy making process. Notice of this public hearing was posted in
each school within the SELPA at least 15 days prior to the hearing.
The Annual Budget Plan was presented for public hearing on ____________________.
Adopted this day of , 20___.
Signed: ________________________________
RLA/AU Superintendent
California Department of Education Special Education Division
ASP03 (rev March 2014)
CERTIFICATION OF ANNUAL SERVICE PLAN
1. Check one, as applicable:
[ X ] Single District [ ] Multiple District [ ] District/County
County-District-School Code/Special
Education Local Plan Area (SELPA) Code
1964733/1914
SELPA Name
Application Date
April 21, 2014
SELPA Address
333 S. Beaudry Ave
SELPA City
Los Angeles
SELPA Zip code
90017
Name SELPA Director (Print)
Lisa Kendrick/Sharon J arrett
SELPA Directors Telephone
Number
( 213 ) 241-6701
2. CERTIFICATION BY AGENCY DESIGNATED AS ADMINISTRATIVE AND FISCAL AGENCY
FOR THIS PROGRAM (Responsible Local Agency [RLA] or Administrative Unit [AU])
RLA/AU Name
Name/Title of RLA Superintendent (Type)
J ames E. Deasy, Ph.D.
Telephone Number
( 213 ) 241-6701
RLA/AU Street Address
333 S. Beaudry Ave
RLA/AU City
Los Angeles
RLA/AU Zip code
90017
Date of Governing Board Approval
May 13, 2014
Certification of Approval of Annual Service Plan Pursuant to California Education Code
Section 56205(b)
I certify that the Annual Service Plan was developed according to the SELPAs local plan governance
and policy making process. Notice of this public hearing was posted in each district within the SELPA
at least 15 days prior to the hearing.
The Annual Service Plan was presented for public hearing on ____________________.
Adopted this day of , 20___.
Signed: ________________________________
RLA/AU Superintendent
FOR CALIFORNIA DEPARTMENT OF EDUCATION USE ONLY
Received by the State Superintendent of Public Instruction: Date: ____ By:
TAB 30
Establishment of New Magnet Programs Scheduled to open 2015-2016
It is proposed that for the 2015-2016 school year that the Los Angeles Unified School District Board of
Education authorize staff to open seven (7) new Magnet programs:
Magnet Schools:
Clifford Math & Technology Magnet (1-6)
Mayall Academy of Arts & Technology Magnet (1-5)
Roosevelt Environmental & Social Policy Magnet Academy (9-12)
Magnet Centers:
Bancroft Science, Technology, Engineering, Arts & Math Magnet (6-8)
Dana Science, Technology, Engineering, Arts & Math Magnet (6-8)
Nightingale Business, Entrepreneurship, & Technology Magnet (6-8)
Virgil Medical & Health Science Magnet (6-8)
Background:
This is in response to the Los Angeles Unified School District Board of Education Resolution, Expanding
Enrollment and Equal Access through LAUSD Choice that was passed on January 10, 2012, which stated the
Los Angeles Unified School District has struggled with declining enrollment for the last five years and there
are close to 20,000 students currently on Magnet waiting lists and close to 5,000 of these students are currently
enrolled in charter schools, private schools or other districts.
According to the Update on School Choice and Enrollment Resolution presented to the Board on June 28,
2012, it was recommended to the Board to give additional resources to increase access to expand quality
choice schools by expanding Magnet seats. Historically, data indicates that Magnet schools and centers
outperform their host school counterparts on the California Standards Test (CST) in both English Language
Arts (ELA) and Mathematics. Magnet schools and centers continually receive State and Federal awards. Since
1986, 41 Magnet Schools/Centers have been named as California Distinguished Schools. Additionally, nine
Magnet Schools/Centers have been awarded National Blue Ribbon School status.
Expected Outcomes:
The District remains under a state court order to undertake reasonably feasible steps to alleviate school
desegregation, regardless of cause. To meet this constitutional obligation, the District submitted a
desegregation plan to the superior court in June 1981, which was approved by the 1981 Order, subject to
several specific modifications. Although the court no longer retains active supervision of the program and the
1981 Order has never been reversed, vacated or overruled, the District is nonetheless obligated to fulfill its
terms by continuing to implement the Desegregation Plan.
The Desegregation plans goals are threefold:
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First, it seeks to provide the maximum number of minority children with the opportunity to attend
desegregated schools;
Second, it seeks to preserve the integrated nature of schools and neighborhoods that have achieved that
result through residential integration and through voluntary desegration programs;
Third, it seeks to alleviate the harmful effects of racial isolation for those students who attend schools
which will remain racially isolated because of the Districts predominantly minority enrollment.
To achieve these goals, the plan utilizes several components. However, this Board Report will only address the
Magnet Component.
The creation of these Magnet Schools and Centers would:
Increase access to expand quality choice schools
Increase the number of seats available in the Magnet program
Increase diversity in racially isolated schools by offering innovative programs in specialized settings,
thus attracting students from throughout the District.
Reduce the harms of racial isolation by offering a differentiated, integrated instructional program that
utilizes California Career Technical Education (CTE) Standards to prepare students with industry-
specific knowledge and skills to prepare students both for direct entry into Californias vibrant industry
sectors and for postsecondary education.
No - The denial will result in not opening the proposed Magnet Programs. There will be fewer Magnet seats
and reduced opportunities for school choice.
Yes -The approval of this request would increase the number of Magnet seats for students to participate in the
court-ordered voluntary integration program which addresses the harms of racial isolation.
There are no policy implementations at this time.
Budget Impact:
Magnet Programs are funded from the Targeted Instructional Improvement Grant (TIIG). TIIG provides
funding to school districts which are part of court ordered desegregation and voluntary integration programs to
support court-orders in force and to provide instructional improvement for the lowest achieving pupils.
Funding for this program is now unrestricted pursuant to Education Code Section 42605. This ongoing
additional requirement starting in fiscal year 2015-2016 is $1.3 million.
Based on current District staffing ratios, there would be the following costs of additional staffing and resources
for these Magnet Programs.
Magnet Coordinators: Based on current staffing these sites would be
eligible for the following coordinator positions:
Bancroft .5 $ 61, 227
Clifford .5 $ 61, 227
Dana .5 $ 61, 227
Mayall 1.0 $106, 022
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Nightingale .5 $ 61, 227
Roosevelt ESP 1.0 $106, 022
Virgil 1.0 $106, 022
Total Cost $562, 974
Teachers: All programs will be designated as Predominately Hispanic, Black, Asian and Other Non-Anglo
(PHBAO) Based on the projected enrollment the following programs may qualify for additional teachers:
Bancroft 1 teacher $99,130
Clifford 1 teacher $99,130
Mayall 1 teacher $99,130
Nightingale 1 teacher $99,130
Roosevelt ESP 3 teachers $297,390
Total Cost $693, 910
Other Cost: Additional discretionary resources at $17 per student to purchase instructional materials to
implement the Magnet themes totaling $36,074 for all programs.
Transportation: The schools are expected to attract students from the surrounding neighborhoods, and there
will probably be a minimal increase in transportation cost. Actual costs are dependent on students enrolled and
eligibility. The estimated cost is $1,943 per transported student.
Budget Summary
Magnet Coordinators $562, 974
Teachers $693, 910
Resources @$17 per student $ 36, 074
Approximate Total Cost $1,292,958
N/A
Attachments:
Attachment A - Desegregation Impact Statement (Seven Schools)
Informatives:
Informative - Establishing New Magnet Programs Scheduled to Open 2015-2016
American Civil Rights Foundation v. Los Angeles Unified School District (2008) 169 Cal.App.4
th
436, 452
2
1981 Court Order, p.3.
3
Ibid.
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Attachment A
May 13,2014
DESEGREGATION IMPACT STATEMENT
Bancroft Gifted/Highly Gifted/High Ability Science, Technology, Engineering, Arts & Math Magnet
The proposed action would create the Bancroft Gifted/Highly Gifted/High Ability Science,
Technology, Engineering, Arts & MathMagnet center. The programwould provide an approximate
total of 170 additional magnet seats in grades 6-7 for the 2015-2016 school year and expand to serve
283 students in 2016-2017 in grades 6-8 with the move offofthe current co-located charter.
II. Summary Description ofCurrent District Practice:
Magnetschools andcenters areCourt-Ordered voluntary integration programs that areopentoall
students who live within the boundaries ofthe Los Angeles Unified School DistiicL Magnet Programs
were establishedby Court orderto address the five (5) Harmsof Racial Isolation: Low Academic
Achievement; Low Self-Esteem; Lack of Access to Postsecondary Opportunities; Interracial Hostility
andIntolerance; and OvercrowdedConditions. All participating students take the requiredcoursewoik
necessary for promotionand graduation andhave the opportunityto meet all requirements for entrance
to the University ofCalifornia and the California State Universities.
HI. Proposed Change:
The openingofthe BancroftGifted/Highly Gifted/High Ability Science, Technology, Engineering,
Arts & Math Magnetwill create additional magnetseats forstudentswho have an academic interest in
science, technology, engineering, arts& mathcourseof study.
IV. Effects ofThis Proposal:
The establishment ofthe Magnet center would give the District the ability to open another Magnet
Center in EducationService CenterWest that would provideadditional magnet seats. It would also
offer greater choice for student and reduce timeand distance required totravel to aquality school of
choice.
V. Analvze the Impact ofThis Proposal on Integration. Desegregation. Resegregation.. and/or Segregation
If theCrawford Court Order goals are met, there should be positiveresults on the five Harms of Racial
Isolation: Low Academic Achievement; Low Self Esteem; Lack ofAccess to Postsecondary
Opportunities; Interracial Hostility andIntolerance; andOvercrowdedConditions.
VI. If proposed action affects negatively anydesegregation program, list other option(s) identified:
If the CrawfordCourt-Order and District policiesandpractices are followed, there will not be a
negative effect on the District's DesegregationPlan.
PREPARED BY: APPROVED BY:
<JjjJLf&U &cJLjUVTLAA+ >~-
FELIPE ECHAVARRI MODESTA BASSI
Coordinator Interim Director
Student Integration Services Student Integration Services
Board ofEducation
Report No. 384-13/14 May 13.2014
Attachment A
May 13,2014
Clifford Math &Technology Magnet
The proposed action would create a full school Magnet, Clifford Math & Technology. The program
allocation for 2015-2016 will be for 120seats in grades 1-6 and will expand to the full capacityof 162
in future years.
n. Summary Description ofCurrent District Practice:
Magnet schools and centers areCourt-Ordered voluntaryintegrationprogramsthat areopen to all
students who live within the boundariesofthe Los Angeles Unified School District Magnet Programs
were established by Court order to address the five (5) Harms ofRacial Isolation: Low Academic
Achievement; Low Self-Esteem; Lack of Access to PostsecondaryOpportunities; Interracial Hostility
and Intolerance; andOvercrowdedConditions. All participating students take the required coursework
necessary for promotionand graduation andhave the opportunityto meet all requirements forentrance
to the University of California and the California State Universities.
The opening ofthe Clifford Magnet will createadditional magnet seats for students who have an
academic interest in math & technology course of study.
The approval ofthis new magnet school would convert Clifford Elementary School into a full school
magnet Students residingwithin former Clifford Elementary attendance boundaries may continuously
enroll throughout the yearat the newly established CliffordMagnet contingentuponcompletionofa
Choices application at the time ofenrollment Studentsresidingoutside the attendance boundaries of
Clifford will have an opportunityto attendthe school on the basis of Magnet prioritypoints and/or
available space.
V. Analvze the Impact ofThis Proposal on Integration. Desegregation. Resegregation. and/orSegregation
If the CrawfordCourt Order goals aremet, thereshouldbe positive results on the five Harms of Racial
Isolation: Low Academic Achievement; Low Self Esteem; Lack of Access to Postsecondary
Opportunities; Interracial Hostility and Intolerance; and Overcrowded Conditions.
VI. If proposedactionaffects negativelyanv desegregation program, list other optionfs) identified:
If the CrawfordCourt-Order andDistrictpoliciesand practices are followed, there will not be a
negative effect on the District's Desegregation Plan.
PREPARED BY: APPROVED BY
FELIPE ECHAVARRI MODESTA BASSITY
Board ofEducation
Report No. 384-13/14 May 13,2014
Attachment A
May 13,2014
Dana Science, Technology, Engineering, Arts & Math Magnet
I. Category ofProposed Action:
The proposedaction would allowDanaScience, Technology, Engineering, Arts & Math Magnet to
begin the 2014-2015 school year with pre-magnet activities with an approximately 85 6th grade
students. DanaScience, Technology, Engineering, Arts & MathMagnet will providean approximate
total of 141 additional magnet seats in grades6-7 for the 2015-2016 school year and expand to serve
226 students in grades 6-8 by 2016-2017.
Magnet schools andcenters areCourt-Ordered voluntary integration programs that are opentoall
students who live within the boundariesofthe Los Angeles Unified School District. Magnet Programs
were established by Courtorderto address the five(5) Harms ofRacial Isolation: Low Academic
and Intolerance; and OvercrowdedConditions. All participating students take the requiredcoursework
necessary for promotionandgraduation andhave the opportunityto meet all requirements forentrance
m. Proposed Change:
The openingofthe DanaScience, Technology, Engineering, Arts & Math Magnet will create
additional magnet seats for students who have an academic interest in science, technology,
engineering, arts & math course of study.
The establishment ofthe Magnet center would give the District the ability to open another Magnet
Centerin EducationService Center South thatwould provideadditional magnet seats. It would also
offer greater choice forstudentandreduce time anddistance required to travelto a qualityschool of
choice.
V. Analvze the Impact ofThis Proposal on Integration. Desegregation. Resegregation. and/or Segregation
Ifthe Crawford CourtOrder goals aremet there shouldbe positiveresultson the five Harms of Racial
VI. If proposed action affects negatively any desegregation program, list other option(s) identified:
If the CrawfordCourt-Orderand District policiesand practicesare followed, there will not be a
PREPARED BY: APPROVED BY:
FEUPE ECHAVARRI MODESTA BASSH
Board of Education
Report No. 384-13/14 May 13,2014
Attachment A
May 13,2014
Nightingale Business, Entrepreneurship& Technology Magnet
The proposed action wouldcreate theNightingale Business, Entrepreneurship &Technology Magnet
center andprovide anapproximate total of 255additional magnet seats in grades 6-8 for the 2015-2016
school year pending the completion of the HVAC project
Magnet schoolsandcenters areCourt-Ordered voluntary integration programs thatare opentoall
students who live within the boundaries ofthe Los Angeles Unified School District Magnet Programs
were establishedby Court orderto address the five (5) Harms ofRacial Isolation: Low Academic
andIntolerance; andOvercrowded Conditions. All participating studentstake the required coursework
necessary for promotionand graduation andhave the opportunityto meet all requirements for entrance
The openingofthe Nightingale Enriched StudiesMagnet will create additional magnet seats for
students who have an academic interest in enriched studies course of study.
The establishment ofthe Magnet centerwould give the Districtthe ability to open another Magnet
Center in Education ServiceCenterEast that would provide additional magnetseats. It wouldalso
offer greater choice for student andreduce time anddistance required to travel to aquality school of
choice.
If the CrawfordCourt Order goalsaremet, thereshouldbe positive results on the five HarmsofRacial
Opportunities; Interracial Hostility and Intolerance; andOvercrowded Conditions.
VI. If proposedactionaffects negatively any desegregation program, list other optionfs) identified:
If the CrawfordCourt-Orderand District policies and practicesare followed, there will not be a
PREPARED BY:
Board of Education
Report No. 384-13/14 May 13,2014
Attachment A
Board ofEducation Report
May 13,2014
Mayall Academy of Arts & Technology Magnet
The proposedaction would createa full school entitledMayall Academy of Arts &Technology
Magnet. The program allocation for 2015-2016 willbe for 326seats in grades 1-5 andwill expand to
the full capacity of398 in future years.
Magnet schools andcenters are Court-Ordered voluntary integration programs thatare opentoall
students who live within the boundariesofthe Los Angeles Unified School District Magnet Programs
wereestablished by Court orderto address the five (5) Harms ofRacial Isolation: Low Academic
andIntolerance; andOvercrowded Conditions. All participating students take the required coursework
necessary for promotion and graduation andhave the opportunity to meet all requirements forentrance
The opening ofthe Mayall Magnet will create additional magnet seats for students who have an
academic interest in arts & technology course of study.
The approval ofthis new magnet school would convert Mayall Elementary School into a full school
magnet Students residing within former Mayall Elementary attendance boundaries may continuously
enroll throughout the year at the newly established Mayall Magnet contingent upon completion ofa
Choices applicationat the time ofenrollment. Studentsresidingoutsidethe attendanceboundaries of
Mayall will have an opportunity to attend the school on the basis of Magnet priority points and/or
available space.
If the Crawford Court Order goals aremet there should be positive results on the five Harms ofRacial
VI. If proposed action affects negatively any desegregation program, list other optionfsl identified:
If the Crawford Court-Order and District policies and practices are followed, there will not be a
PREPARED BY: APPROVED BY
FELIPE ECHAVARRI MODESTABASSI
Board of Education
Report No. 384-13/14 May 13,2014
Attachment A
Board ofEducation Report
May 13,2014
Roosevelt Environmental & Social Policy Magnet Academy
The proposed action would create a full school entitled Roosevelt Environmental & Social Policy
Magnet Academy and providean approximate total of 270 additional magnet seats in grades 9-12for
the 2015-2016 school year and expand to serve 430 students in future years. This Magnet program
capacity will be made at Lincoln High School.
Magnet schools and centers are Court-Ordered voluntary integrationprograms that are open to all
students who live within the boundariesof the Los Angeles UnifiedSchool District Magnet Programs
were established by Court order to address the five (5) Harms ofRacial Isolation: Low Academic
Achievement; Low Self-Esteem; Lack ofAccessto PostsecondaryOpportunities; Interracial Hostility
and Intolerance; and OvercrowdedConditions. All participatingstudents take the required coursework
necessary for promotion and graduation and have the opportunityto meet all requirements for entrance
The opening ofthe Roosevelt Magnet will create additional magnet seats for students who havean
academic interest in environmental & social policy course ofstudy.
The approval ofthis newmagnet school wouldconvert RooseveltEnvironmental & Social PolicyHigh
School into a full school magnet.
Ifthe Crawford Court Order goals are met thereshouldbe positiveresults on the five Harms ofRacial
Isolation: LowAcademic Achievement; Low SelfEsteem; Lackof Accessto Postsecondary
VI. If proposed actionaffectsnegatively anydesegregation program, list other optional identified:
IftheCrawford Court-Order andDistrict policies andpractices are followed, therewill not be a
PREPARED BY:
~7>o<_
Student IntegrationServices Student Integration Services
Board of Education
Report No. 384-13/14 May 13,2014
Attachment A
May 13,2014
Virgil Medical & Health Science Magnet
The proposed action would allow Virgil Medical & Health Science Magnet to begin the 2014-2015
school year with pre magnet activities with an approximately 113 6th grade students. Virgil Medical &
HealthScience Magnet center will provideanapproximate total of226 additional magnet seats in
grades 6-7 for the 2015-2016school yearand expandto serve 368 students in grades 6-8 by 2016-2017
pending end ofQuality Education Investment Act (QEIA) funding.
Magnet schools and centers areCourt-Ordered voluntary integrationprogramsthat areopen to all
students who live within the boundaries ofthe Los Angeles Unified School District Magnet Programs
were established by Court order to address the five (5) Harmsof Racial Isolation: Low Academic
andIntolerance; andOvercrowdedConditions. All participating students take the required coursework
necessary for promotion and graduation and have the opportunity to meet all requirements forentrance
The opening ofthe Virgil Medical & HealthScience Magnetwill createadditionalmagnet seats for
students who have an academic interest in the medical & health science course of study.
The establishment ofthe Magnet centerwould give the Districtthe ability to open anotherMagnet
Center in Education Service Center East that would provideadditional magnet seats. It would also
offer greaterchoice forstudent and reducetime and distance required to travel to a quality school of
choice.
If the CrawfordCourt Order goalsaremet, thereshouldbe positive results on the five Harms ofRacial
Isolation: Low Academic Achievement; Low Self Esteem; Lack ofAccess to Postsecondary
VI. If proposed actionaffectsnegativelyanydesegregation program, list otheroption(s)identified:
If the Crawford Court-Orderand District policies and practices are followed, there will not be a
PREPARED BY:
FELIPE ECHAVARRI
Coordinator
Board of Education
Report No. 384-13/14
y^f-c
APPROVED BY:
MODESTA BASSITY
Interim Director
May 13,2014
RESOLUTIONS
TAB 31
File #: Res-034-11/12, Version: 1
Mr. Zimmer-Investing Priorities for Equitable Learning Environments for All LAUSD Students (Noticed
September 10, 2013 and Postponed from Previous Board Meetings)
Whereas, The passage of Proposition 30 and the Governors Local Control Funding Formula (LCFF)
proposal present the Los Angeles Unified School District an opportunity to stabilize schools, invest in
programs that support improved student achievement, restore essential positions and restore some of the
sacrifices made by employees so the District could survive the budget crisis;
Whereas, Declining enrollment, Federal sequestration, and an unstable long-term financial picture
require the District to make balanced, strategic and informed budget decisions to ensure school
community stability in the coming years;
Whereas, Five years of devastating cuts to basic programs and services at school sites have dramatically
affected the resources available to students and families and have negatively affected academic
experiences;
Whereas, District employees have not been able to receive Cost Of Living Adjustment (COLA)
increases throughout the budget crisis; and
Whereas, Governing Board of the Los Angeles Unified School District resolutions have directed the
Superintendent and the Board to engage parents, community and our bargaining unit representatives in
soliciting input on priorities for the Board to use when implementing the LCFF; now, therefore, be it
Resolved, That the Superintendent, in accordance with District goals, policies and mandates, 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;
Resolved further, That the Superintendent be guided by the following principles as he develops
stabilization, re-hiring and program restoration plans:
Increasing student achievement and graduation
Bringing the District in line with national averages for class size, counselor ratios, administrator
ratios, and clerical and classified ratios;
Eliminating the statutory rehire lists and returning severed employees working in temporary
status to permanent status;
Increasing student, staff and community safety in and around our school communities;
Seeing input on funding priorities from parents, students, staff, and community members and
bargaining units;
Resolved further, That the Superintendent also prioritize incremental salary restoration for all
employees to meet at least the State statutes for COLA for the 2012-13 fiscal year and work with our
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bargaining unit partners to develop a strategy for District-wide restoration over time; and, be it finally
Resolved, That the Superintendent work with parents, students, community and bargaining units to
develop immediate priority issues to be considered for funding, should Local Control Funding Formula
funding be released during the 2013-14 school year.
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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
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

TAB 32
Ms. Galatzan, Ms. Garca - Local Control Funding Formula Strategy and Implementation
(Noticed June 4, 2013 and Postponed from Previous Board Meetings) TO BE WITHDRAWN
Whereas, Governor Jerry Browns proposed Local Control Funding Formula (LCFF)
attempts to rectify longstanding funding disparities between school districts across
California;
Whereas, The LCFF aims to simplify education funding, and create a system that is
transparent, clear and equitable;
Whereas, The LCFF does away with categorical funding, much of which no longer serves
its intended purpose;
Whereas, The LCFF aims to make education funding equitable, but not equal, and to
leave no student in the state behind;
Whereas, To make sure funding is equitable, and recognizing that some students need
more services than others, the LCFF allocates additional funding to students who live
in poverty, are foster children, or are English Learners (supplemental funding),
and further funding on top of that to districts where more than half the students
fall in one of those categories (concentration grants); and
Whereas, Every child in the Los Angeles Unified School District is entitled to a
certain level of basic services to support his or her education; now, therefore be it
Resolved, That the Governing Board of the Los Angeles Unified School District will
continue to advocate for Governor Browns proposed Local Control Funding Formula in
Sacramento;
Resolved further, That when education funds come to the District in the form of
supplemental funding and a concentration grant, that money will follow the child
to the school site;
Resolved further, That the Superintendent and his staff will come back in 90 days
with different allocation models where the dollars follow the child;
Resolved further, That those models will take into consideration the base level of
funding every school needs to survive and thrive-regardless of zip code, size or
composition;
Resolved further, That the Superintendent will bring back a timeline to the Board for
determining what that base level of funding is; and, be if finally
Resolved, That the above process to determine what services and programs are part of
a schools base funding will include parent, school, and community participation.
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Transmittal Form

SUBJECT: BOARD RESOLUTION: BUDGET IMPACT STATEMENT
Resolution Title: Local Control Funding
Formula Strategy and
Implementation
Presented By: Ms. Tamar Galatzan, Ms. Monica Garcia
Date Noticed: J une 4, 2013 Date Presented for Action: J anuary 14, 2014
Budget Impact
There is no net General Fund impact as a result of this action.
Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
TAB 33
Ms. Garca, Ms. Galatzan - Recommitting to 21
st
Century Learning for Students (Noticed December 17, 2013)
POSTPONED
Whereas, The Governing Board of the Los Angeles Unified School District understands the urgency and
importance of 21
st
century learning and the responsibility it has to students to act immediately on related
matters;
Whereas, The week of December 9
th
through the 15
th
marked Computer Science Education Week, a flash point
for highlighting the clear need for more exposure to technology, programing and digital media to all students;
Whereas, Common Core instructional curriculum standards require that students use computing devices for
acquiring skills for digital presentations and web based research;
Whereas, The Board recognizes the importance of a timely and effective deployment of computing devices in
order to accelerate student familiarity with the testing devices for the 2015-2016 Common Core Curriculum;
Whereas, On November 12, 2013, the Board voted 6-1 to move forward with Phase 2 of the Common Core
Technology Project after many meetings and hours of discussion;
Whereas, A delayed vote could hinder the effective deployment of Phase 2; tablets, exploratory laptop projects
and future related evaluations and slow the deployment to 38 of the districts neediest schools registered with
the Office of Civil Rights for oversight; and
Whereas, Various trainings and professional development have been diligently calendared and planned out for
teachers and District staff and would have to be canceled; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District authorizes the Superintendent
to proceed on approved Board action of November 12, 2013, for the Common Core Technology Plan.
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Transmittal Form

Resolution Title: Recommitting to 21
st
Century
Learning for Students
Presented By: Ms. Monica Garcia, Ms. Tamar Galatzan
Date Noticed: December 17, 2013 Date Presented for Action: J anuary 14, 2014
Budget Impact
The costs of this action are detailed in Board Report 129-13/14. As identified in the report, the total cost of
the previously approved resolution is $114,858,983. While the largest portion of this expense will be
funded using bond proceeds, there is a General Fund impact in 2013-14 of $548,978 and $11,200,000 in
fiscal year 2014-15. The detailed analysis of costs is available as Attachment D to Board Report 129-13/14
which was part of the December 10, 2013 board book and is available online under tab 6 of this document:
http://laschoolboard.org/sites/default/files/12-10-13RegBdPressPublic.pdf.
Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
TAB 34
Mr. Kayser - Extending Transparency to All Schools TO BE WITHDRAWN
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.
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Transmittal Form

Resolution Title: Recommitting to 21
st
Century
Learning for Students
Presented By: Ms. Monica Garcia, Ms. Tamar Galatzan
Date Noticed: December 17, 2013 Date Presented for Action: J anuary 14, 2014
Budget Impact
The costs of this action are detailed in Board Report 129-13/14. As identified in the report, the total cost of
the previously approved resolution is $114,858,983. While the largest portion of this expense will be
funded using bond proceeds, there is a General Fund impact in 2013-14 of $548,978 and $11,200,000 in
fiscal year 2014-15. The detailed analysis of costs is available as Attachment D to Board Report 129-13/14
which was part of the December 10, 2013 board book and is available online under tab 6 of this document:
http://laschoolboard.org/sites/default/files/12-10-13RegBdPressPublic.pdf.
Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
TAB 35
Mr. Zimmer, Mr. Kayser, Ms. Garcia - Resolution To Support LAUSD Families by
Supporting A Living Wage Increase For Hotel Workers in the City of Los Angeles
Whereas, The Economic Development Committee of the Los Angeles City Council has
introduced a Motion requesting study of an increase in the living wage for hotel
workers at hotels with more than 100 rooms,
Whereas, According to the Economic Development Department, 43% of people who work in
hotels in Los Angeles earn wages that still place them far below the federal poverty
line, are economically restrictive, and prevent many from having purchasing power at
local business and adequately caring for their families,
Whereas, Research from the Economic Policy Institute indicates increasing wages for
hotel workers could generate more than $70 million in economic activity for Los
Angeles, and
Whereas, Income inequality is one of them of the most pressing economic, social, and
civil rights issues facing Los Angeles and establishing a fair wage for hotel
employees will help raise thousands of Angelenos out of poverty,
Whereas, Research demonstrates poverty widens the opportunity gap that leads to
academic achievement for students. 2011 research demonstrates the income achievement
gap (defined here as the average achievement difference between a child from a family
at the 90th percentile of the family income distribution and a child from a family at
the 10th percentile) is now nearly twice as large as the black-white achievement
gap. (cited from The Widening Academic Achievement Gap Between the Rich and the
Poor: New Evidence and Possible Explanations by Sean F. Reardon ; Stanford
University),
Whereas, Thousands of Los Angeles Unified School District parents are employees of
the hotel and tourism industry across Los Angeles, and deserve to earn a living wage
to help lift their families out of poverty,
Whereas, Several cities within Los Angeles County including Santa Monica, West
Hollywood, and Long Beach, have already realized the value in providing enhanced
wages for employees in the hotel and tourism industry,
Whereas, In 2007, the Los Angeles City Council passed a living wage ordinance for
workers employed in hotels near LAX and in 2009, passed an ordinance that raised the
wages for airport employees, resulting in higher pay and real benefits for low-income
families, and
Whereas, The hotels and tourism industry near LAX has continued to thrive despite the
increase in wages for its workers, now, therefore be it
Resolved, That the Governing Board of the Los Angeles Unified School District
supports the Motion and requested study for the Los Angeles City Council to prepare,
present, and pass an ordinance requiring a living wage for hotel workers at hotels
with more than 100 rooms, and be it finally
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Resolved, That the Board directs the Superintendent to transmit a copy of this
resolution to all members of the Los Angeles City Council.
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TAB 36
Ms. Galatzan, Ms. Garca, Mr. Zimmer - Preparing Students and Employees for Social Transformations in the
Digital Age (Res-075-13/14) (Noticed April 8, 2014)
Whereas, The Common Core State Standards adopted by the California Board of Education for English
Language Arts requires that students in grades K-12 must use technology, including the Internet, to
produce and publish their work, and to interact and collaborate with others;[1]
<javascript:parent.onLocalLink('_ftn1',window.frameElement)>
Whereas, The use of the Internet in schools and at home is an important learning tool for students
because it brings the worlds resources to their fingertips;
Whereas, The goal of the Common Core Technology Project is to put a computing device in the hands
of every student and educator in the District in order to prepare them with skills to be college- and
career-ready and to help close the digital divide;
Whereas, The Internet also carries the risk of cyber-bullying and the violation of privacy, which can be
greatly reduced when students learn how to use online access safely and responsibly;
Whereas, The District has partnered with nonprofit organizations like the non-profit Common Sense
Media to educate students, families and employees about Internet safety and digital citizenship;
Whereas, The Districts current Acceptable Use Policy (AUP) allows the use of technology to block or
filter access to online data that is deemed harmful to minors;
Whereas, The Districts current filtering mechanisms frequently block educational sites that would be
helpful for employees and students to access, requiring action to unblock sites be made on a case-by-
case basis;
Whereas, A 2012 study by the nonprofit group Common Sense Media found that 90% of American
teens ages 13-17 have used some form of social media, 83% have visited a social networking site, and
75% have maintained a profile on a social networking site;
Whereas State and Federal [e-rate] laws specify that students must know how to appropriately interact
with one another in chat rooms and other social networking sites;
Whereas, The District currently has a social media policy for District employees and associated persons,
but not for students;
Whereas, There is a debate among many school districts regarding the level of access students should
have to social media sites - an issue that has not yet been decided by the District; and
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Whereas, Students must learn how to safely use all learning tools, including technology and digital
information and media, in order to be college and career ready, especially in todays digital world; now
therefore be it
Resolved, That the Board directs the Superintendent to establish a Social Media and Internet Safety
Task Force, convened by the Office of Curriculum, Instruction, and School Support, whose membership
should include, but not be limited to, a representative from each of the following:
Los Angeles School Police Department
School Operations
Office of Curriculum, Instruction, and School Support
Common Core Technology Project Team (district staff)
A representative from United Teachers Los Angeles
A representative from the Associated Administrators of Los Angeles
A representative from California School Employees Association, Chapter 500
A representative from SEIU, Local 99
Office of General Counsel
A parent
A student
Resolved further, That the Task Force will issue a report prior to the start of the 2014-15 school year
with recommendations for the following:
An updated and more comprehensive social media policy for employees, students, volunteers,
and associated persons, including the use of social media on and off District property and
outside of work and school hours.
A policy that clearly states whether students and employees should be allowed to access social
media and networking sites on District computing devices, and if so, which ones.
How to develop filtering protocols-appropriately tailored to employees and students of different
grade levels-to systematically determine which websites can be accessed or blocked on District
computing devices.
An updated Accessible Use Policy that reflects technological trends and emphasizes
responsible use of the Internet and social media.
Appropriate discipline guidelines and repercussions for those who fail to comply with the AUP.
A plan to support and protect victims of cyber infractions.
The additional staff and resources that will be necessary to implement the recommendations
made by the Task Force, and be it finally
Resolved, That the Los Angeles Board of Education declare an annual Digital Citizenship Week each
fall, starting in the 2014-15 school year, as part of its commitment to providing a safe and civil learning
environment.

[1] <javascript:parent.onLocalLink('_ftnref',window.frameElement)>
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http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf <https://mail.lausd.net/owa/redir.aspx?
C=o3nTpmqvWEueSWLMIgKNm8PVyO7PHNEIRy8GjWJaFpV9ZdW1UrXPAPobnRir8hsEnSjrXxgjnjo.&URL=http%
3a%2f%2fwww.cde.ca.gov%2fbe%2fst%2fss%2fdocuments%2ffinalelaccssstandards.pdf>
"California Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects." California Department of Education, Mar. 2013. Web. 24 Mar. 2014.
<http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf>
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TAB 37
Ms. Ratliff, Ms. Galatzan, Dr. Vladovic - Classified School Employee Week
Whereas, The Los Angeles Unified School District wishes to recognize those persons who are dedicated in
their service to public education; and
Whereas, In 1986, the California State Legislature decreed the third full week of May each year as Classified
School Employee Week in official recognition of Classified School Employees, by passage of Senate Bill 1552
(Campbell);
Whereas, Classified School Employees include clerical and technical employees, as well as bus drivers,
paraeducators, food service providers, security officers, maintenance workers, and serve many other roles in the
District;
Whereas, Classified School Employees provide valuable services to the students, faculty, staff and schools of
the District;
Whereas, Classified School Employees contribute to the establishment and promotion of a positive instructional
environment within the District;
Whereas, Classified School Employees serve vital roles in promoting the welfare and safety of Districts
students, faculty and staff;
Whereas, Classified School Employees strive for excellence in their respective functions within the Los
Angeles Unified School District; and
Whereas, Classified School Employees comprise an integral part of the Los Angeles Unified School District
community; now therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District hereby recognizes and honors
the contributions of classified professionals to quality education in the State of California and in the Los
Angeles Unified School District, and extends its gratitude and appreciation for their dedicated service; and be it
further
Resolved, That the Governing Board of the Los Angeles Unified School District hereby declares the week of
May 18-24, 2014, as Classified School Employee Week in the Los Angeles Unified School District.
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TAB 38
Ms. Garca, Dr. Vladovic, Mr. Zimmer - Wellness Centers Now: A Smart Investment in Our
Communities Health for Our Student Success (Res-073-13/14) (Noticed April 8, 2014)
Whereas, The Los Angeles Unified School District is committed to keeping all students safe and
healthy, ensure that every community has access to a high quality public school, where students must
learn to read and write at grade level and graduate college and career prepared;
Whereas, LAUSDs 2013 School Discipline Policy and School Climate Bill of Rights Board Resolution
states that all students have the right to holistic, healthy school environments that support students in
all aspects of their health and well-being and that the Superintendent shall work with community,
business, and philanthropic partners to ensure schools have access to full service community schools;
Whereas, The California Endowment states that when students are healthy in mind and body, they are
more engaged, miss less school, focus better in class and are more likely to graduate;
Whereas, The Centers for Disease Control and Prevention (CDC) recognizes the impact of health on
academic achievement. That the academic success of Americas youth is strongly linked with their
health. In turn, academic success is an excellent indicator for the overall well-being of youth, and is a
primary predictor and determinant of adult health outcomes;
Whereas, Trauma-Informed, Integrated Care is at the core of the wellness center model and goals;
Whereas, the Trauma and Learning Policy Initiative (TLPI) found that neurobiological, epigenetics, and
psychological studies have shown that traumatic experiences in childhood and adolescence can diminish
concentration, memory, and the organizational and language abilities students need to succeed in
school; thereby, negatively impacting a students academic performance, classroom behavior, and the
ability to form relationships;
Whereas, In Los Angeles County, children without health insurance are less likely to see a
physician for regular care including immunization and other services and tend to rely on
emergency rooms for their regular source of care and go without needed medical care for acute
and chronic health conditions such as ear infections, dental problems, throat infections, and
asthma;
Whereas, Receiving school-based comprehensive health services has been shown to reduce course
failures and dropout rates. A study of school-based mental health centers in the Dallas Public Schools
found that students served in these centers showed a 32% decrease in absences, a 31% decrease in
failures and a 95% decrease in disciplinary referrals. In addition, an analysis of 165 studies of school-
based prevention activities that included individual counseling or behavior modification as well as
efforts to change the way schools are managed found that school-based prevention practices appear
effective for reducing alcohol and drug use, dropout and nonattendance and other conduct problems.
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Lastly, school connectedness was shown as the single most influential factor of many in protecting
students from substance abuse, early sexual initiation and violence.
Whereas, A school-based wellness center is a school-based clinic on a school campus that provides
comprehensive and integrated acute and preventative medical, mental, oral and social support care to
students, their families, school personnel, and surrounding communities and serve as a growing national
model to address student health needs because of a strong correlation between student achievement and
health outcomes;
Whereas, School-based wellness centers provides an affordable and convenient alternative for students
and their families that do not have health insurance and are in dire need of healthcare for conditions
ranging from preventable ailments to serious, chronic conditions;
Whereas, A 2010 national study of school-based health centers found that the critical role of
partnerships was one of six necessary conditions to build an effective wellness center. The others
include strong community support, dynamic leadership, multiple funding sources, starting prevention
efforts early and making the link between health and educational success.
Whereas, The District created The Los Angeles Trust for Childrens Health (The LA Trust), the only
non-profit in Los Angeles working exclusively on improving student health and wellness, to support the
six original school-based health clinics and then support and facilitate the opening of 34 more;
Whereas, In 2009, The LA Trust mapped and analyzed data on health disparities across the Districts
student population, identifying 14 priority areas and reporting that residents of these high need
communities are underemployed, working poor, and people of color. Approximately 70% of the
students were enrolled in free and reduced cost meal programs and students and their families in these
areas were either without health insurance, were under-insured and had less access to health care in their
communities than residents in other areas of Los Angeles, likely relying on the emergency room for
severe health problems while less severe health concerns went untreated;
Whereas, Through partnerships with community health care providers, generosity and guidance by the
LA Trust, and $34 million from the Joint-Use/Innovation facilities funding of the Los Angeles School
Board, the District opened 15 new school-based Wellness Centers located on our campuses where all
sites partnered with committed community clinic and mental health providers to provide services and
within only 6 months of operation, served over 13,000 people;
Whereas, These wellness centers provide care to students in strategic and cost-effective ways, such as
for asthma, dental and vision, early testing for diseases like diabetes, on-site primary care, reproductive
healthcare, and counseling students and families challenged with mental health, violence, and substance
abuse issues;
Whereas, The result of poverty, discrimination, unequal access to services, and other factors-affects a
persons health. These patterns of socioeconomic disparities are often the same for disparities in
academic achievement;
Whereas, Schools where the 15 wellness centers are located have seen dramatic improvement in their
academic achievement, such as Garfield High School who grew 25 API points and went from a 45%
graduation rate to an 85% graduation rate in the last 6 years;
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Whereas, Due to the requirements of both the States new priority areas within the Local Control
Funding Formula (LCFF) / Local Control and Accountability Plan (LCAP) and California Office of
Reform Education (CORE) Waiver, the Districts targets for student achievement have a heightened
focus on student achievement, student engagement, and school climate; and
Whereas, The purpose of Measure Q is to invest in upgrading, modernizing, repairing and constructing
District school facilities to improve student health, safety and educational quality; now, therefore be it
Resolved, That the Los Angeles Unified School District continues to expand efforts of increasing
student wellness as a strategy to achieve the Districts goal of 100% graduation;
Resolved further, That the Office of the Superintendent, the Student Health and Human Services
Division, and the Facilities Services Division partner with the Los Angeles Trust for Childrens Health
to develop a Strategic Plan for the development and expansion of Wellness Centers in high priority
geographic areas that target areas of high concentration of poverty, English learners and foster youth to
leverage the LCFF/LCAP investment;
Resolved further, That the District allocate $50 Million of funds from the Facilities Services Division
School Upgrade Program (SUP) for the development and expansion of Wellness centers;
Resolved further, That the Facilities Services Division, when developing a new project to address major
renovations/modernizations/reconfigurations to school buildings under the SUP, consult the to-be
developed Strategic Plan for Wellness Centers to determine whether the proposed project scope should
include the expansion or creation of a wellness center, as prioritized within the Strategic Plan;
Resolved further, That Wellness Centers will expand access to essential services including but not
limited to, quality comprehensive and integrated acute and preventative medical, mental, oral and social
support care to students, their families, school personnel, and surrounding communities; and be it finally
Resolved, That the Superintendent will provide the Board of Education a proposed implementation plan
in 180 days that identify opportunities to leverage matching funds to maximize the number of wellness
centers and services.
Resolved further, That the Office of the Superintendent, the Student Health and Human Services
Division, and the Facilities Services Division partner with the Los Angeles Trust for Childrens Health
to develop a Strategic Plan for the placement and development of phase 2 of the Wellness Centers in
high priority geographic areas;
Resolved further, That the District allocate $50 million of Facilities Services Division School Upgrade
Program for the expansion of wellness centers that target areas of high concentration of poverty, English
learners and foster youth to leverage the LCFF/LCAP investment;
Resolved further, That the Facilities Services Division Strategic Execution Plan for major
renovations/modernizations/reconfigurations to school buildings in the School Upgrade Program
include the development of or repurpose of space not in current use on existing school campuses into
wellness centers;
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The mission of Families In Schools is to involve parents and communities in their childrens education to achieve lifelong success.

(213) 201-3900 | Fax: (213) 484-3845 | 1545 Wilshire Blvd., #700, Los Angeles, California 90017 | www.familiesinschools.org
Oscar E. Cruz
President & CEO

BOARD OF DIRECTORS

Virgil Roberts, Chair
Partner
Bobbitt & Roberts

Gayle Miller, Treasurer
President (Retired)
Anne Klein II

Dr. Evangelina Stockwell, Secretary
Asst. Superintendent (Retired)
LAUSD

Jorge Haynes
Director of External Relations
California State University,
Office of the Chancellor

Octavio Pescador, Ph.D
Research Associate
Paulo Freire Institute

Dr. Darline Robles
Professor of Clinical Education
Rossier School of Education
University of Southern California

Shamya Ullah
Wealth Manager
Morgan Stanley

Jimmy T. Man
Partner
Deloitte Tax LLP

Karla Salazar
Principal
SOS Strategies

Arun Ramanathan
Executive Director
The Education Trust-West

Nay 1, 2u14

Bon. Richaiu vlauovic, Boaiu Piesiuent
Bon. Nonica uaicia, Bistiict 2
Bon. Tamai ualatzan, Bistiict S
Bon. Steve Zimmei, Bistiict 4
Bon. Bennett Kaysei, Bistiict S
Bon. Nonica Ratliff, Bistiict 6
Bi. Sylvia Rousseau, Boaiu Bistiict 1 Liaison

Re: Request to Suppoit "Wellness Centeis Now!" Resolution

Beai Electeu Leaueis of the laigest school uistiict in Califoinia,
Families In Schools seeks youi suppoit anu appioval of the Wellness Centeis
Now! Resolution on youi Nay 1S, 2u14 Boaiu Agenua. We suppoit the
expansion of Wellness Centeis because they aie a pioven stiategy that cieates
access to compiehensive health seivices foi oui stuuents.
Families In Schools was created in 2000 and is deeply involved in increasing
positive outcomes for preschool12 low-income students of color. Our belief is
that Wellness Centers help to achieve these outcomes, as they provide a solution to
combat some of the challenges associated with chronic absenteeism. Investing in
Wellness Centers also creates an opportunity to increase parent engagement
throughout LAUSD. It is our belief that engaging parents authentically should be a
core component of quality education in all schools and a key strategy for
transforming high need schools.

We suppoit the LA0SB goal of ieaching 1uu% giauuation anu fully expect the
expansion of Wellness Centeis to inciease stuuent achievement. We want all
stuuents to be healthy anu ieauy to leain. Stuuies show that chiluien, who uo
not seek meuical caie, incluuing pieventive visits, inciease theii iisk of uisease
anu incieaseu school absences. We know the Bistiict is woiking to impiove
instiuction anu we must, at the same time, impiove the access to suppoit
seivices.
LA0SB eniolls ovei 6Su,uuu stuuents at its 1,u87 schools anu centeis, making it
the seconu laigest school uistiict in the 0niteu States. 0ui chiluien come to oui
schools eveiy uay uealing with mental health issues, pooi nutiition, asthma,
uiabetes, anu othei conuitions that seiiously impact theii ability to

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May 5, 2014

Hon. Richard Vladovic, Board President
Hon. Mnica Garca, District 2
Hon. Tamar Galatzan, District 3
Hon. Steve Zimmer, District 4
Hon. Bennett Kayser, District 5
Hon. Mnica Ratliff, District 6

Re: Request to Support Wellness Centers Now! Resolution

Dear Elected Leaders of the largest school district in California,

Los Angeles Education Partnership (LAEP) seeks your support and approval for the Wellness Centers Now!
Resolution on your May 13, 2014 Board Agenda. We support the expansion of Wellness Centers because they
are a proven strategy that create access to comprehensive health services for our students. LAEP supports the
LAUSD goal of reaching 100% graduation and fully expects the expansion of Wellness Centers to increase
student achievement. We want all students to be healthy and ready to learn. Studies show that children, who
do not seek medical care, including preventive visits, increase their risk of disease and increased school
absences. We know the District is working to improve first instruction and we must, at the same time,
improve the access to support services.

LAUSD enrolls over 650,000 students at its 1,087 schools and centers, making it the second largest school
district in the United States. Our children come to our schools every day dealing with mental health issues,
poor nutrition, asthma, diabetes, and other conditions that seriously impact their ability to succeed. Of LAUSDs
students, 27% are uninsured and 44% are enrolled in Medi-Cal. For many of these children, the only healthcare
services they will get are those that they access through school or community based efforts.

Wellness Centers, when aligned with the community schools strategy and supported on site by a community
school coordinator, integrate and coordinate care for students and their families with a focus on prevention,
education and early intervention. Each Wellness Center is operated by community clinic partners and other
community based organizations who offer fully integrated health care services including physical health,
mental health, and oral health care. By providing these essential services, Wellness Centers will greatly
strengthen our ability to help students be ready to learn and help our communities increase healthy and
supportive behaviors. Research shows that students that use Wellness Centers are more likely to have yearly
dental and medical check-ups and are less likely to go to the Emergency Room or be hospitalized. Students
enrolled in a Wellness Center are absent three times less often than those students not utilizing a Wellness
Center.

LAEP improves schools in high poverty areas of Los Angeles through effective programs and responsive
collaboration that support the personal academic growth of students from birth through high school. Our goal
to see all students thrive is in alignment with building a better and stronger safety net for the children of Los
Angeles and we urge you to vote in favor of the Wellness Centers Now! Resolution. We stand ready to work
with LAUSD as it leads the way for successful, safe and healthy schools in every neighborhood.

Sincerely,

Ellen Pais, President & CEO
1055 West Seventh Street
Suite 200
Los Angeles
California 90017

T: 213.622.5237
F: 213.629.5288
E: epais@laep.org
I: www.laep.org

LOS ANGELES TRUST FOR CHILDREN S HEALTH
333 Sout h Beaudry Avenue, 29
t h
Fl oor
Los Angel es, Cal i f orni a 90017
Tel ephone: (213) 241-3846 www.thel at rust .org

Executi ve Director
Maryjane Puffer, BSN, MPA

Executive Committee

President
J oel Polachek

Vice Presi dent
Richard Ellingsen, J D

Secretary
J an Kern, MA

Treasurer
Luis Buendia

Executi ve Director
LAUSD Student Health
and Human Services
Debra Duardo, EdD

Emeritus Assi stant
Superintendent
LAUSD Student Health
and Human Services
Rene Gonzalez

Board of Directors

Maria Brenes, EdM

Robert Davies, MD

Helen DuPlessis, MD, MPH

Art Fleisher, MD

Brenda Flores, CPA

Scott Folsom

Margaret Lee, PhD

Sharon V. Robinson, EdD

Lori Vollandt, EdD

J o Ann Yanagimoto-Pinedo,
MHA

April 28, 2014

Hon. Richard Vladovic, District 7, Board President
Dr. Sylvia Rousseau, Board District 1 Liaison

Re: Request to Support LAUSD Board of Education Resolution Wellness Centers Now:
A Smart Investment in Our Communities Health for Our Students Success


The Los Angeles Trust for Childrens Health, along with our Wellness Center
Community Clinic providers, seeks your support for the approval of the LAUSD Board
of Education resolution Wellness Centers Now: A Smart Investment in Our
Communities Health for Our Students Success.

We support the expansion of Wellness Centers because we know that they are
working to improve access to comprehensive health services for our students. In fact,
over 20,000 people have been served since March of Last year and approximately 45%
are students.

We support the LAUSD goal of reaching 100% graduation and fully expect the
expansion of Wellness Centers to increase student attendance and therefore student
achievement. We want all students to be healthy and ready to learn. Studies show
that children who are unable to seek medical care, especially preventive visits,
increase their risk of disease and increased school absences. We know the District is
working to first improve instruction, but we must, at the same time, improve student
access to support services.

LAUSDs children come to school every day dealing with mental health issues, poor
nutrition, asthma, diabetes, and other conditions that seriously impact their ability to
succeed. Of LAUSDs students, 27% are uninsured and 44% are enrolled in Medi-Cal.
Wellness Centers have the capacity to be a medical home for all in the community and
we are enrolling families every day.

Wellness Centers integrate and coordinate care for students and their families with a
focus on prevention, education and early intervention. Each Wellness Center is
operated by a community clinic partner and/or other community based organization
that offers fully integrated health care services including physical health, mental
health, and oral health care.
Bringing vital health resources and solutions to the students, families and communities of Los Angeles Unified School District since 1991
Wellness Now Ltr of Support / LA Trust
Page 2
By providing these essential services, Wellness Centers will greatly strengthen our ability to ensure that
students are ready to learn and help our communities increase healthy and supportive behaviors.

Research shows that students that use Wellness Centers are more likely to have yearly dental and
medical check-ups and are less likely to go to the Emergency Room or be hospitalized. Students enrolled
in a Wellness Center are absent three times less often than those students not utilizing a Wellness
Center.

We are an organization that supports building a better and stronger safety net for the children of Los
Angeles and we urge you to vote in favor of Wellness Centers Now: A Smart Investment in Our
Communities Health for Our Students Success. We stand ready to work with LAUSD as it leads the
way for successful, safe and healthy schools in every neighborhood.

Sincerely,

Maryjane Puffer
Executive Director

Dr. Felix Aguilar, UMMA Community Clinic
Mr. Carl Coan, Eisner Pediatric and Family Center
Mr. Ritchie Geisel and Ms. Deborah Villar, Bienvendios Community Clinic
Mr. Jim Mangia, St. Johns Well Child and Family Center
Ms. Louise McCarthy, Community Clinic Association of Los Angeles County
Ms. Rise Phillips, T.H.E Clinic
Nina Vaccaro, Southside Coalition of Community Health Centers
Mr. Richard Veloz, South Central Family Health Center
Ms. Paula Wilson, Valley Community Clinic

Thank you for your support!

May 5, 2014

Hon. Richard Vladovic, Board President

Re: Request to Support Wellness Centers Now! Resolution

We seek your support and approval the Wellness Centers Now! Resolution on your May 13, 2014 Board
Agenda. We support the expansion of Wellness Centers because they are a proven strategy that create
access to comprehensive health services for our students.
We support the LAUSD goal of reaching 100% graduation and fully expect the expansion of Wellness
Centers to increase student achievement. We want all students to be healthy and ready to learn. Studies
show that children, who do not seek medical care, including preventive visits, increase their risk of disease
and increased school absences. We know the District is working to improve first instruction and we must,
at the same time, improve the access to support services.
LAUSD enrolls over 650,000 students at its 1,087 schools and centers, making it the second largest school
district in the United States. Our children come to our schools every day dealing with mental health issues,
poor nutrition, asthma, diabetes, and other conditions that seriously impact their ability to succeed. Of
LAUSDs students, 27% are uninsured and 44% are enrolled in Medi-Cal. For many of these children, the
only healthcare services they will get are those that they access through school or community based
efforts.
Wellness Centers integrate and coordinate care for students and their families with a focus on prevention,
education and early intervention. Each Wellness Center is operated by community clinic partners and other
community based organizations who offer fully integrated health care services including physical health,
mental health, and oral health care. By providing these essential services, Wellness Centers will greatly
strengthen our ability to help students be ready to learn and help our communities increase healthy and
supportive behaviors.

Research shows that students that use Wellness Centers are more likely to have yearly dental and medical
check-ups and are less likely to go to the Emergency Room or be hospitalized. Students enrolled in a
Wellness Center are absent three times less often than those students not utilizing a Wellness Center.

We are an organization that supports building a better and stronger safety net for the children of Los
Angeles and we urge you to vote in favor of the Wellness Centers Now! Resolution. We stand ready to
work with LAUSD as it leads the way for successful, safe and healthy schools in every neighborhood.

Sincerely,
TAB 39
Ms. Garca, Mr. Kayser - Investing in Our Youngest Learners to Improve the Healthy
Development and School Readiness (Res-072-13/14) (Noticed April 8, 2014)
Whereas, The Los Angeles Unified School District has a mission to reach 100%
graduation;
Whereas, The first five years of life establish a foundation for the future success
of children and their ability to reach their full potential;
Whereas, High-quality early learning programs can make a difference in school and
life outcomes for children and to the health and vitality of our society;
Whereas, In the early years, young children not only develop core academic knowledge
in pre-literacy and early math, they develop important learning skills, such as
paying attention, managing emotions and completing tasks;
Whereas, There is an increasing number of Dual Language Learners under the age of
five in our community and there is also a growing body of research indicating the
ability of young children to learn more than one language in a supportive, high-
quality early learning environment that can contribute to their future academic
success;
Whereas, Brain research shows that by age three, kids born into low-income families
have heard roughly 30 million fewer words than their more affluent peers, and lower
income five year olds fall more than two years behind in language development by the
time they enter Kindergarten;
Whereas, There is a disparity in academic achievement across the student population,
resulting in a significant achievement gap, in which Hispanic/Latino and African-
American students are less likely to perform at proficient levels in English-Language
Arts and Mathematics than white and Asian students;
Whereas, The Common Core State Standards and the Local Control Funding Formula
establish greater equity and quality, however, neither of these reforms addresses the
reality that the achievement gap is formed well before children arrive in
Kindergarten;
Whereas, Only half of California low-income preschool-aged children are served in
State Preschool or Head Start, and only one-quarter of all children are eligible for
the current transitional Kindergarten program;
Whereas, Children not proficient by third grade are four times more likely not to
graduate from high school; and
Whereas, Several research studies have shown that high-quality early learning
programs decrease grade retention and special education placements and increase high
school graduation rates, college enrollment rates and earnings in adulthood; now
therefore, be it
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Resolved, That the Governing Board of the Los Angeles Unified School District
supports investing in transitional Kindergarten for all four year olds and investing
in our most vulnerable infants and toddlers. The Los Angeles Unified School District
commits to working with community partners in making this vision a reality for our
youngest learners by supporting the intent of SB 837 (Steinberg), The Kindergarten
Readiness Act of 2014, which requires districts and charter schools to provide all
four year olds with a high-quality, developmentally appropriate transitional
Kindergarten, and Senate Bill 1123 (Liu), that would establish the California Strong
Start Program for infants and toddlers into a comprehensive, evidence-based, locally
controlled program, in order to improve the healthy development and school readiness
of Californias most vulnerable children.
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TAB 40
Ms. Garca - Celebrating Asian/Pacific American Heritage Month (Res-082-13/14)
(Noticed April 22, 2014)
Whereas, In 1977, Congress introduced a House resolution to proclaim the first ten days of May as
Asian/Pacific Heritage Week;
Whereas, On October, 1978, President Jimmy Carter signed a joint resolution designating this as an
annual celebration, which we now know as Asian-Pacific Heritage Week;
Whereas, In 1990, May was chosen to commemorate the immigration of the first Japanese to the United
States, which was on May, 1843, and to mark the anniversary of the completion of the transcontinental
railroad on May 10, 1869, in which the majority of the workers who laid the tracks were Chinese
immigrants;
Whereas, In 1990 Congress voted to expand Asian-Pacific Heritage from a week to a month-long
celebration and in May 1992, the month of May was permanently designated as Asian/Pacific American
Heritage Month;
Whereas, Studies have found that the academic needs of Asian American and Pacific Islander students
are frequently overlooked;
Whereas, Understanding Asian and Pacific Islander history is an important part of celebrating Asian and
Pacific Islander Heritage Month;
Whereas, Asian Americans and Pacific Islanders have contributed in significant ways to all aspects of
society;
Whereas, Asian Americans and Pacific Islanders have endured and overcome hardship and heartache. In
the earliest years, tens of thousands of Gold Rush pioneers, coal miners, transcontinental railroad
builders, as well as farm and orchard laborers, were subject to unjust working conditions, prejudice, and
discrimination - yet they excelled;
Whereas, Even in the darkness of the Exclusion Act and Japanese internment, Asian Americans and
Pacific Islanders have persevered, providing for their families and creating opportunities for their
children;
Whereas, California is one of the states with the largest Asian American and Pacific Islanders
population; and
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Whereas, In the Los Angeles Unified School District, 6.14% of the student population are identified as
Asian, Filipino, or Pacific Islander; now therefore, be it
Resolved, That the Board of Education of the City of Los Angeles proclaims May as the Asian/Pacific
Islander Heritage Month and encourages all students, faculty, administrators, and parents to remember
and celebrate the contributions that Asian and Pacific Islanders have made to California and the United
States through various classroom projects; and be it finally
Resolved, That the Superintendent work with all schools of the Los Angeles Unified School District to
recognize and celebrate Asian/Pacific American Heritage Month through culturally relevant activities
and through in-depth discussions of historically relevant topics.
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Transmittal Form




Resolution Title: Celebrating Asian/Pacific
American Heritage Month
Presented By: Ms. Monica Garcia
Date Noticed: April 22, 2014

Date Presented for Action: May 13, 2014

Budget Impact

The resolution proclaims May as Asian/Pacific Islander Heritage Month, encouraging students, faculty,
administrators and parents to celebrate the contributions that Asian and Pacific Islanders have made to
California and the United States. The resolution further calls on the Superintendent to work with all
schools to recognize and celebrate Asian/Pacific American Heritage through culturally relevant activities
and through discussion of historically relevant topics. There is no general fund impact as a result of these
actions.
Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
TAB 41
Ms. Garca, Ms. Ratliff - Affirming Our Commitment to the School Discipline Policy and
School Climate Bill of Rights and Establishing May as School Climate Bill of Rights
Awareness Month (Res-083-13/14) (Noticed April 22, 2014)
Whereas, The Los Angeles Unified School District is committed to closing the achievement gap by
providing equitable access to a vigorous education that ensures all students will graduate from high
school college-prepared and career-ready;
Whereas, Student achievement begins with safe classrooms and a healthy environment that is conducive
to learning and free from disruption;
Whereas, On May 14, 2013, the Governing Board of the Los Angeles Unified School District adopted
the School Discipline Policy and School Climate Bill of Rights Resolution that among other things,
promotes alternatives to school suspensions; implements restorative justice strategies at schools; and
builds upon LAUSD's implementation of the School-Wide Positive Behavior Interventions and
Supports (SWPBIS) aimed at reducing suspensions, increasing attendance and academic achievement;
Whereas, The Los Angeles Unified School District SWPBIS Task Force has shown continued partner
support and demand for effective and efficient implementation of the 2013 School Discipline Policy and
School Climate Bill of Rights resolution;
Whereas, The White House has announced the My Brothers Keeper Initiative and has specifically
called for improving school climate and reversing zero-tolerance policies;
Whereas, The Successful School Climate: Progressive Discipline and Safety Committee has heard
testimony from students, teachers and administrators on how Positive Behavior and Interventions and
Support (PBIS) and Restorative Justice (RJ) create an academically supportive environment in schools;
Whereas, Youth, parents, and community organizations continue to work with LAUSD leadership on
expanding the implementation of the School Discipline Policy and School Climate Bill of Rights
Resolution, as well as working with the School Climate Committee and Discipline task force;
Whereas, School Climate Bill of Rights Month is a vehicle to promote student empowerment, safety
and wellness in our schools and offers an excellent opportunity to focus the energy, attention,
commitment, and action of the entire educational community on ensuring students are engaged, healthy,
and achieving;
Whereas, The LAUSD is committed to helping students succeed academically without imposing
negative life altering consequences that can further add to their likelihood to be part of the school-to-
prison-pipeline;
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Whereas, The Los Angeles School Police Department has continued to be a champion for reforms to
end outdated approaches to discipline and punitive strategies for correcting inappropriate student
behavior;
Whereas, LAUSD has been the trailblazer in California and San Francisco Unified School District and
Fresno Unified School District have followed suit toward more mental health based approaches to
correcting negative student behavior;
Whereas, School Climate Bill of Rights Month is an opportunity for all students in LAUSD to deepen
their educational experience and to strengthen their connection to the schools culture; now, therefore,
be it
Resolved, That the Governing Board of the Los Angeles Unified School District affirms our
commitment to the School Discipline Policy and School Climate Bill of Rights;
Resolved further, That the Governing Board of the Los Angeles Unified School District establishes May
as School Climate Bill of Rights Awareness Month; and be it finally,
Superintendent to work with all schools to recognize and celebrate May as the School Climate Bill of
Rights Awareness Month.
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Transmittal Form




Resolution Title: Affirming our Commitment
to the School Discipline Policy
and School Climate Bill of
Rights and Establishing May as
School Climate Bill of Rights
Awareness Month
Presented By: Ms. Monica Garcia and Ms. Monica
Ratliff
Date Noticed: April 22, 2014

Date Presented for Action: May 13, 2014

Budget Impact

The resolution affirms the Boards commitment to the School Discipline Policy and School Climate Bill of
Rights and establishes May as School Climate Bill of Rights Awareness Month. Further, it directs the
Superintendent to work with all schools to recognize and celebrate May as School Climate Bill of Rights
Awareness Month. There is no general fund impact as a result of these actions.
Contact Person:
Tony Atienza
Telephone:
213-241-2100
Email:
TAB 42
Mr. Zimmer, Mr. Kayser, Ms. Garcia - Supporting Senate Bill 1174: To Ensure Students
Access to Biliteracy (Res-085-13/14) (Noticed April 22, 2014)
Whereas, On the statewide primary election of June 2, 1998 California voters approved Proposition 227
which severely restricted the use of primary language for instructing English Learners and instead called
for a transitional program of Structured English Immersion that was normally not to last for more than
one year;
Whereas, This initiative was the first to ask the public to vote on a specific instructional strategy for
educating children,
Whereas, Normally, instructional methods are the purview of teacher training and research institutions
where educators debate decisions about instruction through a process adjudicated by the State Board of
Education,
Whereas, In 2006 the California Dept. of Education contracted with the American Institutes of Research
and West Ed to conduct a five year legislatively mandated evaluation of the effects of Proposition 227,
Whereas, This study found that Proposition 227 had not helped substantially in improving English
Learner reclassification, integration, or academic performance;
Whereas, The program requirements of Proposition 227 do not reflect the current state of the art
evidence-based programs that develop students biliteracy and bilingualism and are the most effective
for long term academic success and for closing the achievement gap;
Whereas, A large body of research has demonstrated the cognitive benefits and increase in academic
performance of students in dual and tri-immersion programs;
Whereas, As evidenced by the growth of these programs across the state, parents have expressed their
interest in having multilingual programs, in order to prepare their children to participate in the global
economy;
Whereas, SB 1174 (Lara, D-33); which asks the Legislature to place an initiative on the ballot to amend
Proposition 227; has been introduced and is currently under consideration by the California Senate, and
Whereas, SB 1174 has the support of the California Assn. for Bilingual Education and Californians
Together, a coalition of parents, teachers, education advocates and civil rights groups, now, therefore be
it
Resolved, That the Board of Education strongly support Senate Bill 1174, introduced by Senator
Ricardo Lara; and be it finally
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Resolved, That the Superintendent direct the Office of Legislation to communicate the Districts
position to the appropriate committees of the State Legislature and the Los Angeles delegation.
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TAB 43
File #: Sup Res3, Version: 1
Declaration of Need for Fully Qualified Educators Senate Bill 435 (Watson) and Senate Bill 148
(Bergeson)
That the Board of Education of the Los Angeles Unified School District declares that it is necessary to
apply for emergency permits as additional authorizations for credentialed teachers under provisions of
Education Code 44300. Such permits/authorizations allow teachers to earn Bilingual and/or Cross-
Cultural Language and Academic Development (BCLAD and CLAD) certificates, Resource Specialist
(RSP) certificate (for experienced special education teachers whose credentials do not specifically
authorize RSP services), and teacher librarian certificates for credentialed teachers who are serving in
librarian positions while completing their library media programs. The Board of Education also
declares that it may be necessary to apply for Limited Assignment Permits for credentialed special
education teachers to authorize service to students with an Autism Spectrum Disorder, or when a
credentialed general education teacher is assigned to teach a course in a subject outside of his/her
credential area.
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FROM: J usto H. Avila
Interim Chief Human Resources Officer
SUBJECT: SUPERINTENDENT MOTION: STATE REQUIRED DECLARATION OF
NEED FOR FULLY QUALIFIED EDUCATORS
Senate Bill 435 (Watson), enacted in J anuary 1988 requires school districts that utilize emergency
permits to seek the approval of the governing board annually at a public meeting. In November 1993,
Senate Bill 148 (Bergeson) and the resulting Title 5 regulations established an additional requirement
to this process. School districts are required to annually submit to the Commission on Teacher
Credentialing(CTC) a Declaration of Need for Fully Qualified Educatorsthat has been adopted by the
local Board of Education. It is important to note that the emergency permits covered by this
Declaration of Need are requested as add on authorizations for fully credentialed teachers. This
Declaration does not support the hiring of non-credentialed teachers.
For the past few years, a major emphasis has been placed on ensuring that all teachers are
appropriately certified to teach English learners (ELs). The progress of this endeavor is exemplified by
the drastic reduction in teachers with no EL certification from over 7,000 in 2005 to approximately 15
teachers as of April 24, 2014. As of this date, 40teachers currently hold emergency Cross-cultural,
Language and Academic Development (CLAD) certificates. These teachers are enrolled in classes
leading to the full EL authorization. The District continues to dismissteachers who refuse to take the
necessary steps to obtain the CLAD certificate. Meanwhile, the District continues to support teachers
who are in the process of completing coursework or preparing for the exam. The Emergency CLAD
certificate is the means provided to temporarily certify teachers who are progressing toward full
certification.
Additionally, a limited number of emergency permits are used to certify credentialed special education
teachers as resource specialists, and credentialed general educationteachers as teacher librarians while
they complete the necessary coursework toward additional certification.
Limited Assignment Permits are requested by school site administrators to authorize a credentialed
teacher to teach a subject outside of his/her certification area. Examples of such practice occur at
magnet schools where teachers with practical experience and expertise oftenteach electives that are
related to the magnets theme or in elementary and secondary dual language programs. Such permits
are closely monitored and are only issued at the request of theschool principal and with the consent of
the affected teacher. Currently, the Commission onTeacher Credentialing permits the use of Limited
Assignment Permits to authorize fully credentialed special education teachers to instruct children with
autism disorders as they complete coursework towards the Autism Disorders Spectrum certificate. The
CTC is in the process of reauthorizing all Special Education credentials. In the future, this certification
will be embedded in all Special Education teacher preparation programs.
Members, Board of Education - 2 - April 28, 2014
This Declaration requires the District to declare thepotential number, type, and subject of emergency
permits that will be needed for the ensuing school year and to specify the target languages within the
District (Attachment A).
It is requested that the Declaration of Need motion be approved at the May 13, 2014, meeting of the
Board of Education declaring a need for fully qualified teachers and the continued use of emergency
permits in the situations described herein. CTC requires that the Declaration of Need motion not be
approved as an item on consent. Please note that the Human Resources Division has also submitted for
Board approval the Delegation of Authority over Education Code Authorizations. The Delegation of
Authority supports thisDeclaration of Need in that it provides the means for District staff to ensure
that all teachers are appropriately certified to serve in their assignments.
Please contact Deborah Ignagni at (213) 241-6669 or Derek Ramage at (213) 241-4669 if additional
information is needed.
Attachments
DR/me
c: Michelle King
David Holmquist
Enrique Boullt
Gerardo Loera
J efferson Crain
Deborah Ignagni
Derek Ramage
ATTACHMENT A
Target Languages on Bilingual and BCLAD Permits
Multiple Subject, Single Subject, and BCLAD:
1. Arabic
2. Armenian
3. Cantonese
4. French
5. Korean
6. Filipino (Tagalog)
7. J apanese
8. Mandarin
9. Portuguese
10. Russian
11. Spanish
12. Vietnamese
13. Cambodian, Chiu Chow, Thai, Farsi, Hebrew, and Persian may also be needed on a
limited basis.
LAUSD/UNIVERSITY INTERN PROGRAMS

Multiple
Subject

Single
Subject

Special
Education

CNS

Psychology

California State University System
CSU Dominguez Hills X X** X X X

CSU Fresno X X

CSU Fullerton

X X

*CSU Long Beach X X X

X

CSU Los Angeles X X X X X

CSU Northridge X X** X X X

CSU Polytechnic Univ
@ Pomona
X

X X

CalState Teach X

University of California System
UC Los Angeles X X** X

Private Colleges/Universities
Alliant Itnl Univ. X X

Azusa Pacific
University
X X X X

Biola University X X

Brandman University X X** X

California Lutheran
University
X X X X

Chapman University X X** X X X

Claremont University X X** X

La Sierra University X X

Loyola Marymount
University
X X** X X X

Mt. Saint Marys
College
X X

National University X X X X

Nova Southeastern
University
X X**

Pacific Oaks University X X

Pepperdine University X X X

Phillips Graduate
Institute
X

Point Loma Nazarene
University
X X** X X

University of La Verne X X** X X

University of Phoenix X X

University of Southern
California

X X

Whittier College X X

Other
LACOE Project Impact X X

*CSULB Intern District Areas: Only District 6, 7, 8, and selected schools in District 5.
**Denotes: Limited to shortage fields.

Revised: 05/08/2012/IA/cgc
TAB 44
Reappointment of Members to the School Construction Bond Oversight Committee
Resolved, That the Governing Board of theLos Angeles Unified School District ratifies the
reappointment of Mr. Mr. Stuart Magruder, representing the American Institute of Architects, and Mr.
Barry Waite, reprensenting the California Tax Reform Association, as Members to the School
Construction Bond Oversight Committee for two-year terms commencing on May 8, 2014. The Board
determines that Mr. Magruder and Mr. Waite are not employees, officials, vendors, contractors, or
consultants of the District.
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TAB 45
Ms. Galatzan, Ms. Ratliff - Agricultural Education Incentives Encourage Inspiring
Outcomes (Res-088-13/14) (For Action at the Regular Board Meeting of June 10, 2014)
Whereas, Californias reputation for leadership in innovating and expanding agricultural industries has
been made possible through the availability of well-trained and educated personnel;
Whereas, California, being the leading agriculture-producing state for over 60 years, has a compelling
interest in ensuring that its school systems support and promote the continued development of
innovative and well-trained agricultural leaders;
Whereas, The states $4.13 million Agricultural Education Incentive Grant program has been available
to schools since 1983, and provides support for rigorous agricultural education programs;
Whereas, A requirement for matching funds ensures that school districts provide a local investment in
providing education support and resources for students interested in pursuing careers in agriculture;
Whereas, The state provided $27,957 to LAUSD to support agricultural programs in the 2013-2014
school year;
Whereas, The Agricultural Education Incentive Grant program has provided financial incentives for
districts to embark on a systematic and sustained process for improving the delivery and effectiveness
of Agricultural Education throughout California;
Whereas, The Agricultural Education Incentive Grant program provides clear guidance and direction to
school districts in developing and promoting high-quality standards by requiring that programs uphold
15 quality indicators set forth by the state;
Whereas, The non-profit Future Farmers of America, which is supported in our schools through the
Agricultural Education Incentive Grant program, has long proven itself to be an outstanding
organization that promotes excellence in agriculture education;
Whereas, LAUSD has four high schools that currently benefit from the Agricultural Education Incentive
Grant program and related Future Farmers of America activities: Canoga Park, North Hollywood,
Sylmar, and Verdugo Hills;
Whereas, The Agricultural Education Incentive Grant program supports magnet programs at Canoga
Park High School and North Hollywood High School which attract students from all parts of LAUSD
and provide students a career-focused education;
Whereas, The loss of the incentive grant would have a negative impact on all participating LAUSD
schools in ways including but not limited to:
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- the inability to provide student membership dues for Future Farmers of America
resulting in lower participation in Career Development Events and leadership workshops
- the inability to send students to educational conferences and support their independent
learning projects
- the inability to provide hands-on learning through campus farms because of a lack of
animal feed and supplies
- the inability to repair and purchase new farm equipment;
Whereas, Participation in the program gives students a small school environment within a larger
comprehensive high school and that offers students a sense of belonging that leads to greater investment
in educational success;
Whereas, Agricultural programs create a support system for some students who may otherwise feel
marginalized such as students at risk of dropping out and special education students;
Whereas, Students in agricultural programs develop important character skills and values such as
responsibility, commitment, and pride in hard work;
Whereas, The existence of agricultural programs supports the LAUSD goal of having 100% of students
graduate college-prepared and career-ready;
Whereas, Governor Brown has proposed folding the Agricultural Incentive Grant into the Local Control
Funding Formula (LCFF), effectively eliminating the incentive for LAUSD to support or fully fund this
program;
Whereas, LAUSD will gain substantially more revenue if the Agricultural Education Incentive Grant is
folded into the Local Control Funding Formula;
Whereas, The California Legislature has rejected Governor Browns plan to fold the Agricultural
Education Incentive Grant into LCFF, instead encouraging him to preserve the existing program; now,
therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District will preserve funding
for the Agriculture programs at Canoga Park, North Hollywood, Sylmar, and Verdugo Hills for the
2014-2015 school year and beyond at levels that equal or exceed the current total amounts, either
through the ongoing state grant or new LCFF model.
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TAB 46
Mr. Kayser - Asthma Awareness Month and Task Force (Res-089-13/14)
(For Action at the Regular Board Meeting of May 20, 2014)
Whereas, Asthma is a major public health problem in the United States; affecting approximately 15
million people, nearly 5 million of whom are under the age of eighteen. People with asthma experience
over 100 million days of restricted activity annually and approximately 5,000 asthma-related deaths
occur each year in this country;
Whereas, It is estimated that more than nine percent of children in the United States currently have the
disease and LAUSDs Nursing Services reports there are 34,983 students with asthma in the District
though this number is likely to double were more thorough identifications done;
Whereas, Increased asthma severity correlates with increased absenteeism and nighttime awakenings in
children with asthma significantly correlate with school absenteeism; the greater the number of nights
awakened, the greater the number of school days missed;
Whereas, Half of all children with asthma under twelve (12) years of age miss at least one day of school
per year; the average number of days missed among this group is five point two (5.2) days and up to
eleven (11) percent of children with asthma attending California schools miss eleven (11) or more days
of school per year due to this medical condition;
Whereas, LAUSD is eager to reduce absenteeism by both students and staff and seeks to minimize the
exposure of students, employees, parents and the community to potentially irritating chemicals;
Whereas, Fumes from cleaning products and their associated fragrances can linger long after they have
been applied, exacerbating asthma symptoms and exposing students and staff to potentially harmful
substances;
Whereas, Multiple agencies focused on health and the environment, such as the United States
Environmental Protection Agency (EPA), the Department of the Interior, the Responsible Purchasing
Network and the Green Seal Standard for Industrial and Institutional Cleaners have indicated that
fragrances and dyes found in cleaning products are known triggers of asthma attacks and should
therefore be eliminated from public spaces;
Whereas, Both long- or short-term exposure to toxic chemicals or harmful particles, gases, or vapors
can have serious consequences such as asthma, allergies, depression, hormonal changes, or even cancer
while green cleaning products benefit the environment and help protect people, especially vulnerable
populations such as the elderly, the infirm, children, and the chemically-sensitive heir; and
Whereas, May has been declared as Asthma Awareness Month by the Environmental Protection
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Agency; now, therefore, be it
Resolved, That the Governing Board of Los Angeles Unified School District proclaim May as Asthma
Awareness Month; and be it finally
Resolved, That the Superintendent shall form a ninety-day (90) task force comprised, but not limited to
parents, employees, facilities managers, Nursing Services, the Office of Environmental Health and
Safety, and outside asthma specialists to review district operations (maintenance, procurement, etc.) in
order to identify, make recommendations and ultimately eliminate known asthma triggers with a goal of
reducing asthma-related school absences by children and staff in 2014-2015 school year.
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TAB 47
Ms. Ratliff - Resolution in Support of Safe and Clean Schools (Res-090-13/14)
(For Action at the Regular Board Meeting of May 20, 2014)
Whereas, The Los Angeles Unified School District is dedicated to providing a safe and inclusive learning
environment for all students;
Whereas, Student achievement begins with a safe and healthy school and classroom environment that is
conducive to learning and free from disruption;
Whereas, The Superintendent has presented a draft budget for the fiscal years 2014-15, 2015-16 and 2016-17
(the Proposed Budget);
Whereas, The LAUSD added over 60 school sites since the 2007/08 school year on over 400 acres spread
across the District and underwent a 24% increase in square footage, without a commensurate increase in Los
Angeles School Police (the LASPD) officers and other resources to patrol such schools;
Whereas, The Proposed Budget includes no material changes from the $57.7 million of annual funding
(including $13.02 million of supplemental and concentration funds) for the LASPD seen in the 2013/14 school
year;
Whereas, Break-ins during off-hours including evenings, early mornings, weekends and school vacations incur
costly damages and losses for the LAUSD;
Whereas, The Governing Board of the LAUSD has committed to providing schools with increased technology
at the school sites worth millions of dollars and hopes to eventually send such technology home with our
students;
Whereas, Conventional wisdom suggests that more officers and/or other resources deployed by the LASPD in a
property protection capacity and providing safe passages for our students as they come and go from school can
reduce harm to our students and reduce LAUSDs losses due to break-ins and vandalism;
Whereas, On May 14, 2013, the Los Angeles Unified School District adopted the School Discipline Policy and
School Climate Bill of Rights Resolution that, among other things: promotes alternatives to school
suspensions; requires the implementation of restorative justice practices at schools; builds upon the Los
Angeles Unified School District's implementation of the School-Wide Positive Behavior Interventions and
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Supports aimed at reducing suspensions, increasing attendance and improving test scores; and defines the role
of police on school campuses;
Whereas, The Proposed Budget allots $0.66 million for 5 full-time equivalent (FTE) Restorative Justice
Counselors and $2.0 to $5.0 million to unspecified School Climate & Restorative Justice purposes;
Whereas, Community input suggests that the proposed Restorative Justice resources are woefully inadequate
for a school district of well over half a million students spread across hundreds of school campuses;
Whereas, Research suggests that restorative justice principles must be consistently applied, and restorative
justice practitioners must be an enduring force for a school-based program to be successful;
Whereas, LAUSD Facilities Maintenance and Operations (FM&O) reports that, since the 2007/08 school
year, the average custodial hours at LAUSDs Elementary, Middle and High Schools have been reduced by
29%, 50% and 44%, respectively, and the corresponding custodial supply allotments have been reduced by
24%, 50% and 54%;
Whereas, The Proposed Budget restores only 59 out of the 1,370 custodial positions that FM&O has stated are
needed to ensure daily cleanliness standards are met, and the Proposed Budget makes no increase whatsoever to
the custodial supply allotment, which FM&O has stated should be increased by $1.7 million to achieve such
standards;
Whereas, The LAUSDs Breakfast in the Classrooms (BIC) initiative has created even more custodial needs -
by way of example, BIC training calls for waste milk to be poured down classroom sinks where available, and
the current custodial allotment results in classroom sinks being cleaned only weekly or as time allows;
Whereas, BIC is scheduled to expand to every school in the District that does not opt out by the end of the
2014/15 school year;
Whereas, Research has shown a correlation between clean schools and student academic achievement; and
Whereas, Research shows that more frequent cleaning of schools can result in lower absenteeism from
gastrointestinal and respiratory illness; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District reaffirm its commitment to
providing a high-quality education and safe and well-maintained school facilities that encourage learning;
Resolved further, That the Governing Board instruct the Superintendent to supervise the development of a
report that presents the losses and damages from break-ins and vandalism outside of school hours that the
LAUSD has suffered annually since the 2007/08 school year, as well as statistics on the numbers of students
that were victims of crimes as they travel to and from school. Such report shall include data on LASPD
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deployment for property protection and safe passages activities during each such period. Such report shall also
include an analysis of LASPD overtime during such periods. Such report shall be delivered to the Governing
Board a reasonable time prior to the Governing Boards vote on the Final Budget for the 2014/15 school year,
so the Board can determine whether increased funding for the LASPD and/or other property protection
measures are warranted;
Resolved further, That the Governing Board instruct the Superintendent to revise the Proposed Budget for the
2014/15 school year to accurately account for the LASPD under Base Funding, rather than
Supplemental/concentration Funding;
Resolved further, That the Proposed Budget be revised to spend $6.51 million of the $13.02 million of
Supplemental/concentration Funding currently earmarked for LASPD on increasing the number of custodial
positions by 108 FTEs, so that the number of FTE custodial positions added in the 2014/15, 2015/16 and
2016/17 school years will be increased from 25, 17 and 17 to 133, 17 and 17, respectively, with deployment
concentrated in the areas of greatest need;
Resolved further, That, acknowledging that even 167 increased custodial FTEs falls woefully short of the 1,370
FTE custodial positions that FM&O has stated are needed to ensure daily cleanliness standards are met, to the
extent additional funds become available to the LAUSD, the Proposed Budget be revised to add as many FTE
custodial positions as reasonably possible up to 1,370, to be concentrated in the areas of greatest need;
Resolved further, That the Proposed Budget be revised to spend $4.0 million of the $13.02 million of
Supplemental/concentration Funding currently earmarked for LASPD on increasing the number of FTE
Restorative Justice Counselors by 30 FTEs, so that the number of FTE Restorative Justice Counselors added in
the 2014/15 school year will be increased from 5 to 35, with deployment to the top 35 highest need schools;
Resolved, further, That the Proposed Budget be revised to spend $2.51 million of the $13.02 million of
Supplemental/concentration Funding currently earmarked for LASPD on additional professional development
in School Wide Positive Behavior Interventions and Supports (the SWPBIS) including SWPBIS coaches,
Restorative Practices, and other trauma-informed and social emotional learning strategies that are research
based for the 35 highest need schools;
Resolved further, That the Governing Board acknowledges that a mere 35 FTE Restorative Justice Counselors
and $2.51 million for SWPBIS at the 35 highest need schools falls woefully short of the resources needed to
fully implement our commitment to the School Climate Bill of Rights Resolution, but is a decent first step; and
be it finally
Resolved, That the Proposed Budget be revised to clarify the intended uses of the unspecified School Climate
& Restorative Justice item as it applies to our commitment to improving School Climate across LAUSD as
embodied in the Governing Boards previously adopted School Climate Bill of Rights Resolution.
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TAB 48
Ms. Garca, Dr. Vladovic, Mr. Zimmer - Equity is Justice Resolution (Res-091-13/14)
(For Action at the Regular Board Meeting of June 10, 2014)
Whereas, the Los Angeles Unified School District (LAUSD) is committed to a goal of 100% graduation
rate for all students regardless of where they live or what school they attend;
Whereas, the fight for equity and access for all students in LAUSD is an over decade-long effort led by
a communitys call to action to demand better academic outcomes;
Whereas, due to the increase in revenues generated by the voter approved Proposition 30 and the state
approved groundbreaking Local Control Funding Formula (LCFF), all LAUSD schools will receive an
increase in base budget, and are expected to continue to gain more dollars each year for the next seven
years;
Whereas, LAUSD has a momentous opportunity to close the achievement gap for high need, low-
income students within the district;
Whereas, Governor Brown boldly reminds California of the spirit and intent of the LCFF by stating that
equal treatment for children in unequal situations is not justice;
Whereas, LCFF sets forth a new equity-based vision for funding school districts determined on need,
where school districts with higher numbers of English learners, foster youth, and low-income youth
receive additional supplemental and concentration grants to mitigate the harmful effects of
disadvantage;
Whereas, the Superintendent projects an estimated $837 million in supplemental and concentration
grants for high need students;
Whereas, LAUSD has a historic opportunity to develop bold investments that reflect the spirit and intent
of LCFF by ensuring that the supplemental and concentration dollars target its high and highest need
schools first;
Whereas, LAUSD also has a historic opportunity to take a fuller, more comprehensive look into the
impediments of academic achievement within its district by taking into account environmental factors
that create barriers to achievement;
Whereas, under the LCFF notion of subsidiarity, Advancement Project, Community Coalition, and
InnerCity Struggle, have developed and researched an equity-based student need distribution of funds
that take into account academic, health, and safety variables to rigorously and comprehensively assess
need locally;
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Whereas, by taking a comprehensive approach to LCFF investment and using a student need index to
inform the allocation of funds, LAUSD can effectively address the achievement gap problem, set a new
standard for embodying the spirit of LCFF legislation, and reduce the need for costly and inefficient
remedial actions; now, therefore be it
Superintendent to construct and adopt an equity-based student need index as the means for identifying
high and highest need schools in LAUSD for the distribution of funds and use the Aggregate Student
Need Index as the foundation for this work.
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TAB 49
Ms. Garca - Reaffirming our Commitment to High Quality Parent Engagement at Every
School (Res-092-13/14) (For Action at the Regular Board Meeting of June 10, 2014)
Whereas, The Los Angeles Unified School District is committed to achieving 100% graduation rate;
Whereas, The Governing Board of the Los Angeles Unified School District adopted the Parents as
Equal Partners in the Education of their Children Resolution in December of 2010 to affirm and
delineate the vision, practice and commitment to engage parents in their childrens education;
Whereas, The Parent Bill of Rights and Responsibilities was subsequently adopted by the Board of
Education to ensure school staff welcome parents as equal partners and value school-home partnerships
as essential student learning and achievement;
Whereas, The Local Control and Accountability Plan (LCAP) includes parent involvement as one of 8
key priorities for District-wide improvement in student achievement and learning leading to high school
completion and college preparedness;
Whereas, Parents have a participatory role in the new Local Control Funding Formula (LCFF), and in
advising the development of the corresponding LCAP to support all students, including low- income
students, foster youth, and English Learners;
Whereas, Increased funding is available under LCFF for schools to improve outreach, engagement and
education strategies that strengthen capacity of both parents and staff to be mutually supportive as equal
partners to promote learning and achievement;
Whereas, The School Experience Survey (SES) measures among other things, the degree to which
parents indicate they are welcomed in their schools and treated respectfully by school staff, and whether
opportunities are provided to parents to strengthen their capacity to support education;
Whereas, LAUSD parents and guardians from a number of parent-led groups and community based
organizations, partnered with the United Way of Greater Los Angeles to conduct an assessment
regarding how parents and guardians are treated at LAUSD schools;
Whereas, Their findings gathered through school visits and surveys concluded that parent resources,
such as the School Report Cards (SRC) were not equally available across the district nor was there a
designated staff person available at each campus that focused exclusively on parent engagement; now
therefore be it
Resolved, That schools utilize new and existing funds to implement a parent engagement action plan
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that 1) ensures all parents know and understand their rights and responsibilities, 2) provides trainings
and resources to help parents support learning at home and at school, 3) offers capacity-building
opportunities for teachers and other school staff to strengthen school/home partnership, 4) promotes
effective partnerships between school staff and parents as equal partners, 5) requires each school to
deliver four parent training modules on academic initiatives, 6) requires each school to identify at least
one certificated staff member to work with a designated Parent liaison in coordinating parent
engagement activities, 7) ensures each school has a central location for parent communication and
distribution of report cards and other parent resources
Resolved further, That the School Site Council receive training on research and best practices in the
field of parent engagement to ensure strong school-family partnerships that support student learning and
development;
Resolved further, That the District incorporate items from the Parent Bill of Rights and Responsibilities
in the annual School Experience Survey (SES) to track the effectiveness of school/home partnerships
that promote learning and achievement of students;
Resolved further, That the Superintendent make public the results of the annual School Experience
Survey and utilize this information to improve school performance on the LAUSD Performance Meter;
Resolved further, That the Superintendent explore the opportunities for the District to offer school
identification cards to our parents to enhance the parent quality of service and ensure better access to a
school site and District offices;
Resolved further, That the Superintendent include in the performance evaluation of site administrators
the degree to which all accountabilities in the parent engagement action plan are completed; and, be it
finally
Superintendent to report back to the Board annually on the best practices and outstanding examples of
school sites with extraordinary parent engagement.
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TAB 50
File #: 13/14-0071, Version: 1
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REPORT OF CORRESPONDENCE - 1 - MAY 13, 2014

BOARD OF EDUCATION OF THE CITY OF LOS ANGELES
Governing Board of the Los Angeles Unified School District
May 13, 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. Ronald Blagden Anderson, Sr. Summons and First Amended Complaint (Verified): 1) Racial
Discrimination in Violation of FEHA (Gov. Code 12940);
2) Violation of California Whistleblower Protection Act 8547.3
(Use of Official Authority, Influence); 3) Retaliation for
Disclosing Improper Governmental Activities (Gov. 12940(h);
4) Failure to Prevent Harassment, Discrimination (Gov. Code
12940(k); 5) Wrongful Termination in Violation of Calif.
Whistleblower Protection Act, Report of Violation (Ed. Code
44031, Michelle King); 6) Harassment, Retaliation Violation of
Gov. Code 12940(h); 7) Violation of Constitutional Right to
Privacy (Article I, Section 1 of California Constitution);
8) Improper Delegation of Duties and Responsibilities by
Administrators; 9) Negligent Infliction of Emotional Distress;
10) Intentional Infliction of Emotional Distress; 11) Civil Code
1798.53 and Privacy Act of 1974 (Criminal Penalties); 12) Failure
to Maintain LAUSD Records Properly (Civ. Code 1798.45(c));
13) Failure to Discipline Officers and Employees (Civ. Code
1798.55); 14) Violation of Cal. Code 1102.5. Case No.
BC 537420; Los Angeles Superior Court of the State of California.
Ronald Blagden Anderson, Sr., Plaintiff, v. Los Angeles Unified
School District; and Does 1 Through 50, Defendants

2. Carpenter, Zuckerman & Rowley Summons and Plaintiffs Complaint for Damages for:
1) Negligence Including Negligent Supervision and Care of
Students; 2) Breach of Mandatory Statutory Duty; 3) Negligent
Hiring, Training, Supervision, and Retention; 4) Negligent
Infliction of Emotional Distress. Case No. 531049; Los Angeles
Superior Court of the State of California. Jordan Bridges, a minor
by and through his Guardian Ad Litem, Claudia Bridges; Claudia
Bridges, an individual; and Aaron Bridges, an individual, Plaintiffs,
v. Bellarmine-Jefferson High School, an entity of unknown form;
Archdiocese of Los Angeles, a corporation sole; Archbishop Jose J.
Gomez; Los Angeles Unified School District, a public entity; and
Does 1 Through 50, Inclusive, Defendants.


3. K&L Gates Summons and Complaint by Suffolk Construction Company, Inc.,
for: 1) Breach of Contract; 2) Implied Contractual Indemnity;
and 3) Declaratory Relief. Case No. BC 541085; 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.

4. Law Offices of Michael A. Lotta Summons and Complaint for Damages; Violation of FEHA
Case No. BC 538418; Los Angeles Superior Court of the State of
California. Keri Gravesande ( Keri Gravasande ), Plaintiff, v. Los
Angeles Unified School District, a public entity; and Does 1
Through 100, Inclusive, Defendants.
5. Esther M. Lofton Exparte Application Motion for (Proposed) Order and Judgment
(Code of Civ. Proc. 1094). Declaration of Petitioner, Esther M.
Lofton. Petition for Peremptory Writ of Mandate (Code of Civ.
Pro. 1085, 1086, 1088.5, 1094, 1094, 1105). Memorandum of
Points and Authorities in Support Thereof. Case No. BS 148023;
Los Angeles Superior Court of the State of California. Esther M.
Lofton, Petitioner, v. Don Knabe, Chairman; Zev Yaroslavsky,
Member; Michael Antonovich, Member; Board of Supervisors;
County of Los Angeles, Respondents; Dr. John E. Deasy,
Superintendent, Los Angeles Unified School District, Real Party in
Interest.
6. Eanet McCreary Summons and Complaint for Damages: 1) Failure to Engage in the
Interactive Process; 2) Failure to Reasonably Accommodate; 3)
Disability Discrimination; 4) Retaliation; 5) Failure to Prevent
Discrimination; 6) Failure to Prevent Retaliation. Case No. BC
541293; Los Angeles Superior Court of the State of California.
Theresa Guerrero, an individual, Plaintiff, v. Los Angeles Unified
School District; and Does 1 Through 50, Inclusive, Defendants.
7. McKenna Long & Aldridge Petition for Writ of Mandate (Cal. Civ. Proc. Code 1085).
Case No. BS 147845; Los Angeles Superior Court of the State of
California. Westchester Secondary charter School, a California
nonprofit public benefit corporation, Petitioner, v. Los Angeles
Unified School District; Board of Education of the Los Angeles
Unified School District; and Dr. John E. Deay, in his capacity as
Superintendent of Schools, Respondents.

8. Rahul Sethi Summons and Complaint for Damages for: 1) Race Discrimination
(Gov. Code 12940(a); 2) Age Discrimination (Gov. Code
12940(a); 3) Hostile Work Environment (Gov. Code 12940(j);
4) Wrongful Conduct (Gov. Code 12940(k); 5) Retaliation in
Violation of Gov. Code 12940(h); 6) Retaliation of Labor Code
1102.5(b); and 7) Breach of Contract. Case No. BC 540948; Los
Angeles County Superior Court of the State of California.
Nathaniel Chukwu, Plaintiff, v. Los Angeles Unified School
District, a public entity; and Does 1 Through10, 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:
9. The Claypool Law Firm Summons and Complaint for Damages for: 1) Negligent
Supervision, Hiring, Retention, Failure to Warn, Train or Educate;
2) Intentional Infliction of Emotional Distress; 3) Negligent Infliction
of Emotional Distress; and 4) Sexual Harassment. Case No.
BC 538608; Los Angeles County Superior Court of the State of
California. M.M., a minor, by and through her Guardian Francisca
Medel and Eladio Montecinos, an individual, v. Los Angeles Unified
School District, a public entity; John Deasy, an individual; Martin
Sandoval, an individual; Richard Lopez, an individual; and Does 1
Through 20, Inclusive, Defendants.

10. The Claypool Law Firm
Gustafson & Goostrey
Summons and Complaint for Damages for: 1) Negligence,
Negligent Supervision; 2) Negligence, Negligent Hiring and
Retention; 3) Negligence, Negligent Failure to Warn, Train, or
Educate; 4) Negligence, Negligence Per Se; 5) Intentional
Infliction of Emotional Distress; 6) Negligent Infliction.
Case No. BC 529257; Los Angeles County Superior Court of the
State of California. J.L., a minor through his Guardian at Litem,
Toyan La Brew; Toyan La Brew, individually; and Mark La Brew,
individually, Plaintiff, v. Los Angeles Unified School District, a
public school entity form unknown; Dr. Johnson, an individual;
Mr. Serrano, an individual; Counselor Braxton, an individual; and
Does 1 Through 100, Inclusive, Defendants.

11. The Claypool Law Firm Summons and Complaint for Damages: 1) Negligence, Negligent
Supervision, Negligent Hiring and or Retention, Negligent Failure to
Warn, Train or Educate; 2) Constructive Fraud (C.C. 1573);
3) Intentional Infliction of Emotional Distress; 4) Sexual
Harassment (C.C. 51.9); and 5) Breach of Fiduciary Duty. Case
No. BC 530299; Los Angeles County Superior Court of the State of
California. E.C., a minor through her Guardian Ad Litem, Ruth
Corona; Ruth Corona, individually, Plaintiffs, v. Los Angeles Unified
School District, a public school entity form unknown; John Deasy, an
individual; and Does 1 Through 100, Inclusive, Defendants.

12. Gilliland & Burgess Summons and Complaint for Negligence. Case No. BC 536894; Los
Angeles County Superior Court of the State of California. Alejandro
Vargas, a minor by and through his Guardian Ad Litem, Patricia
Vargas, Plaintiff, v. Los Angeles Unified School District, a public
unified school district; City Terrace Elementary School, an
elementary school; and Doe Coach Greg; and Does 2 Through 50,
Defendants.


Office of the Risk Management and Insurance Services:

No.

Received From

Type of Damage

Claimant
Date of
Damage

13. Jean Murrell Adams Damages Adams, Esq. 12/05/13
Ongoing
14. Allred, Maroko and Goldberg
Marcus Spiegel
Damages Gabriel Ruiz 10/08/13
15. Josefina Arzola Damages Josefina Arzola 01/22/14
16. Center for Disability Access
Mark D. Porter
Damages Gary Scherer 09/27/13
17. Michelle Collins Damages Destiny Collins Not Stated
18. Shanon Jenkins Damages Shannon Jenkins
Lily Sterling
Ongoing to
11/05/13
19. Katmissky & Jamsheed
Lorena Beanato
Damages Shar Ron Garrison
(Shari)
2/27/14
20. Shanon Jenkins Damages Shanon Jenkins
Lily Sterling
11/5/13
Ongoing
21. Keosian Law Group
O. Houik Oganeryon
Damages Benyamin Eghbali 10/19/13
22. Konell Ruggiero & Konell
Jerome J. Konell
Damages Samuel Anthony Banuelos III 10/09/13
23. Kosnett Law Firm
Brittanay Juarez
Damages Beautiful Morris Approx.
02-20-14
24. Law Offices of Sanford Jossen
Sanford Jossen
Damages Jaylen Glover 11/19/13
25. Law Offices of Michael E. Reznick
Michael E. Reznick
Damages Marina Jewell 02/05/14
26. Law Offices of Vargas & Vargas
Ernest Vargas
Damages Lucia Avina 02/13/14
27. Seung Bong Lee Damages Sang Yoon Lee 12/13/13
28. George Marshal Damages George K. Marshal 10/01/13
29. Owen, Patterson & Owen
Gregory J. Owen
Damages I.A. Approx.
1990-1991
30. Owen, Patterson and Owen
Gregory J. Owen
Damages Alma Cardenas Approx.
2005-2009
Gregory J. Owen
Damages Rosalva Cardenas Approx.
2003-2005


Tamiko B. Herron
Damages C.I.
Kenia Saucedo
09/2013
Ongoing
Tamiko B. Herron
Damages D.I
Kenia Saucedo
09/2013
ongoing
Gregory J. Owen
Damages LaQuinn Johnson Approx.
2005-2006
Gregory J. Owen
Damages Veronica Mancilla 2009-2010
Gregory J. Owen
Damages Melinda Munoz
Rafael Beltran
Approx.
2003-2005
Gregory J. Owen
Damages Alejandra Manuel
Rogelio Flores
Approx.
2011-2012
Tamiko B. Herron
Damages Kenia Saucedo 09/2013
Ongoing
Tamiko B. Herron
Damages Kenia Saucedo
C.I.
D.I.
11/15/13
Gregory J. Owen
Damages Raymundo Tovar
Sandra E. Flores
Approx.
2010-2011
Gregory J. Owen
Damages Shivella Williams-Diggs Approx.
2005-2006
Gregory J. Owen
Damages J.Z. Approx.
1990-1991
Gregory J. Owen
Damages E.Z. Approx.
1990-1991
Gregory J. Owen
Damages Frank Z (4 Recd)
F.Z.
Approx.
1999-2000
45. Igal Saidian Damages Sherelle Jackson 10/18/13
46. Maribel Sandino Damages Luis D. Rodriguez 02/13/14
47. Panish Shea and Boyle
Candice S. Klein
Damages Sosanya Ayomide On or About
10/01/13
48. Small Claims Court
Michael J. McDonough
Damages Michael J. McDonough 11/01/13
49. Alma Solorio Damages Martin Joal Solorio
Alma Solorio
03/10/14
50. Michael B. Taggart
Romero Priest Crawford
Damages Romero Priest Crawford 10/05/13
51. AAA
Lissi Castillo
Vehicle Damages Loni Specter 02/11/14


52. Arye Blank Vehicle Damages Arye Blank 02/26/14
53. Jesus C. Carbajal Vehicle Damages Jesus C. Carbajal 09/26/13
54. Michele Di Carlo Vehicle Damages Wawanesa Insurance
Susannah Yorke
11/21/13
55. Betty Esters Vehicle Damages Betty Esters 01/14/14
56. Infinity Insurance
Linda Robinson
Vehicle Damages Infinity Insurance
Valerie Ann Tosh
10/26/13
57. Law Offices of Michael P. Kade
Michael P. Kade
Vehicle Damages Christian Alfredo Vasquez 01/10/14
58. Andrea Martinez
Paul Martinez
Vehicle Damages Andrea Martinez

12/02/13
59. Mercury Insurance Group
Isaura Nunez
Vehicle Damages Susan Sheridan 02/12/14
60. Kelly Picard Vehicle Damages Kelly Picard 03/14/14
61. Alla Rudin Vehicle Damages Alla Rudin 03/07/14
03/14/14
62. State Farm Insurance
Angela ORoark
Vehicle Damages SharRon Garrison 02/27/14
63. William Sundy Vehicle Damages William Sundy 03/19/14
64. Valerie Tosi Vehicle Damages Valerie Tosi 10/26/13
65. Yvette Thompson Vehicle Damages Yvette Thompson 03/11/14
66. Jose Dominguez Property Loss Jose Dominguez 12/17/13
67. Gerardo Maralit Property Loss Catleya Maralit 02/2014
68. Ingrid Molina Property Loss Ingrid Molina 03/12/14

Facilities Construction Claims Insurance Services:

No.

Received From

Type of Damage

Claimant
Date of
Damage

1. NSA Construction
Group, Inc.
Mike Pohr

Breach of Contract
(re: La Salle Elementary)
Contract No. 1310107
Project No. 23.08665
NSA Construction Group, Inc.

Not Clearly
Stated
Respectfully Submitted

JEFFERSON CRAIN
Executive Officer of the Board
TAB 51
File #: 13/14-0081, Version: 1
Charter Petitions for Public Hearing
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RESOLUTIONS
TAB 52
Ms. Garca - Celebrating Safe Spaces for All and Declare June as Pride Month (Res-096-13/14)
(For Action at the Regular Board Meeting of June 10, 2014)
Whereas, The Los Angeles Unified School District has a mission to reach 100% graduation rate for all
students;
Whereas, The Los Angeles Unified School District (the District) models, advocates and promotes the
safe and respectful treatment of all our members;
Whereas, The Month of June is an opportunity to celebrate the identities and contributions of Lesbian,
Gay, Bisexual, and Transgender (LGBT) community;
Whereas, Sexual orientation and gender expression-biased bullying is among the most common forms
of harassment in schools;
Whereas, The FAIR Education Act of 2012 calls for positive inclusion of the contributions of Lesbian,
Gay, Bisexual and Transgender Americans in social studies curriculum;
Whereas, The Student Success and Opportunity Act of 2013 strengthened already existing protections
for transgender students and affirmed that all students should be recognized by, and participate in
activities, by their gender of identity;
Whereas, School-dropout rates for Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)
students is up to triple the national rate of non-LGBT students, due to peer harassment and bullying;
Whereas, Children who do not conform to gender stereotypes are more likely to be targets of
harassment;
Whereas, No one should ever be the target of harassment or violence;
Whereas, School Safety is one of the Districts most important goals;
Whereas, We must strive to ensure that District schools are consistently safe and affirming spaces for all
students and their families;
Whereas, Human Relations, Diversity and Equity is a resource for trainings, activities, lessons and
service-learning projects for and about LGBTQ concerns and is committed to fostering a safe and
respectful District, school and community culture;
Whereas, In October 2013 the OUT for Safe Schools campaign was launched encouraging 30,000
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school staff to wear an OUT for Safe Schools badge making them visible allies and safe spaces for all
youth;
Whereas, Project 10 is a District program that oversees education and support services for LGBTQ
students, in order to ensure safe, supportive and welcoming campuses free from discrimination and
harassment for LGBTQ students;
Whereas, The District and the L.A. Gay & Lesbian Center formed an initiative, Project SPIN (Suicide
Prevention Intervention Now), to bring systemic efforts to celebrate and support LGBTQ students,
families, and staff;
Whereas, Affirming school and home environments substantially reduce the risks of negative mental
health and school drop out for lesbian, gay, bisexual and transgender students;
,
Whereas, By recognizing Pride Month, we support policies, practices and curriculum that honor and
respect lesbian, gay, bisexual and transgender students and their families; and
Whereas, By recognizing Pride Month we reaffirm our commitment to the 1988 Districts Resolution
for the Respectful Treatment of All Persons; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District declares June 2014 as
Pride Month and directs the Superintendent and all District staff to support lessons and activities that
engage students in meaningful learning, research and writing about our lesbian, gay, bisexual, and
transgender students and families.
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TAB 53
Pre-July 1 Notice (Sup Res5)
That the Board of Education of the City of Los Angeles, pursuant to the current Agreements between
the Los Angeles Unified School District (District) and United Teachers Los Angeles (UTLA); and the
Los Angeles Unified School District (District) and Associated Administrators Los Angeles (AALA);
and in accordance with the individual employment contracts of these and other District employees,
hereby declares salaries and benefits for the 2014-15 school year for District employees to be indefinite
and subject to change or reduction on or after July 1, 2014, as may appropriately result consistent with
the collective bargaining process as applicable. The District shall act to implement such changes or
reductions, as the District deems necessary, to address operational, financial or budgetary conditions or
needs, including but not limited to balancing the Districts budget and otherwise responding to causes
such as state funding limitations, legislation, grant funding, legal requirements or actions, and rising
District operating costs.
Possible changes or reductions in salaries or benefits, which may be implemented in 2014-15 for UTLA
-represented employees, AALA-represented employees, management, confidential, supervisory, and
other District-represented employees include, but are not limited to, adjustments to salary rates, tables
and differentials; revisions to work year (number of paid days); adjustments to health and welfare plan
benefit and contribution levels; and other compensation and employment matters.
All such changes or reductions are to be consistent with the collective bargaining process, where
appropriate, and all Board Rules, policies and practices are subject to revision to carry out any of the
changes or reductions described above. The above actions are listed by way of example, not limitation,
and may be supplemented or revised in the discretion of the Board of Education.
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Confidential
Information
Redacted
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TAB 54
Motion Declaring Salaries Indefinite and Suspending Board Rules, Policies and Practices
(Sup Res6)
That the Board of Education of the City of Los Angeles: (1) hereby declares that all management,
confidential, and other unrepresented certificated, classified and unclassified employees salaries, benefits,
and other compensation and other terms and conditions of employment are declared indefinite for the 2014-
15 school year and subject to change or reduction on or after July 1, 2014 in the discretion of the Board of
Education, as a result of uncertainties, negotiations, legislation, and other factors deemed sufficient by the
Board of Education; and (2) suspends or amends all Board Rules, policies, and practices, as applicable, that
may be in conflict with actions taken, or which may be taken, to balance the Districts budget or otherwise
carry out the Board of Education's policy judgments.
Possible changes or reductions in salaries, benefits and other compensation matters which may be
implemented for unrepresented employees include, but are not limited to, adjustments in salary rates, tables
and differentials; revisions to work year (number of paid days); and adjustments to health and welfare plan
benefit and contribution levels. The above actions are listed by way of example, not limitation, and may be
supplemented or revised in the discretion of the Board of Education.
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Confidential
Information
Redacted
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05-13-14 LAUSD Regular Board Meeting

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