delac annual recommendations 2013-14...

NEW BUSINESS

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Los Angeles Unified School District

Board of Education Report

333 South Beaudry Ave,Los Angeles, CA 90017

File #: Rep-523-13/14, Version: 1

Approval of Routine Personnel Actions

Action Proposed:Approve 2,536 routine personnel actions (including, but not limited to elections, promotions, transfers, leaves,terminations, separations, permits and contracts) according to the following breakdown:

Classified: 1,899Certificated: 343Unclassified: 294

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: 1744249 to 1874769

ROUTINE PERSONNEL ACTIONS

Total (this report) Total(5/17/2014 to 6/4/2014) (Year-to-date)

1. Classified 1,899 232,9452. Certificated 343 170,5823. Unclassified 292 88,387

TOTAL 2,536 491,914

BREAKDOWN OF ACTIONS

Actions Classified Certificated Unclassified Total

Hire 62 25 169 256

Leaves/Paid 42 20 0 62

Leaves/Unpaid 5 12 0 17

Reassignments/Demotions 0 0 0 0

Reassignments/Transfer 71 102 12 185

Reassignments/Promotions 67 3 0 70

Retirements 22 9 0 31

Separation/Non-Resignations

39 32 28 99

Separation/Resignation 36 8 24 68

Other Actions* 1555 132 61 1748Los Angeles Unified School District Printed on 6/11/2014Page 1 of 2

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Actions Classified Certificated Unclassified Total

Hire 62 25 169 256

Leaves/Paid 42 20 0 62

Leaves/Unpaid 5 12 0 17

Reassignments/Demotions 0 0 0 0

Reassignments/Transfer 71 102 12 185

Reassignments/Promotions 67 3 0 70

Retirements 22 9 0 31

Separation/Non-Resignations

39 32 28 99

Separation/Resignation 36 8 24 68

Other Actions* 1555 132 61 1748

*Other actions include absences, conversion codes from legacy, change of pay, change of work schedule andbenefits.Background:This report is presented at each Board Meeting for approval of routine personnel actions.

Expected Outcomes:Not applicable

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

Policy Implications:Not applicable

Budget Impact:Cost Neutral

Issues and Analysis:Not applicable

Attachments:

Informatives:

Los Angeles Unified School District Printed on 6/11/2014Page 2 of 2


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INTEROFFICE CORRESPONDENCELos Angeles Unified School District

Human Resources Division

Board of Education Report No. 523-13/14For 6-17-2014 Board Meeting

INFORMATIVE

TO: Members, Board of Education DATE: June 9, 2014Dr. John E. Deasy, Superintendent

FROM: Justo H. AvilaInterim Chief Human Resources Officer

SUBJECT: APPROVAL OF ROUTINE PERSONNEL ACTIONS

This informative provides additional details regarding the Routine Personnel Actions outlined in Board Report No. 523-13/14. There were 25 certificated new hires during the time period covered by this reportand a summary list of hires appears below. The 25 new hires are comprised of former employees from the rehire list and new certificated employees. Substitute teachers were hired to provide increased coverage capacity for teacher absences and professional development activities.

1. SECONDARY TEACHERSecondary Teacher 2

2. TCHR,AD SUB,DAY/DAYAdult Teacher, Day-to-Day Substitute, Rate 1 2

3. TCHR,EARLY ED CENTERTeacher, Child Center, Substitute, Day-to-Day 3

4. TCHR,EL,SUB,D-DTeacher, Elementary, Substitute, Day-to-Day 6

5. TCHR,S,SUB,D-DTeacher, Secondary, Substitute, Day-to-Day 12

JHA:yv

c: Michelle King David Holmquist Enrique Boull’t Gerardo Loera Jefferson Crain

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Board of Education Report No. 523-13/14

For 6-17-14 Board Meeting

INTEROFFICE CORRESPONDENCELos Angeles Unified School District

Personnel Commission

INFORMATIVETO: Members, Board of Education DATE: June 17, 2014

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 June 17, 2014 meeting.

The following table represents a breakdown of the new hire, reassignment, and rehire actions for the June 17, 2014 board report for the period of May 17, 2014 to June 4, 2014.

Hire Data:As presented in the table below, the total number of classified hire actions for the period of May 17, 2014 to June 4, 2014 is 200, of which 157 (79%) are rehires or reassignments, and 43 (21%) are new hires.

With the exception of 38 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 Automotive Mechanic (Bus-Truck) (2), Building and Grounds Worker, Deputy Inspector General, Investigations, Garage Attendant, Maintenance Worker (3), Paralegal, Police Officer (4), and Programmer Analyst (Oracle).

The following regular/permanent positions have been filled by promotional employees: Area Operations Supervisor, Food Service Manager V, Health Care Assistant, Maintenance Worker (2), Police Officer, Senior Labor Compliance Officer, and Special Education Assistant (19).

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Hire Data of All Classified and Teacher Assistant Employees

From May 17, 2014 to June 4, 2014

By New Hire, Reassignment, and Rehire

Classification ProvReg/ Perm

Restr.Return Retiree

Subs TempGrand Total

NEW HIRE

Administrative Intern I * 1 1

Athletics Assistant 6 6

Automotive Mechanic (Bus-Truck) 2 2

Building and Grounds Worker 1 1

Campus Aide & Restricted 3 3

Deputy Inspector General, Investigations* 1 1

Garage Attendant 1 1

Human Resources Intern* 1 1

Investigative Assistant* 1 1

IT LAN Technician* 1 1

Labor Compliance Technician* 1 1

Licensed Vocational Nurse 1 1

Maintenance Worker 3 1 4

Paralegal 1 1

Police Intern 1 1

Police Officer 4 4

Programmer Analyst (Oracle)* 1 1

School Facilities Attendant (Restricted) 2 2

Senior Food Service Worker 2 2

Special Education Trainee 3 3

Teacher Assistant - Degree Track 4 4

WAN Specialist I* 1 1

New Hire Total 14 3 22 4 43




REASSIGNMENT

Administrative Aide* 3 3

Architectural Associate* 1 1

Area Operations Supervisor 1 1

Assistant Plant Manager I 2 1 3

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From May 17, 2014 to June 4, 2014





REASSIGNMENT

Athletics Assistant 1 1

Building and Grounds Worker 1 1 2

Continuation School Office Manager 1 1

Driver-Trainer (Bus-Truck) 1 1

Facilities Cost Analyst* 1 1

Food Service Manager I 1 1 2

Food Service Manager II 3 3

Food Service Manager V 2 2 4

Food Service Manager VI 1 1 2

Food Service Worker 10 10

Food Service Worker II (Driving) 1 1 2

Health Care Assistant 1 1 2

Heavy Bus Driver 2 2

Housekeeper 1 1

Human Resources Specialist I* 1 1

Instructional Aide for the Deaf & Hard of Hearing Students-Signing

2 2

Legal Secretary* 1 1

Licensed Vocational Nurse 1 1 2

Light Bus Driver 1 1

Maintenance Worker 2 1 3

Multimedia Designer* 1 1

Office Technician 1 10 11

Office Technician* 1 1

Plant Manager I 1 1 2

Plant Manager II 1 1 2

Plumbing Inspector* 1 1

Police Officer 1 1

Pool Custodian 1 1

Principal Administrative Assistant* 1 1

Satellite Food Service Manager 3 2 1 6

School Administrative Assistant 1 1

Senior Administrative Assistant* 1 1

Senior Food Service Worker 2 9 1 1 13

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From May 17, 2014 to June 4, 2014





REASSIGNMENT

Senior Human Resources Representative* 1 1Senior Insulator/Asbestos Abatement Worker*

1 1

Senior Labor Compliance Officer* 1 1

Senior Office Technician 2 2

Senior Office Technician* 1 1

Sign Language Interpreter 1 1

Special Education Assistant 35 35


Reassignment Total 26 79 1 16 18 140




REHIRE

Building and Grounds Worker 1 1 2

Campus Aide & Restricted 1 1

Campus Aide (Female/Restricted) 1 1Early Education Center Aide I & (Restricted)

1 1

Food Service Worker 1 1

Housekeeper 1 1

Maintenance Worker* 1 1

Plasterer and Concrete Finisher 1 1

Plumber 1 1

School Facilities Attendant (Restricted) 1 1

Special Education Trainee 4 4


Translator (Spanish) 1 1

Rehire Total 5 2 9 1 17

Grand Total 26 98 5 1 47 23 200

*non-school based

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

c: Michelle KingDavid HolmquistEnrique Boull’tGerardo Loera

Jefferson Crain

JWG 06/17/2014

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Approval of Non-Routine Personnel Actions

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

CLASSIFIED

Dismissal

1. EN 675730 from permanent Special Education Assistant effective at the close of June 18,2014.

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

Expected Outcomes:Not applicable

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

Policy Implications:Not applicable

Budget Impact:No budget impact

Issues and Analysis:Not applicable

Attachments:



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CDE SPECIFIC WAIVER REQUEST: WAIVER OF ALGEBRA 1 GRADUATION REQUIREMENTS FORPUPILS WITH DISABILITIES

Action Proposed:Staff requests Board of Education approval to submit California Department of Education Specific Waiver Request of the

Algebra 1 Graduation Requirements on behalf of two LAUSD students with disabilities who currently attend Huntington

Park Senior High School.

Background:In accordance with California Education Code Sections 56101 and 51224.5, a Special Education Local Plan Area

(SELPA) may request a specific waiver for eligible students with disabilities with an Individualized Education Plan (IEP)

from the graduation requirement to successfully complete the Algebra 1 course. LAUSD Reference Guide 5982.1,

“Algebra 1 Waiver Procedures for Students with Disabilities,” dated December 20, 2013, outlines the procedures for

senior high school principals to request such waivers on behalf of individual students with disabilities who meet

established criteria.

Expected Outcomes:This action, if approved, will authorize the Division of Special Education to submit this specific waiver request to the

State Board of Education for action later this year.

Board Options and Consequences:Approval of proposed action will allow two LAUSD students with disabilities to receive their high school diplomawithout further delay.

Policy Implications:This action is consistent with policies established by the California Department of Education and the District.

Budget Impact:None.

Issues and Analysis:N/A

Attachments:Attachment A - CDE Specific Waiver Request Signed by LAUSD Executive Director, Special Education andLAUSD SELPA Director

Informative:California Department of Education Specific Waiver Request: Waiver of Algebra 1 Graduation Requirementsfor Pupils with Disabilities



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For June 17 Board Meeting

INTEROFFICE CORRESPONDENCE Los Angeles Unified School District

Division of Special Education

INFORMATIVETO: Members, Board of Education DATE: June 2, 2014

Dr. John E. Deasy, Superintendent

FROM: Sharyn Howell, Executive DirectorDivision of Special Education

SUBJECT: CALIFORNIA DEPARTMENT OF EDUCATION SPECIFIC WAIVER REQUEST: WAIVER OF ALGEBRA 1 GRADUATION REQUIREMENTS FOR PUPILS WITH DISABILITIES

In accordance with California Education Code Sections 56101 and 51224.5, a Special Education Local Plan Area (SELPA) may request a specific waiver for eligible students with disabilities with an Individualized Education Plan (IEP) from the graduation requirement to successfully complete the Algebra 1 course. LAUSD Reference Guide 5982.1, “Algebra 1 Waiver Procedures for Students with Disabilities,” dated December 20, 2013, outlines the procedures for senior high school principals to request such waivers on behalf of individual students with disabilities who meet established criteria.

This LAUSD SELPA specific waiver request is being made to the California State Board of Education on behalf of two students with disabilities at Huntington Park Senior High School. These two students will have met or have received waivers for all other LAUSD and CDE requirements for graduation with a high school diploma by the end of the 2013-14 school year under current statute, with the exception of the Algebra 1 course requirement.

Board approval is required to forward this specific waiver request to the California State Board of Education for action later this year.

For purposes of student privacy, their names and identifying information are being withheld from this communication:

LAUSD Student A has not passed Algebra 1A (first semester of the course), and is eligible for the CDE Waiver from the CAHSEE requirement.

LAUSD Student B has not passed Algebra 1B (second semester of the course), and is eligible for the CDE Exemption from the CAHSEE requirement.

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Members, Board of EducationDr. John E. Deasy, Superintendent -2- June 2, 2014

California Education Code 56101(a) states the following:Any district, special education local plan area, county office, or public education agency, as defined in Section 56500, may request the board to grant a waiver of any provision of this code or regulations adopted pursuant to that provision if the waiver is necessary or beneficial to the content and implementation of the pupil's individualized education program and does not abrogate any right provided individuals with exceptional needs and their parents or guardians under…(IDEA)… or to the compliance of a district, special education local plan area, or county office with...(IDEA)…and federal regulations relating thereto. (b) The board may grant, in whole or in part, any request pursuant to subdivision (a) when the facts indicate that failure to do so would hinder implementation of the pupil's individualized education program or compliance by a district, special education local plan area, or county office with federal mandates for a free, appropriate education for children or youth with disabilities.

The section of California Education Code to be waived (Sec. 51224.5): (a) The adopted course of study for grades 7 to 12, inclusive, shall include algebra as part of the mathematics area of study pursuant to subdivision (f) of Section 51220. (b) Commencing with the 2003-04 school year and each year thereafter, at least one course, or a combination of the two courses, in mathematics required to be completed pursuant to subparagraph (B) of paragraph (1) of subdivision (a) of Section 51225.3 by pupils while in grades 9 to 12, inclusive, prior to receiving a diploma of graduation from high school, shall meet or exceed the rigor of the content standards for Algebra I, as adopted by the State Board of Educationpursuant to Section 60605.

If you have any questions, please contact Lisa Regan, Ed.D., Coordinator, K-12 Instruction, at [email protected] or (213) 241-8105.

c: Michelle King David Holmquist

Enrique Boull’tGerardo LoeraJefferson Crain

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Merger and Expansion of Fine Arts Academy and Global Issues Academy at Dr. Maya AngelouCommunity High School

Action Proposed:Approve the request to merge the two schools at Dr. Maya Angelou Community High School (Fine ArtsAcademy and Global Issues Academy) into one comprehensive high school with two small learningcommunities; and retain the Fine Arts Academy’s County-District-School (CDS) code for use as the CDS codefor the Dr. Maya Angelou Community High School.

Background:The Social Justice Schools: Fine Arts Academy and The Social Justice Schools: Global Issues Academyopened in 2011-2012 on the Dr. Maya Angelou Community High School campus through the Public SchoolChoice 2.0 process. Each of the two schools operates independently, with its own instructional program,staffing, and budget.

Since their inception, both of the social justice schools have struggled to attract highly effective school leaders,maintain a safe and secure campus, provide a rigorous instructional program and develop productivecommunity partnerships. Although enrollment size has been fairly stable, academic performance has improvedonly marginally and each school lags behind LAUSD averages. Despite on-going support in leadership,instruction and school safety, the schools are not providing a sound learning environment for students.

In order to increase academic offerings and staffing at the campus, along with experienced leadership and aunified vision and plan to accelerate student achievement, it is recommended that the two schools be mergedinto one comprehensive high school beginning in the 2014-2015 school year; and that the CDS code for theFine Arts Academy be retained for use by the newly merged Dr. Maya Angelou Community High School. Themerged school will house two small learning communities (SLC) that will retain the existing Fine andPerforming Arts and Global Issues themes. Students at each of the two schools will be enrolled in thecorresponding SLC at the merged comprehensive school.

Expected Outcomes:Board approval will allow the two schools to merge into a high school with one CDS code and create a unifyingsingle design plan that provides a coherent, rigorous instructional and assessment program for all students. Perpupil allocations will follow all students and the combined allocations will facilitate an expansion of and bolsterthe academic programs, staffing, and fiscal sustainability for the newly merged Dr. Maya Angelou CommunityHigh School.

Board Options and Consequences:A “yes” vote will allow LAUSD staff to proceed with the planned merging of the two schools into a single,expanded high school with a unified vision, plan, and leadership, as well as increased staffing andprogrammatic offerings to support a rigorous instructional program.



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A “no” vote will prevent LAUSD staff from proceeding with the planned school merger and expansion,resulting in unsound learning environments, reduced staffing, and programmatic deficiencies at the twoschools.

Policy Implications:No policy implications are projected.

Budget Impact:No budget impact is projected with the school merge.

Issues and Analysis:The decision to merge the Fine Arts Academy and Global Issues Academy was largely based on theinstructional, staffing, and programmatic implications for both schools. Merging the two schools into a singlecomprehensive school with two small learning communities will create the conditions to attract experiencedleadership and facilitate long-term sustainability, as well as an enhanced academic program with a unifiedvision and mission, and increased programmatic offerings, staffing and support services for students.

If the LAUSD Board of Education does not approve the merger of Fine Arts Academy and Global IssuesAcademy, the two schools will continue to struggle with the inability to bolster their academic programs toensure student achievement.

Informative:Merger and Expansion at Dr. Maya Angelou Community High School



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For 6/17/2014 Board Meeting

INTEROFFICE CORRESPONDENCE Los Angeles Unified School District

Educational Service Center East

INFORMATIVE

TO: Members, Board of Education DATE: June 17, 2014Dr. John E. Deasy, Superintendent

FROM: Roberto Martinez, Instructional Superintendent, ESC-East

SUBJECT: Merger and Expansion at Dr. Maya Angelou Community High School

BackgroundOriginally known as Central Region High School #16, Dr. Maya Angelou Community High School opened in the 2011 – 2012 school year (through Public School Choice 2.0) with two independent schools, The Social Justice Schools: Fine Arts Academy and The Social Justice Schools: Global Issues Academy. The two Social Justice schools currently operate independently, with each having its own instructional program, staffing, administration, and school budget. In addition, a charter school (Synergy Quantum Academy) is co-located on the campus.

The Social Justice schools were established with the goal of providing students with an effective educational program in a supportive and safe learning environment. Since their inception however, both of the social justice schools have struggled to attract highly effective school leaders, maintain a safe and secure campus, provide a rigorous instructional program and develop productive community partnerships. The schools’ PSC 2.0 plans were approved with reservations and the schools require a 3 year review to determine whether there has been significant improvement or interventions are needed.

Data for the first two years indicate a fairly stable enrollment size and improvement onsome academic indicators. However, performance at each school continues to fall belowLAUSD averages, in some cases notably. And in 2013-14, the Global Issues Academy had one of the lowest CAHSEE pass rates for 10th graders in the District, dropping from 59% to 45%. Although ongoing support in leadership, instruction and school safety has been provided to the schools over the past three years, the learning environments remain unsound for students. Based on data from the School Experience Survey, less than half (47%) of the students who responded said they feel safe on campus; and just 36% of the Fine Arts students and 32% of the Global Issues students said their school is clean.

Parents and other school and community stakeholders have voiced numerous concerns, on multiple occasions, about the operations and performance of the two schools since

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opening. Conflict at the campus has been ongoing. Most recently, in an effort to help the schools think about how they might revamp their instructional plans and move forward in a positive direction, autonomy training was provided to the faculty at both schools.

School Report Card DataFine ArtsAcademy

Global Issues Academy

LAUSD(HS Report)

2011-2012

2012-2013

2011-2012

2012-2013

2011-2012

2012-2013

English Language Arts Proficient/Advanced 21% 23% 19% 23% 42% 45%

Math Proficient/Advanced 3% 2% 2% 3% 19% 19%

10th Grade CAHSEE Pass Rate (March) 45% 56% 39% 60% 69% 71%

Students with 96%+ Attendance 51% 62% 57% 57% 60% 63%

Staff with 96%+ Attendance 60% 69% 50% 47% 62% 63%

Students who feel safe on campus - 47% - 47% - 71%

Students who say their school is clean - 36% - 32% - 47%

Enrollment DataStudent Enrollment

School 2011-2012* 2012-2013 2013-2014Fine Arts Academy 485 658 681

Global Issues Academy 475 606 567

Total: Maya Angelou Community HS 960 1,264 1,248* Grades 9-11 only.

Proposed New Structure

After much thought and through many meetings with the school community and its stakeholders, staff proposes to merge the two schools into a single high school – Dr. Maya Angelou Community High School – with two small learning communities (Fine and Performing Arts and Global Issues). Students at each of the two schools will be enrolled in the corresponding SLC at the merged comprehensive school. The new, expanded school will afford an opportunity for the school community to coalesce around a unified vision and plan for the school, which will be led by an experienced school leader.

Staff at the Global Issues Academy voted almost unanimously in favor of merging, and a combined majority of the faculty at both schools supports the merge. The charter school has also expressed support and is committed to helping the merged school move forward. Merging the two schools will help foster stability at the campus and allow for an increase in academic offerings and staffing to accelerate student achievement.

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Transitional ShiftsTwo Schools Global Issues Academy MergedCertificated teachers Teachers rollover to one campusClassified (2 SAA) Classified (1 SAA)Students Enrolled in SLCs in merged schoolFacilities No shiftsItinerate Positions No shifts

Expanded Resources2013-14: Two Schools 2014-15: One Merged SchoolInconsistent leadership Experienced leadershipNo additional administrators Assistant principals (3)Part-time Categorical Coordinator Full-time Categorical CoordinatorLimited campus support Additional campus supportAcademic counselors (2) Academic counselors (3)

Stakeholder Engagement

Following is a table that shows the various activities and stakeholder engagement that ESC-East has undertaken or will undertake to present the merge recommendation for Dr. Maya Angelou Community High School.

Date ActivityFebruary 11, 2014 Autonomy training provided to faculty at both schools by the

Local Options Oversight Committee May 23-26, 2014 Connect-Ed message to parents informing them of upcoming

meetingsMay 27, 2014 Meeting with faculty and staff at both schools to inform them

of the proposed changesMay 27, 2014 Evening informational meeting with parentsMay 28, 2014 Morning informational meeting with parentsMay 28, 2014 School-day meeting with leadership classMay 28, 2014 Letter, informational packet, and Q&As mailed to each

household; packets also sent home with studentsJune 2, 2014 Student assemblyJune 3, 2014 Student assembly

Next steps in the process include the following action items: Listening Sessions Selection of Principal Stakeholder Meetings to Clarify Changes Planning Meetings for 2014-2015 Transition

If you have any questions, please contact me at: (323) 224-3190

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Adoption of Local Control and Accountability Plans (LCAP) for Affiliated Charter Schools

Action Proposed:On behalf of the affiliated charter schools, Staff recommends that the Board of Education adopt the Local

Control and Accountability Plans (LCAP) for each of the 53 affiliated charter schools listed in Attachment A.

The LCAP for each school is included in Attachment B.

Background:Pursuant to SBE regulations passed on January 16, 2014, a charter school must adopt an LCAP by July 1, 2014.

CDE guidance clarified that each charter school with an approved petition is required to complete and submit

an LCAP, using the SBE adopted template, to its charter authorizer and LACOE by July 1, 2014. (5 CCR §§

15494-15497). Consultation with the CDE and LACOE confirmed that this requirement extends to all affiliated

charter schools in LAUSD. According to CDE’s guidance, a charter school’s LCAP is to be adopted by its

governing board. Since affiliated charter schools are under the ultimate governance of the Board of Education,

the affiliated charter schools’ LCAPs are presented to the Board for adoption.

Each of the 53 affiliated charter school developed an LCAP using the SBE LCAP template. The LCAPs are

specific to each charter school and developed at the school site level. Since affiliated charter schools comply

with certain District policies, part of the LEA Plan, and other requirements required of LAUSD, except for

autonomies vested in their charter petitions, some goals and progress indicators in Section 2 of the LCAPs are

aligned with LAUSD’s LCAP. Moreover, since affiliated charter schools are centrally allocated many of the

resources necessary to operate the school, some of the provisions of Section 3 of the LCAPS (Actions, Services

and Expenditures) are also aligned with LAUSD’s LCAP and incorporate the District’s LCAP therein.

LCAP adoption requirements for charter schools differ from other LEAs in the following areas:

·· No Requirement for Establishment of Parent Advisory Committee and English Learner Parent AdvisoryCommittee : Charter Schools are not required to form Parent Advisory Committees and English LearnerParent Advisory Committees. Charter schools are required to consult with teachers, principals,administrators, other school personnel, parents, and pupils in developing the LCAP and annual updates.(Ed. Code, §47606.5.) According to CDE’s frequently asked questions (FAQ), consultation with an existingsite council may satisfy this requirement if the site council includes membership from parent and Englishlearner parent stakeholders. Moreover, a charter school is not required to respond to stakeholder and publicinput before it adopts the LCAP.

·· No Public Hearing Requirement for Adoption: Charter school governing boards adopt the LCAP. Inadopting the LCAP, charter governing boards are not required to hold two public hearings which arerequired of school districts. However, adoption of the LCAPs must be held pursuant to open meetingrequirements of the Brown Act.



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·· No Requirement for Charter Authorizer and COE Approval: School districts’ LCAPs are submitted tothe county office of education for review and approval. Charter schools submit the LCAP to the charteringauthority and the county office of education by July 1 of each year but according to CDE’s FAQ, there is noexplicit requirement that the authorizer or county office of education approve the LCAP. The charterauthorizer reviews and considers the LCAP as part of its oversight duties.

Expected Outcomes:Adoption of the 53 LCAPs will satisfy CDE and LACOE’s requirements that affiliated charter schools adopt

and submit LCAPs by July 1, 2014. Adoption of the LCAPs will allow each affiliated charter school to

demonstrate accountability to meet the goals, services, and expenditures to support pupil outcomes and state

priorities identified in the LCAP.

Board Options and Consequences:Non-adoption of the affiliated charter LCAPs will result in noncompliance with CDE and LACOE’s

requirements that each affiliated charter school adopt an LCAP.

Policy Implications:Affiliated charter schools are semiautonomous public schools governed by the LAUSD Board of Education and

operate in accordance with District policy, Board Rules, state and federal law, the relevant provisions of

collective bargaining agreements and Personnel Commission guidelines. Affiliated charter schools receive

flexibility in areas of curriculum and professional development; local school governance; and some aspects of

employee selection. Affiliated charter schools also serve as additional school models to explore, develop and

disseminate innovative, effective practices that best meet the educational needs of their students and all students

of the District. In contrast to independent charter schools, affiliated charter schools are granted certain

autonomies and flexibilities while maintaining District support and services.

The LCAP is an achievement plan that focuses on the eight key state priorities under LCFF. The LCAP mustinclude annual goals for all subgroups related to each priority as they relate to the charter’s program. TheLCAP allows for the charter to demonstrate accountability to meet the goals, services, and expenditures tosupport pupil outcomes and state priorities.

Budget Impact:For 2014-15, the District affiliated charter schools LCFF revenue is $265 million and based on LCFF and SBE

regulations requiring that charter schools complete and submit an LCAP to its charter authorizer and LACOE

by July 1, 2014, non-approval could delay implementation of these resources.

Issues and Analysis:No issues identified.

Attachments:Attachment “A" - List of 53 affiliated charter Schools.Attachment “B” - LCAP for each affiliated charter school (alphabetically sorted and by ESC).

Informatives:None



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Sylmar Biotech Health Academy to Receive a County-District-School (CDS) Code for the 2014-2015School Year

Action Proposed:Staff proposes that the Board of Education officially authorize the District’s School Information Office to apply

for a County-District-School (CDS) code on behalf of Sylmar Biotech Health Academy, a small school located

on the Sylmar High School Campus.

Background:Sylmar Biotech Health Academy opened on the Sylmar High School campus through the Public School Choice

3.0 process in 2012-2013. The original PSC proposal by the Youth Policy Institute (YPI) was under the name

“Promise Academies,” because they were proposing 2 distinct academies. The District only approved one, so

in partnership with Sylmar families and community partners, YPI chose a biotechnology focus. Hence, the

name of the school Sylmar Biotech Health Academy.

The new school will provide approximately 500 seats to students currently enrolled at Sylmar High School and

surrounding schools that make up the North Valley Zone of Choice. Since the formation of the partnership with

YPI in 2012-2013, the Sylmar Biotech Health Academy has enrolled a new cohort of 9th grade students each

year. In 2014-2015 it anticipates to have enrolled approximately 300 students in the 9th - 11th grades, expecting

to reach a full comprehensive high school with 12th grade students in 2015-2016.

Both Sylmar High School and the Sylmar Biotech Health Academy will operate on a traditional, two-semester

calendar for the 2014-2015.

In order to be officially established and recognized as a school in the State of California, a CDS code must be

assigned. Approval by the Board will allow the District’s School Information Office to apply for a CDS code

for the school. The CDS code system is an administrative system designed to provide the California

Department of Education, California Department of Finance, and other State agencies with the means to track

information on school districts and schools. The CDS code is a unique identifier that allows schools to be

easily sorted and tracked in databases. In addition, the CDS Code is requested when schools apply for State

grants.

Every small school operating on a district campus must apply for their own CDS code through LAUSD.

Expected Outcomes:The Sylmar Biotech Health Academy will open as a new district-operated school on the campus of Sylmar

High School.



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Board Options and Consequences:If a “no” vote is rendered by the Board of Education, Sylmar Biotech Health Academy will not be able to open.

Policy Implications:The requested action does not change current District policies.

Budget Impact:The operational budget impact of separating Sylmar Biotech Health Academy from Sylmar High School is

approximately $200,000. The budget impact takes into consideration the initial operational costs the Sylmar

Biotech Health Academy will incur to be established as a distinct and separate school from Sylmar High

School. The costs include re-keying the school, a separate alarm system, a separate public announcement

system, signage, and the creation of a Main Office/Welcome Center.

As far as staffing, the budget impact compares to what the school would receive if Sylmar High School and theSylmar Biotech Health Academy were considered one school. Therefore, there is no additional budget impactfor personnel cost.

Issues and Analysis:N/A

Attachments:None.

Informatives:None.



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RESOLUTIONS

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File #: Res-101-13/14, Version: 1

Mr. Kayser -Reaffirming Our Commitment to Early Education through the Local Control FundingFormula and an Improved Economic Climate in the Los Angeles Unified School District (Res-101-13/14) (For Action June 17, 2014)

Whereas, The Los Angeles Unified School District is committed to providing every student with aquality education in a safe, caring environment and ensuring that every student will graduate college-prepared and career ready;

Whereas, To ensure that all children are on the path to college and career readiness, we must lay thefoundation early, investing additional resources in early education, to prepare them for kindergarten andbuilding on their progress in elementary, middle, and high school;

Whereas, Economists Rob Grunewald and Arthur J. Rolnick from The Federal Reserve Bank ofMinneapolis researched several studies of model programs and, when considering the Perry Preschoolprogram, found a return on investment of 16 percent, with 80 percent of the benefits going to thegeneral public. The data about model programs-such as Perry Preschool showed that it yielded morethan $8 for every $1 invested. This rate of return clearly shows the benefits of investing in earlyeducation compared to other investments;

Whereas, A child’s early language environment plays a critical role in his or her listening and spokenlanguage development. For children born into poverty, there is a well-documented inequity in their earlylanguage experience. By age three, disadvantaged children have heard approximately thirty millionfewer words than their more affluent counterparts. Without early education programs, children growingup in low-income households lose ground to their middle-class peers, starting school behind and thatgap only widens as they advance through elementary school;

Whereas, In the early years of a child’s life, young children have the ability to develop core academicknowledge in pre-literacy and early math, while also developing important learning skills, such aspaying attention, managing emotions and completing tasks. Several studies, such as the High ScopePerry Preschool Study, the Abecedarian Project, and the Chicago Child-Parent Center EducationProgram, in the U.S. alone, show that quality preschool significantly benefits children’s school successand strengthens confidence and parenting skills of families with young children;

Whereas, The Harvard Family Research Project reaffirms the positive impact of home-schoolrelationships between families and schools with respect to achieving desirable outcomes for children inthe early years and also show these benefits to persist over time;

Whereas, Students were more likely to reach advanced or proficient levels on the state’s annual 3rdgrade assessment than those who did not attend Denver Public Preschool (64% vs 58%), and less likelyto score at unsatisfactory levels (13% vs. 19%).



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Whereas, Students were three-fourths of a year ahead of their peers in math, and two-thirds of a yearahead in literacy by 5th grade, scoring higher on state assessments than those who did not attend theNew Jersey Abbott Preschool program;

Whereas, Students who participated in the Michigan Great Start Readiness Program were more likely tograduate on time from high school, 58% vs. 43%, and in particularly, children of color, 60% vs. 37%;

Whereas, the Chicago Public School Child-Parent Center Program led to a 29% increase in high schoolgraduation by age 20;

Whereas, More than 9 out of 10 kindergarten teachers in California say it is important for children tohave access to quality early education before they start kindergarten, according to a statewide poll ofCalifornia public school kindergarten teachers;

Whereas, Low-income students who attended San Mateo County’s Preschool for All program in theRedwood City School District for two years outperformed more well-off children who did not attend.By 2nd grade, 74% of those attending the program for two years were proficient in reading, comparedto 55% of those who did not attend, and 62% who attended were proficient in math, compared to 50%;

Whereas, The Local Control Funding Formula, provides equitable, increased funding for the LosAngeles Unified School District as it has high concentrations of low-income students, studentsclassified as English Learners, and students in foster care, allowing The District to invest these newfunds by selecting from state-identified priority areas such as student achievement and parentengagement, outcomes of which can be achieved starting by investing in early education;

Whereas, The funds generated by the Local Control Funding Formula, the Los Angeles Unified SchoolDistrict can prevent the school readiness gap and better prepare more of its youngest students startingfrom early education to read proficiently by 3rd grade; creating an opportunity to create budgets thatutilize resources in a way that is both equitable and outcomes driven;

Whereas, The District’s adoption of Common Core places a higher emphasis on being ready for schoolupon entering kindergarten, making access to high-quality early education for LAUSD students evenmore critical;

Whereas, The early elementary grades are when children learn to understand foundation math, reading,and reasoning skills that allow them to tackle more complex subjects in third grade and beyond;

Whereas, There is an increasing number of English Learners under the age of five in our communityand there is also a growing body of research indicating the ability of young children to learn more thanone language in a supportive environment and that acquiring more than one language in the early yearsincreases brain development and promotes academic achievement;

Whereas, Only 7% of 3rd grade English Learners in the Los Angeles Unified School District areproficient or advanced in English Language Arts per the California STARS 2013 test results. Investingin early education can remedy this by ensuring that the youngest students in the Los Angeles UnifiedSchool District are prepared to learn and ready to succeed;

Whereas, Research shows that students who start out behind too often stay behind and those who are not



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reading proficiently in 3rd grade are four times more likely to not graduate from high school;

Whereas, in addition to the Local Control Funding Formula, improvements in the economy in Californiamake it so that the Los Angeles Unified School District has more resources available to invest instrategies to improve outcomes in comparison to previous years, especially during 2008-2012; nowtherefore be it

Resolved, That the Governing Board of the Los Angeles Unified School District reaffirms itscommitment to its youngest learners by investing an additional $10 million in 2014-2015 to the EarlyEducation Division, $14 million in 2015-2016, and $20 million in 2016-2017, pursuant to the timeframeof the Local Control Funding Formula and its corresponding Local Control Accountability Plan. Thisadditional $10 million can be used to support expanding access, improving quality by way of providingparent education where appropriate, and providing early mental and physical health screenings wherepossible;

Resolved further, That the Board directs the Superintendent to charge the Early Education Division toidentify and prioritize those early education sites (inclusive of the School Readiness and LanguageDevelopment Programs and Early Education Centers), that would most benefit from additionalresources based on criteria including, but not limited to:

·· Highest need elementary schools based on 3rd grade reading scores and their respectiveproximity to a District early education site;

·· Elementary schools with high-concentrations of English Learners and children in fostercare and their respective proximity to a District early education site;

·· Highest need communities within the Los Angeles Unified School District boundaries asdemonstrated by hot-zones, persistent wait lists, and other measures the District deemsappropriate; and be it finally

Resolved, That the Governing Board of the Los Angeles Unified School District request that theSuperintendent, the Early Education Division, and community stakeholders as appropriate, cometogether to develop the specific plan for how additional resources in the amount of $10 million will beallocated for early education, upon adoption of the final 2014-2015 budget in June.



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Mr. Kayser- Reappointment of Mr. Stuart Magruder to the School Construction Bond Oversight Committee

(Res-102-13/14) (For Action June 17, 2014)

Resolved, That the Governing Board of the Los Angeles Unified School District reappoints Mr. Stuart

Magruder, representing the American Institute of Architects, as Member to the School Construction Bond

Oversight Committee for a two-year term commencing immediately. The Board determines that Mr. Magruder

is not an employee, official, vendor, contractor, or consultant of the District.



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6/12/14

1

DELAC ANNUAL REPORT TO THE LAUSD BOARD

OF EDUCATION

JUNE 17, 2014

¡ English Learner Master Plan ¡ Importance of Regular School ALendance ¡ District-‐wide Needs Assessment for English Learners

¡ Single Plan for Student Achievement ¡ Annual Language Census

Topics Required by the CA Educa6on Code for DELAC Review

6/12/14

2

RecommendaQons: § At the Qme of student enrollment, parents of English Learners should be required to parQcipate in training about reclassificaQon.

§ Schools should use tools and processes to measure and monitor student progress and the effecQveness of services for English Learners.

ENGLISH LEARNER MASTER PLAN

RecommendaQons: § RestoraQve jusQce strategies should be used. Training should be offered to coordinators and aLendance counselors about the difference between absences and tardies.

§ The District and schools should implement strategies to increase parent and student awareness about the advantages of regular school aLendance and the negaQve impact of absenteeism on graduaQon.

§ On a monthly basis, schools should moQvate students and their families to achieve perfect aLendance by providing recogniQon and incenQves.

IMPORTANCE OF REGULAR SCHOOL ATTENDANCE

6/12/14

3

RecommendaQons: § A consistent process for schools to use to conduct the needs assessment is needed. RecommendaQons from parents should be included in the development of the needs assessment process.

§ Schools should provide school data to parents in a manner that is easy to understand. InformaQon about the Local Control and Accountability Plan (LCAP) and Smarter Balanced Assessment ConsorQum (SBAC) student assessment should be included.

DISTRICT-‐WIDE NEEDS ASSESSMENT FOR ENGLISH

LEARNERS

RecommendaQons: § Teachers of courses in which Long-‐Term English Learners are enrolled (LTELs) should be monitored to ensure compliance with academic goals.

§ Parent workshops related to the academic content that students are learning should be provided.

SINGLE PLAN FOR STUDENT ACHIEVEMENT

6/12/14

4

RecommendaQons: § Parents should receive current language census data from the California Department of EducaQon through reports and parent workshops. The data should be organized by school, EducaQonal Service Center/ISIC, and District-‐wide.

§ RecommendaQons from parents about the language census should be acknowledged and appropriate acQon should be taken.

ANNUAL LANGUAGE CENSUS

*Bold denotes recommendations given highest priority by DELAC members

District English Learner Advisory Committee (DELAC) Annual Recommendations

English Learner Master Plan

• At the time of student enrollment, parents of English Learners should be required to

participate in training about reclassification.

• Schools should use tools and processes to measure and monitor student progress and the effectiveness of services for English Learners.

• The DELAC should receive information about schools that are not making progress in the

reclassification of English Learners.

• English Learners should receive intensive supports during the first three years after initial identification.

• A system needs to be developed to assess the impact of strategies such as intervention

programs for English Learners.

• The District and schools should implement strategies to significantly increase the awareness of students and parents about the importance of timely reclassification.

• Parents should be required to attend parent education workshops and English Learner Advisory

Committee (ELAC) meetings. Recognition should be provided to those that attend.

• Tools need to be provided to parents that they can use to monitor their children’s progress in English language development on an ongoing basis.

• The progress of English Learners towards reclassification needs to be monitored and

appropriate interventions and support need to be provided in order to avoid identification as Long-‐Term English Learners.



Importance of Regular School Attendance

• Restorative justice strategies should be used. Training should be offered to coordinators and

attendance counselors about the difference between absences and tardies.

• The District and schools should implement strategies to increase parent and student awareness about the advantages of regular school attendance and the negative impact of absenteeism on graduation.

• On a monthly basis, schools should motivate students and their families to achieve perfect attendance by providing recognition and incentives.

• Schools should continue to promptly contact parents through phone calls and electronic messages when their students are absent.

• The District should implement a plan that involves parents and includes consequences for students who have excessive unexcused absences.

• Information about the importance of regular school attendance presented to parents should include not only the loss of revenue to the District, but also the detrimental effects of frequent absences on student achievement.

• Schools should monitor absences and determine the reasons for the absences.

• Schools need to take chronic tardies seriously.

• Schools and parents should work together to monitor chronic absences and develop a plan to address them that includes consequences.

• At the beginning of the school year, schools should provide information to parents about the importance of school attendance including examples of how good attendance can positively affect academic achievement.



District-‐wide Needs Assessment for English Learners

• A consistent process for schools to use to conduct the needs assessment is needed.

Recommendations from parents should be included in the development of the needs assessment process.

• Schools should provide school data to parents in a manner that is easy to understand. Information about the Local Control and Accountability Plan (LCAP) and Smarter Balanced Assessment Consortium (SBAC) student assessment should be included.

• Email, phone, text, and electronic phone messages should be used to communicate with parents.

• The District and schools should inform parents about the trends identified in the needs assessment in order to utilize the results for improvement.

• Detailed data about English Learners should be provided to parents in order for them to be aware of the students’ needs.

• An accountability system is needed related to the needs assessment.

• A system should be developed to collect suggestions from parents on an ongoing basis using technology.

• Information about the needs assessment should be sent to parents by email.

• The data from the needs assessment should be reviewed by schools at monthly meetings.



Single Plan for Student Achievement

• Teachers of courses in which Long-‐Term English Learner (LTEL) students are enrolled should be

monitored to ensure compliance with academic goals.

• Parent workshops related to the academic content that students are learning should be provided.

• Schools should analyze reclassification rates for classrooms and provide incentives such as certificates or medals to students who reclassify.

• Strategies to close the achievement gap should be included in the Single Plan for Student Achievement (SPSA).

• Student achievement data should be shared with parents in order to analyze the needs of English Learners.

• Intervention programs for LTELs should be increased.

• English Learners that are not making adequate progress need to be identified and the appropriate individualized interventions should be provided.

• Professional development should be provided for teachers on instructional strategies for English Learners and on collaboration with parents.

• The progress of English Learners and instruction provided by teaching staff need to be closely monitored in order for students to achieve reclassification.

• Analysis of student achievement data at different levels should be conducted in order to identify student needs.



Annual Language Census

• Parents should receive current language census data from the California Department of

Education through reports and parent workshops. The data should be organized by school, Educational Service Center/ISIC and District-‐wide.

• Recommendations from parents about the language census should be acknowledged and appropriate action should be taken.

• The District and schools need to ensure that teachers who instruct English Learners have the appropriate qualifications.

• Current language census data should be available for use during the budget development cycle.

• Additional information about the language census needs to be provided to parents.

• Schools should have qualified bilingual instructional staff to provide support in the student´s primary language as needed in order to access core curriculum.

• The language census data should be used to identify increases in English Learner enrollment in order to ensure that the appropriate number of qualified instructional staff is available.

• The language census needs to be available at schools and widely distributed to parents and community members in the languages of the stakeholders.

• Create a system to ensure that highly qualified instructional staff is hired to teach English Learners.

• Additional bilingual teachers should be hired.

delac annual recommendations 2013-14...

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