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Bd of Ed Regular Meeting Order of Business 06-17-20post 1 9 a.m., 6-23-20

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

REGULAR MEETING ORDER OF BUSINESS

333 South Beaudry Avenue, Board Room 9 a.m., Tuesday, June 23, 2020

Board Members may participate by telephone or teleconference

as allowed by California Executive Order N – 25 – 2 which suspends specific provisions of the Open Meeting Laws.

Roll Call Pledge of Allegiance Board President’s Reports

Labor Partners

Superintendent’s Reports

Recognition of Hilda Maldonado, Associate Superintendent

Public Speaking The Board of Education encourages public comment on any of the issues on this agenda or under the purview of the Board of Education. Commenters can email all Board Members at [email protected], or use the US Mail at the address above, or leave a phone message at (213) 241- 6389, or fax (213) 241- 8953. Items received by 6pm on Monday, June 22nd will be distributed to all Board Members. Individuals wishing to address the Board at the beginning of this meeting should call 1-669-900-6833 and enter Meeting ID 942 7247 3056 from their telephone keypad. Then press #, and then # again when prompted for the Participant ID. Callers will be selected to speak randomly from the list of callers for 1 hour. There will be no advantage to calling early. Callers will know to speak when receiving the signal that their phone has been unmuted and when the meeting moderator announces the last four digits of their phone number. All callers may not be heard by the conclusion of the 90 minute time period. If you wish to comment in the Board Room at the beginning meeting, please know that social distancing practices will be followed.

mailto:[email protected]


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. 320 – 19/20

Division of Instruction (Certification of Seven Schools as Alternative Schools) Recommends certification of 7 specified schools as alternative schools based on criteria from the California Department of Education.


Division of Instruction

Human Resources Division

Office of Special Education, Equity and Access

(Submission of 2020-21 Consolidated Application for Categorical Aid Programs) Recommends authorization to submit the 2020-21 Consolidated Application for Funding Categorical Aid Programs to the California Department of Education for an estimated $406.1 million in funding for state and federal programs; and that the estimated amount be included in the Superintendent’s 2020-21 Budget.


Student Integration Services

(Establishment of 12 New Magnet Programs Scheduled to Open 2021-22) Recommends

establishment of 12 new magnet programs at specified sites for the 2021-22 school year for a total

approximate cost of $1.7 million.


Student Integration Services


(2019-2020 Alternative Schools of Choice Annual Evaluation) Recommends approval of the

Alternative Schools of Choice Annual Evaluation report, which reviews student achievement at

each magnet school and magnet center.

5. Board of Education Report No. 375 – 19/20 Division of District Operations

(Naming Hollywood Elementary School) Recommends approval of the renaming of the school currently known as Hollywood Primary Center to Hollywood Elementary School.

6. Board of Education Report No. 376 – 19/20 Division of District Operations

(Naming Vinedale College Preparatory Academy) Recommends approval of the renaming of the school currently known as Vinedale Elementary School to Vinedale College Preparatory Academy.



Charter Schools Division

(Renewal Charter Petition for Carpenter Community Charter [Affiliated Charter School])

Recommends approval of the renewal petition for Carpenter Community Charter, for 5 years, to

serve up to 1,035 students in grades TK-5. The school is located at 3909 Carpenter Avenue in Studio City.

8. Board of Education Report No. 318 – 19/20 PUBLIC HEARING


(Renewal Charter Petition for Canyon Charter Elementary [Affiliated Charter School]) Recommends

approval of the renewal petition for Canyon Charter Elementary, for 5 years, to serve up to 432

students in grades TK-5. The school is located at 421 Entrada Drive in Santa Monica.



(Renewal Charter Petition for Kenter Canyon Elementary Charter [Affiliated Charter School])

Recommends approval of the renewal petition for Kenter Canyon Elementary Charter, for 5 years, to

serve up to 594 students in grades TK-5. The school is located at 645 North Kenter Avenue in Los Angeles.



(Renewal Charter Petition for Marquez Charter [Affiliated Charter School]) Recommends approval

of the renewal petition for Marquez Charter, for 5 years, to serve up to 601 students in grades TK-5.

The school is located at 16821 Marquez Avenue in Pacific Palisades.



(Renewal Charter Petition for Palisades Charter Elementary [Affiliated Charter School])

Recommends approval of the renewal petition for Palisades Charter Elementary, for 5 years, to serve

up to 565 students in grades TK-5. The school is located at 800 Via De La Paz in Pacific Palisades.



(Renewal Charter Petition for Paul Revere Charter Middle [Affiliated Charter School]) Recommends

approval of the renewal petition for Paul Revere Charter Middle, for 5 years, to serve up to 2,216

students in grades 6-8. The school is located at 1450 Allenford Avenue in Los Angeles.



(Renewal Charter Petition for Topanga Elementary Charter [Affiliated Charter School])

Recommends approval of the renewal petition for Topanga Elementary Charter, for 5 years, to serve

up to 348 students in grades TK-5. The school is located at 22075 Topanga School Road in Topanga.




(Proposed Material Revision for James Jordan Middle) Recommends approval of the proposed

material revision of the charter for James Jordan Middle to add an admissions preference. James

Jordan Middle is located in the San Fernando Valley at 7911 Winnetka Avenue in Winnetka.


Office of the Chief Financial Officer (Adoption of the Superintendent’s 2020-21 Final Budget) Recommends the adoption of the

Superintendent’s 2020-21 Final Budget with the indicated budget assumptions and policies; that

Budget Services and Financial Planning Division and the Accounting and Disbursements Division be

authorized to take necessary actions to implement the provisions of this report; approval of the

spending determinations for funds received pursuant to the Educational Protection Act as specified;

and that District staff be authorized to make interfund transfers or temporary borrowings among the

District’s various funds in accordance with the attached adopted and subsequently modified District

budgets and Education Code section 42603.


Office of the Superintendent

(Public Employment of Certificated Management-Level Contract Employees and Release

Notifications) Recommends approval of contracts for certificated contract-level management employees for a 90 day period from July 1, 2020 through September 30, 2020 and authorization to send notices of release to all such certificated management-level contract employees 45 days prior to end of contracts.

17. Board of Education Report No. 378 – 19/20 Office of the Chief Strategy Officer

(Written Reports to the Community on the District’s Response to COVID-19) Adopt the Written Report to the Community with regard to response to the COVID-19 emergency explaining the District’s changes to the educational program and operations and the impacts of those changes on the students and the community as required by California Governor’s Executive Order N-56-20.

18. Board of Education Report No. 377 – 19/20 Local Districts Northwest, Northeast, Central and West

(Written Reports to the Community on the Affiliated Charter Schools’ Response to COVID-19) Adopts the Written Reports to the Community submitted by the District’s affiliated charter schools with regard to their response to the COVID-19 emergency explaining their changes to the educational program and operations and the impacts of those changes on the students and the community as required by California Governor’s Executive Order N-56-20.

19. Board of Education Report No. 317 – 19/20 Beyond the Bell

(Tobacco Grant from the Department of Justice) Recommends acceptance and ratification of a grant for $2,990,328 over three years from the Department of Justice to provide anti-tobacco usage support at 33 specified middle and high schools.


20. Board of Education Report No. 356 – 19/20 Division of Instruction

(2019-20 Career Technical Education Incentive Grant) Recommends acceptance of a Career Technical Education Incentive Grant in the amount of $9,170,607 to strengthen, expand, and sustain Career Technical Education programs.

21. Board of Education Report No. 357 – 19/20 Office of the Chief Financial Officer

(Increase in the Amount of New Money Bonds of Los Angeles Unified School District under the District’s Measure R, Measure Y, and/or Measure Q 2020 Authorizations from the Aggregate Principal Amount of $1,600,000,000 to $2,000,000,000) Recommends approving an amendment to the February 4, 2020 action, which will authorize an increase in the aggregate amount of Measure R, Y and Q General Obligation school construction bonds to be sold during 2020 from $1.6 billion to $2 billion in anticipation of the Winter 2020 sale.

22. Board of Education Report No. 316 – 19/20 Accounting and Disbursements Division

(Report of Cash Disbursements, Request to Reissue an Expired Warrant, Donations of Money and Materials, and Report of Corporate Card Charges) Recommends approval of warrants for things such as salary payments for a total value of $1,865,140,357.28; the reissuance of an expired warrant totaling $1,451.09; the acceptance of 47 cash donations to the District totaling $5,238,633.96 and 1 materials donation of furniture valued at $152,965; and the charges made against funds of the District totaling $1,082.29 from the quarter ending March 31, 2020.


Office of the Chief Financial Officer

(Certification of Signatures for Fiscal Year 2020-21) Recommends authorization for the Chief

Financial Officer and the Controller to sign warrants on behalf of the District. Further authorizes

the Deputy Controller and the Head Accountant be allowed to sign payment vouchers on behalf

of the District and approves the submission of signatures for each Board Member to the Los

Angeles County Office of Education.


Office of the Chief Financial Officer

(Update of Debt Management Policy) Recommends adoption of the Debt Management Policy

with specified changes to the current policy. The Board policy is to review the policy annually to

establish formal guidelines for the issuance of debt instruments and other long-term financial

obligations.


Office of the Inspector General

(Fiscal Year 2021 OIG Work Plan) Recommends approval of the Office of the Inspector General’s 2021 work plan describing the audits to be undertaken by the office.


Board Member Resolutions for Action 26. Ms. Goldberg - Charting Progress and Expanding Support for Community Schools

(Res-045-19/20) (Noticed June 9, 2019 and Discussed at the June 18, 2020 Committee of the Whole)

Whereas, Strong family and community engagement with schools, and trust in school communities, is more important than ever to keep students connected to learning in virtual environments and to support families in meeting their basic needs during this public health and economic crisis; Whereas, There is strong evidence that a comprehensive community school model - one that effectively implements four pillars of integrated student supports, expanded and enriched learning time, active parent and community engagement, and collaborative leadership and practice - has been effective in districts across the country in improving student achievement and well-being; Whereas, The Governing Board of the Los Angeles Unified School District’s 2017 resolution Embracing Community School Strategies in the Los Angeles Unified School District called for the creation of a Community Schools Implementation Team which convened stakeholders for a year and submitted a comprehensive set of recommendations in 2018 to pilot and scale the community school model in the District; Whereas, Following the historic teacher strike in January 2019, United Teachers Los Angeles (UTLA), the District, and the L.A. Compact agreed to co-convene a Community School Steering Committee to determine a process by which 30 schools in high need areas would apply to begin a Community Schools transformation process across two cohorts; Whereas, Many of the schools selected in Cohort 1 of the Community School pilot in the 2019-2020 school year have launched innovative strategies to engage students, families, and community partners in response to the COVID-19 crisis, including:

• Polytechnic High School has created the Community School Scoop, a weekly e-newsletter that brings together all the best workshops, community events, wellness resources and announcements that are most relevant to their community.

• 93rd St. Elementary School developed a family needs and asset assessment in response to COVID-19 and school closures; the Community School Coordinator trained all the teachers to utilize the tool in outreach with families, and the school discovered that food and housing insecurity were greater challenges than virtual instruction

• Alta California Elementary School’s Community School Coordinator created a system for teachers to refer students and families to outside resources and has also been regularly sharing academic, social emotional and COVID-19 resources via school social media platforms and Google Classroom.


Whereas, Governor Newsom’s May Revise Budget includes $100 million for grants to county offices of education for the purpose of developing networks of community schools and coordinating health, mental health, and social service supports for high-needs students, indicating strong state support for the Community School model as a way to improve supports for students and families during and beyond the current public health crisis; now, therefore, be it Resolved, That the stakeholders of the Community Schools program will present to the next meeting of the Committee of the Whole, the successes, challenges and possible next steps as the District expands the number of Community Schools in the 2020-2021 school year, and, be it finally Resolved, That the Committee of the Whole will present recommendations to the Governing Board of the Los Angeles Unified School District at the first Regular Board Meeting available following the Committee of the Whole.

27. Ms. Suavillo, Mr. Melvoin, Ms. García, Mr. Schmerelson – Los Angeles Unified School District

Student Bill of Rights (Res-046-19/20) (Noticed June 9, 2020)

Whereas, Many students in the Los Angeles Unified School District are unaware of their rights as students in the classroom and on the school grounds; Whereas, All students of the District are entitled to know their rights as students; Whereas, The District is committed to providing safe and healthy school environments that support all students in every aspect of their well-being; Whereas, In 2013, the District adopted the School Climate Bill of Rights outlining the expected culture of the District, and the Student Bill of Rights will complement and support it; Whereas, Various school districts across the nation such as Chicago Public Schools, New York City Public Schools, Florida Union Free School District, and San Diego Unified School District have adopted their own version of the “Student Bill of Rights” supporting student voice and student empowerment; and Whereas, Various student-led organizations, including the Superintendent’s Student Advisory Council, Junior State of America (JSA), and GenerationUp (GenUp) support adopting a Student Bill of Rights; now, therefore, be it Resolved, That the Governing Board of the Los Angeles Unified School District adopt the attached Student Bill of Rights as the official document declaring the rights to which all District students are entitled; Resolved further, That this document shall be uploaded to the District’s website and included in the student enrollment packet, enduring that it is readily accessible to all District students; and, be it finally Resolved, That these Student Bill of Rights be posted in at least one prominent location at each school site.


Student Bill of Rights Preamble:

The Superintendents’ Student Advisory Council believes that students learn best when schools collaborate with them as equal partners in the pursuit of their education. The desire for the commitment to racial and economic justice prompted the writing of the Student Bill of Rights. The goal of the Student Bill of Rights written by students for students is to assist schools to provide welcoming and engaging environments for students while offering them a variety of opportunities to partner with the school community to improve student achievement so that all students graduate college prepared and career ready.

In LA Unified, the right to a quality education is a basic right of all students. For all students to have a quality education, they also have the right to be taught by a highly qualified and skilled teacher. Along with the above basic rights, students also have the right to the following:

Respect and Dignity – All students have the right to be treated and spoken to with dignity and respect.

Universal Access – All students have the right to access resources, like current technology, that promotes an equitable public education, regardless of class or economic status.

Access and Equity- All students have the right to access a free and equitable education that is tailored to their individual needs, talents, and abilities.

Civic Participation- All students have the right to engage with their community and participate in a variety of school sponsored extracurricular field trips, clubs, organizations and activities.

Influence Decisions – All students have the right to influence decisions that affect their learning, safety, security as well as their mental and physical well- being.

Diversity and Inclusivity- All students have the right to learn in an environment that does not discriminate and that reflects the variety of backgrounds, ages, genders, cultures, sexualities, capabilities, and ethnicities of the student body.

Due Process – All students have the right to be informed of school policies, rules as well as consequences and be able to contest unfair treatment

Confidentiality – All students have the right to expect that information related to them is kept confidential and private except when it is being shared with their guardians or parents or appropriate governmental agencies as allowed by applicable laws.

Free Expression – All students have the right to express themselves orally, in writing, and artistically in a courteous and thoughtful manner that is within acceptable legal standards in an educational context without fear of reprisal.

Counseling and Guidance – All students have the right to academic, college, career and life counseling and guidance from well-trained administrators, counselors, mentors, and vetted educational practitioners that will prepare students for a post-secondary education or career of their choice.


Positive School Climate – All students have the right to feel mentally, physically and emotionally safe in school environments that are welcoming and inviting. College and Career Readiness – All students have the right to a quality, well rounded, robust education that prepares them for life beyond high school.

28. Ms. Goldberg – Reexamining the Role of the Los Angeles School Police Department and

Reimagining Safety in Our Schools (Res-047-19/20) (Waiver of Board Rule 72)

Whereas, The history of institutional racism in this country is long and terrible, extending from slavery to Jim Crow and continuing to the present through mass incarceration and our criminal justice system; Whereas, People of color, particularly Black people, continue to face numerous forms of racism and discrimination in both public and private institutions; Whereas, One of the key ways people of color, particularly Black people, are deprived of equal opportunity in our society is the institutional racism embedded in law enforcement agencies, and enabled by state and federal laws which protect officers who violate policy and those who commit acts of violence against arrestees; Whereas, This nation’s criminal justice system is fatally flawed due to its inclusion of legal protections for illegal police behavior and a historic pattern of longer prison sentences and higher conviction rates for people of color, particularly Black people;

Whereas, According to a 2018 UCLA study, between 2014 and 2017, the Los Angeles School Police Department (LASPD) detained 3,389 students for arrest and issued 2,724 citations and 1,282 diversions. Black youth comprised 25 percent of the total youth detentions, citations, and diversions, despite representing less than 9 percent of the Los Angeles Unified School District’s student population;

Whereas, Schools should be places of learning, compassion, and caring, where students feel safe and loved; and

Whereas, The District must keep our students safe as well as foster an environment of learning, compassion, and caring, in which all of our students feel secure and loved; now, therefore, be it Resolved, That the Los Angeles Unified School District shall establish a Reimagining School Safety Action Planning Group that is convened by the Superintendent and comprised of: one representative from the Superintendent’s Office; the Student Board Member, and two appointees appointed by each member of the Governing Board of the Los Angeles Unified School District, with Board Members representing odd-numbered Board Districts each appointing one community safety expert and one student representative, and Board Members representing even-numbered Board Districts each appointing one parent representative and one teacher or principal representative.


Resolved further, That the Reimagining School Safety Action Planning Group shall present a report no later than July 30, 2020, which makes recommendations on the following questions:

a. Does the District need a school police department? Are there other, more effective ways

to ensure school safety? If a school police department is needed, what should be its role in keeping our schools’ safe?

b. If the District maintains a school police department, should its officers or personnel be stationed on campus, stationed at a school’s perimeter, or dispatched as needed? Is their best use in the community, especially helping students safely get to and from school?

c. Who should respond to school administrators’ calls for assistance under a variety of different circumstances (e.g., mental health calls, violence occurring on campus, violence occurring near campus with students involved, a fight between students)?

d. What role should students play in ensuring safety on school campuses? e. Are LASPD’s current policies appropriate for the role of a school police department,

particularly with regard to use of force, use of K-9 units, pepper spray, and detention for arrest protocols?

f. Should the District establish a civilian oversight commission composed of representatives from various stakeholder groups of our school communities to review LASPD policies and practices on an ongoing basis?

g. Should the name of the LASPD be changed to more accurately reflect the Department’s role in supporting and keeping safe students and employees?;

Resolved further, That, effective immediately, the District shall implement a hiring freeze for new sworn personnel at the LASPD;

Resolved further, That the LASPD shall heretofore not hire any sworn personnel who have previously been employed as sworn officers with any other law enforcement agency;

Resolved further, That LASPD officers immediately suspend the use of their current uniforms and return to non-military-style apparel such as polo shirts and chinos; Resolved further; That LASPD immediately suspend the use of K-9 units on school campuses until the Reimagining School Safety Action Planning Group reports on whether their use should be permitted and under what circumstances; Resolved further, That LASPD shall immediately begin stationing officers at the perimeter of schools rather than on school campuses until the Reimagining School Safety Action Planning Group reports on whether LASPD officers should be stationed within school campuses and under what circumstances; and, be it finally Resolved, That LASPD immediately suspend the use of oleoresin capsicum spray (pepper spray) on school campuses until the Reimagining School Safety Action Planning Group reports on whether its use should be permitted and under what circumstances.


29. Dr. McKenna– Reaffirming Our Commitment to School Safety for Our Students (Res-048-19/20) (Waiver of Board Rule 72)

Whereas, The history of institutional racism in this country is long and terrible, extending from

slavery to Jim Crow and continuing to the present through mass incarceration and injustices

within our criminal justice system;

Whereas, People of color, particularly Black people, continue to face numerous forms of racism

and discrimination in both public and private institutions;

Whereas, One of the key ways people of color, particularly Black people, are deprived of equal

opportunity in our society is through the institutional racism in municipal police departments,

and by local, state and federal prosecutors defense of police officers who violate police and public

policy and/or commit acts of violence against arrestees and/or private citizens;

Whereas, The Black Lives Matter movement began as a call to action in response to

sanctioned violence and anti-Black racism, with the intent to connect Black, and all people

who have a shared desire for justice, to act together in their communities;

Whereas, Los Angeles School Police officers are charged with exclusively protecting students and staff who come to our schools with different backgrounds, cultures, norms and values, along with school facilities; Whereas, Los Angeles School Police officers potentially respond to incidents that include drugs, human trafficking, various forms of abuse, weapons, acts of violence, and mental health issues;

Whereas, Los Angeles School Police officers are required to complete a course of training developed by the Bureau of Security and Investigative Services (SB 390), which encourages school-based partnerships between school district leadership, families, the faith community, students, and school communities; Whereas Our schools and communities are places where there should be solidarity against any injustice to all people, but particularly Blacks, Latinx and other marginalized groups; Whereas, Schools should be places of learning, exploration, and creativity, and students above all should feel safe, loved and respected at their schools and within their communities; and Whereas, The Los Angeles Unified School District must keep our students safe as well as foster an environment of learning, compassion, and caring, in which all of our students feel valued and respected; now, therefore, be it


Resolved, That the Superintendent shall direct the existing District School Safety Task Force to

convene an ad-hoc committee comprising, but not be limited to: one representative from the

Superintendent’s Office; one representative from the Los Angeles School Police Department

(LASPD); the Student Board Member; Office of Emergency Services, Student Health & Human

Services and two appointees appointed by each member of the Governing Board of the Los

Angeles Unified School District, with Board Members representing odd-numbered Board

Districts each appointing one community safety expert and one student representative, and with

Board Members representing even-numbered Board Districts each appointing one parent

representative and one teacher/principal representative;

Resolved further, That this existing District School Safety Task Force will review and study the data related to Los Angeles School Police officers’ involvement in student and campus incidents and report where there is a need for guideline changes, additional training, and prevention measures to ensure peaceful and safe campuses and reaffirming the role of LASPD in ensuring safe, peaceful, and respectful engagements on our campuses and within our school communities; and, be it finally

Resolved, That the School Safety Task Force shall present a report of the ad-hoc committee’s findings and recommendations to the Board and Superintendent no later than August 31, 2020.

30. Ms. García - Reimagining School Safety and Investing in Our Highest Need Students (Res-050-

19/20) (Waiver of Board Rule 72)

Whereas, The Los Angeles Unified School District has interrupted structural racism and classism by increasing access and opportunities for all students, and has perpetuated structural racism and classism, by failing to educate all children at high levels with equitable opportunities; Whereas, Black Lives Matter, founded in 2013 in response to the acquittal of Trayvon Martin’s murderer, has grown to a national intersectional movement to affirm Black people’s humanity, global contributions to society, and resilience in the face of deadly police and vigilante oppression; Whereas, The murder of George Floyd, a 46-year-old Black man, by police in Minneapolis, Minnesota, triggered multi-racial, multi-generational demonstrations and protests in U.S. cities and around the world against police brutality, structural racism, and lack of police accountability;

Whereas, The Million Dollar Hoods Project at UCLA found that Black youth account for 8 percent of the District’s students, but they accounted for 25 percent of all of the arrest,

Whereas, The Brothers Sons Selves Coalition’s Safety and Youth Justice Survey found that over 43 percent of the District’s youth who took the survey (out of 1,840 District students and 3,378 overall L.A. County youth) have experienced random police stops and interactions in their schools;

Whereas, African American children in the District have been disproportionately impacted by the pervasive school to prison pipeline and discipline policies that have led to them being suspended, expelled, arrested, pushed out of schools, thus limiting their opportunities to benefit from the promise of a quality public education;


Whereas, The District’s leadership, staff and Los Angeles School Police Department have made significant efforts to address education neglect and malpractice, yet in spite of this, racial disproportionality exists in student investment, achievement, and discipline; Whereas, The District’s leadership has made a concerted effort to move away from punitive practices and policies that criminalize young people and has implemented the School Climate Bill of Rights, School-Wide Positive Behavior Intervention Systems and Restorative Justice practices; Whereas, The District has adopted the Student Equity Needs Index as a means to address the significant barriers faced by communities of color; and Whereas, The Superintendent has formed a task force to make recommendations on safety policy and practice; now, therefore be it Resolved, That the Governing Board of the Los Angeles Unified School District directs the Superintendent to reduce the budget of the Los Angeles School Police Department (LASPD) starting with 2021-2022 school year, and begin a transition plan to provide alternative safety and support strategies consistent with budget reductions of 50 percent (2021-2022 school year), 75 percent (2022-2023 school year) and 90 percent (2023-2024 school year); Resolved further, That the Board shall redirect all funds reduced from the LASPD budget for Fiscal Year 2021-2022 and the subsequent years thereafter to the Student Equity Needs Index for distribution to the highest need schools in support of African American students;

Resolved further, That the Board acknowledges its responsibility to address the physical, emotional, and psychological violence brought on by structural racism, through trauma informed care, curriculum, professional development, hiring, allocation of resources and accountability; and, finally be it Resolved, That on an annual basis in the first board meeting in June the Superintendent will report to the Board a summary of achievements and investments being implemented to address the progress on the success of African American students.

31. Mr. Melvoin, Ms. García, Dr. McKenna – Supporting ACA 5 to Reinstate Affirmative Action and Create Opportunity for All (Res-049-19/20) (Waiver of Board Rule 72)

Whereas, The Los Angeles Unified School District is committed to embracing diversity to educate the Distirct’s youth, ensure academic achievement, and empower the leaders of tomorrow;

Whereas, Structural racism presents visible and unseen barriers to the education, health, and economic outcomes for people of color in the United States; Whereas, In school, this system means that students of color disproportionately lack access to quality teachers, advanced placement courses, enrichment activities, and extra tutoring opportunities, among other impacts;


Whereas, Race-neutral policies, mandated by Proposition 209 in 1996, do not sufficiently address and counteract historic and structural harms to communities of color. For example, when Proposition 209’s affirmative action ban was implemented in 1998, admission rates for students across the University of California system decreased 10 percentage points for Black students and 7 percentage points for Latinx students compared to the previous year, disproportionate declines when compared to their white peers; Whereas, Assembly Constitutional Amendment No. 5 (ACA 5) (Assemblymember Weber) would give California voters the opportunity to repeal Proposition 209, providing schools with the flexibility to employ race-conscious strategies necessary to improve public education; Whereas, ACA 5 will help close racial opportunity gaps. Currently, Local Educational Agencies (LEA) are unable to take race into account when determining how to serve students facing the most severe opportunity gaps. ACA 5 will allow California’s Local Control Funding Formula to address the needs of the District’s most vulnerable students; Whereas, By ensuring a greater pool of students have access to California’s university system, ACA 5 will also aid in the training, recruitment, and retention of educators of color. Research indicates that educators of color increase the academic performance of all students, including students of color, and help improve graduation rates and match scores. However, educators of color have higher turnover rates than their white counterparts. Repealing Proposition 209 will allow the collaboration between LEAs, the state, and institutions of higher education to create recruitment and retention programs that target teachers of color who will ultimately benefit all students; and Whereas, ACA 5 is aligned with the District’s mission to close the opportunity and academic achievement gap for all students, and specifically for African American students, as outlined in Board policies, including Realizing the Promise for All: Close the Gap by 2023 (Res-047-17/18) and the resolution Making Good on Los Angeles Unified School District’s Commitment to All Students: Maximizing the Talents and Gifts of African American Students by Putting Equity into Action (Res-025-18/19); now, therefore, be it Resolved, That the Governing Board of the Los Angeles Unified School District supports ACA 5; and, be it finally Resolved, That the Board hereby directs the Superintendent and the District’s Office of Government Relations to communicate to our state legislative body its support and the urgency for passing ACA 5.


Board Member Resolutions Referred to Committee for Discussion 32. Mr. Melvoin - It’s Elementary—Attracting, Retaining, and Supporting Students and Families by

Extending Program Offerings for Younger Learners (Res-034-19/20) (Noticed February 4, 2020 and Referred to Committee Pending the End of the Current State of Emergency)

33. Dr. McKenna - Recognition of the Small Business Advisory Council, Establishment of the

Micro-Business and Veteran Business Participation Goals and Preferences (Res 038-19/20) (Noticed March 10, 2020 and Referred to Committee Pending the End of the Current State of

Emergency)

34. Ms. Goldberg - Affirming the District’s Commitment to Adult Education by Supporting Our Adult Education Teachers (Res 039-19/20) (Noticed March 10, 2020 and Referred to Committee Pending the End of the Current State of Emergency)

35. Ms. Gonez, Mr. Melvoin - Safety First: Leveraging Partnerships and Advocacy to Create Safe

Routes and Passages to School for All Los Angeles Unified Students (Res 040-19/20) (Noticed March 10, 2020 and Referred to Committee Pending the End of the Current State of Emergency)

36. Ms. Goldberg, Ms. García - Celebrating March 2020 as School Social Worker Month

(Res 041-19/20) (Noticed March 10, 2020 and Referred to Committee Pending the End of the Current State of Emergency)

37. Ms. Goldberg - Creating New School Gardens and Campus and Community-Shared Green Spaces to Provide Outdoor Learning Opportunities and Create Sustainable and Healthy Environments (Res 042-19/20) (Noticed March 10, 2020 and Referred to Committee Pending the End of the Current State of Emergency)

Resolutions Requested by the Superintendent 38. Reappointment of Member to the School Construction Bond Citizens’ Oversight Committee

(Fischbach) (Sup Res 019-19/20)

Resolved, That the Governing Board of the Los Angeles Unified School District ratifies the nomination of Mr. Jeff Fischbach, representing the California Tax Reform Association, as Member to the School Construction Bond Citizens’ Oversight Committee for a two-year term commencing immediately and determines that Mr. Fischbach is not an employee, official, vendor, contractor, or consultant of the District.


Miscellaneous Business Special Reports 39. Receipt of Debt Report Fiscal Year 2018-19 (026-19/20) 40. Receipt of Successful Sale of LAUSD General Obligation (GO) Bonds (027-19/20) Correspondence and Petitions 41. Report of Correspondence (ROC-011-19/20) Announcements Public Comment – Speakers will be heard at the beginning of the meeting. Adjournment

Please note that the Board of Education may consider at this meeting any item referred from a Board Meeting 5 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, which meets on the Thursday immediately after this meeting.

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 http://ethics.lausd.net/ 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/06-23-20RegBd

Items circulated after the initial distribution of materials are available for inspection at the Security Desk.

http://laschoolboard.org/06-23-20RegBd

NEW BUSINESS

1

1

TAB 1

Los Angeles Unified School District

Board of Education Report

File#: Rep-320-1 9/20, Version: 1

Certification of Seven (7) Schools as Alternative Schools June 23, 2020 Division of Instruction

Action Proposed:

333 South Beaudry Ave, Los Angeles, CA 90017

Jump Back to Page 2

To request that the LAUSD Board of Education take action on certifying the following schools as "alternative schools" based on criteria set forth by the California Department of Education (CDE).

Banneker CTC City of Angels Independent Study Leiclunan CTC Miller CTC Thomas Riley High School (Riley HS) WidneyCTC Youth Opportunities Unlimited (YOU)

Background:

2

The schools listed above satisfy a variety of needs for specialized populations. The student population at these schools is often transient and the data sets are generally small, making it difficult, if not inaccurate, to measure their annual data using the same metrics as the comprehensive schools as measured by the California School Dashboard. Designating these schools as "alternative schools" will allow them to be measured by a modified set of metrics within the Dashboard Alternative School Status (DASS).

To qualify as a DASS school, L.A. Unified must certify that at least 70% of the student population is composed of specific high-risk student groups including, but not limited to: expelled, pregnant/parenting, recovered dropouts, credit deficient or foster youth. The Division of Instmction in collaboration with the Division of Special Education and the Office of Data and Accountability will provide the docmnentation required by the CDE to verify their status based on the enrollment percentage of at-risk youth. In addition to specific documentation, the L.A. Unified Board of Education must make the reco1mnendation to the CDE to convert a school to "alternative school" status.

Expected Outcomes: This action is necessary for these schools to maintain "alternative schools" status for the 2020 Dashboard as eligibility is for a three-year period only. These schools were determined eligible in 2017.

Board Options and Consequences: If these schools are not designated as "alternative schools," they would be held to the same accountability measures in the California State Dashboard as other comprehensive schools.

Policy Implications: There is no impact on current LAUSD policy.

Los Angeles Unified School District Page 1of3 Printed on 6/1612020

powered by Legistar"'

File #: Rep-320-19/20, Version: 1

Budget Impact:There is no cost associated with this recommendation.

Student Impact:There is no direct impact on students.

Issues and Analysis:Not Applicable.

Attachments:None

Informatives:None

Los Angeles Unified School District Printed on 6/16/2020Page 2 of 3powered by Legistar™

3


RESPECTFULLY SUBMITTED, APPROVED & PRESENTED BY:

______________________________ _____________________________AUSTIN BEUTNER ALISON YOSHIMOTO-TOWERYSuperintendent Chief Academic Officer


REVIEWED BY:

______________________________ ______________________________DAVID HOLMQUIST PATRICIA HEIDEMANGeneral Counsel Administrator, High School Instructions

Division of Instruction___ Approved as to form.

REVIEWED BY:

______________________________TONY ATIENZADirector, Budget Services and Financial Planning

___ Approved as to budget impact statement.


4

2

TAB 2



File#: Rep-331-19/20, Version : 1

Submission of 2020-21 Consolidated Application for Categorical Aid Programs June 23, 2020 Division of Instruction Human Resources Division Office of Special Education, Equity and Access

Action Proposed :


5

Jump Back to Page 2

Staff proposes that the District submit the 2020-21 Consolidated Application for Funding Categorical Aid Programs to the California Department of Education (CDE) and that the estimated entitlement amount for programs in the Consolidated Application be included in the Superintendent's 2020-21 Budget.

Background: The Consolidated Application has become a multi-part data collection with multiple due dates throughout the year. The fo llowing Consolidated Application and Reporting System (CARS) Data Collection Schedule is subject to change:

CARS Spring 2020 Data Collection - Due August 14, 2020 CARS Winter 2020 Data Collection - Due February 26, 2020

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

Expected Outcomes: The approval of the FY 2020-21 Consolidated Application will allow the District to fi le multiple Consolidated Application Data Collections with the California Department of Education.

Board Options and Consequences: The approval of the FY 2020-21 Consolidated Application will allow the District to fi le multiple Consolidated Application Data Collections with the California Department of Education.

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

Budget Impact: The estimated entitlement amount of $406.1 million in federal programs includes the following:

Funding Source Title I, Part A (Socioeconomically Disadvantaged) Title I, Part D (Delinquent Youth) Title II, Part A (Effective Teachers & Leaders)

Los Angeles Unified School District Page 1of3

Amount $339,774,209 $889,004 $27,217,596

Printed on 6/1612020



Title III, Part A (English Learners) $10,009,906Title III, Part A (Immigrant) $2,508,797Title IV, Part A (Student Support & Academic Enrichment) 25,665,950TOTAL $406,065,462

Student Impact:The federal formula grant funds have a direct impact on students, their teachers, and their parents.

Title I, Part A funds provide instructional supports and interventions for at-risk, homeless andneglected students, and pay for supplemental instructional materials, parent engagement activities,curricular trips, and equipment such as computers and projectors for instructional use. Title I, Part Afunds also support parent engagement activities and fund supplemental positions such as teachers,counselors, nurses, psychologists, teacher assistants, coordinators, coaches, etc.

Title I, Part D funds prevent at-risk youth from dropping out of school and provide supplementaleducational services to delinquent youth. The Juvenile Hall/Camp Returnee program ensures thesuccessful transition from institutionalization to further schooling or employment.

Title I, Part A and Title II, Part A funds support professional development for teachers, support staff,and instructional leaders. Title II funds are also used to support induction programs for beginningteachers and teachers working on specialist or administrative credentials, the professional learningnetwork, and the District’s teacher and administrator evaluation processes.

Title III, Part A funds provide professional development to teachers and school leaders. EnglishLearner Coaches, newcomer programs, and other instructional supports for English Learners andimmigrants are provided through these funds.

Title IV, Part A provides professional development on STEAM, history-social studies, and college andcareer readiness. Other funded programs are focused on safe and healthy students and includeprofessional development on trauma-informed instruction. Title IV also funds training on blendedlearning and pays for instructional technology.

Issues and Analysis:None

Attachments:

None

Informatives:

None

Submitted:

06/11/20


6



______________________________ _____________________________AUSTIN BEUTNER ALISON YOSHIMOTO-TOWERYSuperintendent Chief Academic Officer


REVIEWED BY: APPROVED & PRESENTED BY:

______________________________ ______________________________DAVID HOLMQUIST LINDA DEL CUETOGeneral Counsel Chief Human Resources Officer

Human Resources Division___ Approved as to form.


______________________________ ______________________________TONY ATIENZA ANTHONYAGUILARDirector, Budget Services and Financial Planning Chief, Special Education, Equity and Access

Office of Special Education Equity and Access___ Approved as to budget impact statement.


7

TAB 3 3




8

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Establishment of 12 New Magnet Programs Scheduled to Open 2021-2022 June 23, 2020 Student Integration Services

Action Proposed : Staff requests Board of Education approval to Twelve (12) new magnet programs for the 2021-2022 school year as outlined in Attachment A and it is proposed that all Twelve (12) new magnet programs be designated as Alternative schools/Programs of Choice in alignment with California Education Code 58500.

Background: This is in response to the Los Angeles Unified School District Board of Education Resolution, 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 enrolhnent for the last five years." Further, 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.

Expected Outcomes: In 197 6, the California Supreme Court ordered the D istrict 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 Los Angeles County Superior Court in June 1981 , which was approved by a Court Order in September 1981 , subject to several specific modifications. Although the court no longer retains active supervision of the program, the 1981 Order has never been reversed, vacated or overruled, and the District is nonetheless obligated to fulfi ll its terms by continuing to implement the Desegregation Plan.

The Desegregation plan's goals are threefold:

1. First, it seeks to provide maximum number of minority children w ith the opportunity to attend desegregated schools.

2. Second, it seeks to preserve the integrated nature of schools and neighborhoods that have achieved that result through residential integration and through voluntary desegregation programs.

3. 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 District's 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 quality choice schools. • Increase the number of seats available in the magnet program.

Los Angeles Unified School District Page 1of4 Printed on 6/16/2020



Increase diversity in racially isolated schools by offering innovative programs in specialized settings,thus attracting students from throughout the District.

Prepare students both for direct entry into California’s vibrant industry sectors and for postsecondaryeducation.

Board Options and Consequences:“No” - The denial will result in not opening the proposed magnet programs.

“Yes” - The approval of this request would increase the number of magnet seats for students to participate inthe court-ordered voluntary integration program and allow flexibilities afforded in California Education Code58500 (i.e. credential flexibility).

Policy Implications:None

Budget Impact:The Targeted Instructional Improvement Grant (“TIIG”) provides funding allocated under the Local ControlFunding Formula (LCFF) to fund a court ordered integration plan, such as the one in place for the District. (Ed.Code § 41540.) Under the terms of the TIIG, “[i] if a school district is not in violation of a court order regardingdesegregation, the school district may expend funds” for any program listed in Section 41541. However, due tothe uncertainty with regards to the future availability of LCCF funds, specific resources have not beenidentified to fund this proposal at this time.

Based on the proposed capacity, there would be the following costs of additional staffing and resources forthese magnet programs.

Magnet Coordinators: Based on the proposed capacity, these sites would be eligible for thefollowing coordinator positions:

FTE Cost3rd Street ES 0.5 $ 66,282.007th Street ES 0.5 $ 66,282.00Bassett Street ES 0.5 $ 66,282.00Broadacres ES 1.0 $ 132,561.00Carson HS 0.5 $ 66,282.00Christopher Columbus MS 0.5 $ 66,282.00Panorama HS 0.5 $ 66,282.00South Gate HS 0.5 $ 66,282.00

4.5 Total Cost $ 596,535.00

Teachers: Frost MS will open as a Desegregated Receiver, all other programs will be designated asPredominately Hispanic, Black, Asian and other Non-Anglo (PHBAO). Based on projected enrollment, thefollowing programs would generate additional teachers:


9


No. of Teachers Cost3rd Street ES 1 $ 122,383.00Bassett Street ES 1 $ 122,383.00Carson HS 1 $ 118,005.00Christopher Columbus MS 1 $ 118,005.00Robert Frost MS 1 $ 118,005.00John F Kennedy HS 1 $ 118,005.00Edwin Markham MS 1 $ 118,005.00Panorama HS 1 $ 118,005.00South Gate HS 1 $ 118,005.00

9 Total Cost $1,070,801.00

Other Cost: Additional discretionary resources at $17 per student to purchase instructional materials toimplement the magnet themes totaling $32,555.00 for all programs.

Student Impact:The opening of these new schools would provide families with many other choices for their child’s education.Students will have access to experience-based learning environments including Media, Arts, Communicationand Public Service. Students will also actively develop connections with experts and professionals throughoutthe community, both locally and globally.

Budget Summary Magnet Coordinators $ 596,535.00 Teachers $ 1,070,801.00 Resources @$17 per student $ 32,555.00

Approximate Total Cost $ 1,699,891.00

Issues and Analysis:N/A

Attachments:

Attachment A - 2021-2022 Magnet ProgramsAttachment B - Desegregation Impact Statements (12)

Submitted:

05/15/20


10



______________________________ _____________________________AUSTIN BEUTNER VERONICA ARREGUINSuperintendent Chief Strategy Officer

Office of the Chief Strategy Officer


______________________________ ______________________________DAVID HOLMQUIST KEITH H. ABRAHAMS IIIGeneral Counsel Executive Director

Student Integration Services___ Approved as to form.

REVIEWED BY:




11

ATTACHMENT A

LOS ANGELES UNIFIED SCHOOL DISTRICT Student Integration Services

2021-2022 Magnet Programs

Magnet School Grade BD 1. 7th Street Arts Integration Magnet– Non-Residential 1-5 7 2. Broadacres Avenue ES Visual & Performing Arts – Non-Residential K-5 7

Magnet Center Grade BD 1. 3rd Street ES Gifted 3-5 1 2. Bassett Street ES Media Arts & Technology K-5 3 3. Christopher Columbus MS Media Arts & Communication 6-8 3 4. Robert Frost MS Gifted & Music Conservatory 6-8 3 5. John F Kennedy HS Global Leadership Environmental Action 9-12 3 6. South Gate HS Public Service & Biomedical 9-12 5 7. Panorama HS Social Justice & Leadership 9-12 6 8. Vista MS Law, Government & Social Justice Leadership 6-8 6 9. Carson HS Musical Entertainment & Digital Arts 9-12 7 10. Edwin Markham MS Visual & Performing Arts 6-8 7

12

TAB 4

4

13

Los Angeles Unified School District 333 South Beaudry Ave, Los Angeles, CA 90017


File#: Rep-358-19/20, Version : 1

2019-2020 Alternative Schools of Choice Annual Evaluation June 23, 2020 Student Integration Services

Action Proposed :

Jump Back to Page 2

The Alternative Schools of Choice (Magnet) Annual Evaluation report is being submitted for approval by the Board of Education.

Background: Annual reports are required by the California Department of Education for each school established under California Education Code 58510, which states in part, "Each district operating an alternative school shall annually evaluate each school." Additionally, the LAUSD Desegregation Plan, required by Court Order requires an evaluation.

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

Board Options and Consequences: ' 'No" - The denial will result in not complying with State and Court Order requirements.

"Yes" - The approval of this request would certify the annual evaluation of the 2019-2020 Alternative Schools of Choice.

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

Budget Impact: There is no budget impact.

Student Impact: The students of Los Angeles will continue to benefit from the education they receive from our Magnet Programs. LAUSD will continue to provide families with quality choices for their child's education. Students will receive rigorous and umovative instruction in a themed program of their interest. Magnet schools provide students with specialized programs, advanced technology, and experiences to prepare them to be career and college ready.




Issues and Analysis:Student Integration Services proposes that these alternative schools continue to serve students; that theseprograms continue to be evaluated and ranked using the new State accountability system; and thatunderperforming Magnet schools and centers be provided intervention and ongoing support.

Attachments:

Attachment A - Desegregation Impact Statement (DIS)Attachment B - Evaluation Report

Submitted:

05/15/20


14



______________________________ _____________________________AUSTIN BEUTNER VERONICA ARREGUINSuperintendent Chief Strategy Officer

Office of the Chief Strategy Officer


______________________________ ______________________________DAVID HOLMQUIST KEITH H. ABRAHAMS IIIGeneral Counsel Executive Director

Student Integration Services___ Approved as to form.

REVIEWED BY:




15

Board of Education Report No. 358-19/20 June 23, 2020

ATTACHMENT A LOS ANGELES UNIFIED SCHOOL DISTRICT


DESEGREGATION IMPACT STATEMENT (DIS) 2019-2020 ALTERNATIVE SCHOOLS OF CHOICE ANNUAL EVALUATION

BOARD OF EDUCATION REPORT #358-19/20

I. Category of Proposed Action: It is proposed that all Magnet Schools and Centers submit the Alternative Schools of Choice Annual Evaluation required by the California Department of Education established under California Education Code 58510.

II. Summary Description of Current District Practice: There are currently 292 Magnet schools and centers. Magnet schools and centers are Court-Ordered voluntary integration programs that are open to all students who live within the boundaries of the Los Angeles Unified School District. Magnet Programs were established by Court Order to address the five (5) Harms of Racial Isolation: Low Academic Achievement; Low Self-Esteem; Lack of Access to Postsecondary Opportunities; Interracial Hostility and Intolerance; and Overcrowded Conditions. All Magnet Schools and Centers are required to submit the Annual Evaluation.

III. Proposed Change: Student Integration Services proposes that these Alternative Schools continue to serve students, that these programs continue to be evaluated and ranked using the State accountability system, and that underperforming Magnet schools and centers be provided intervention and ongoing support.

IV. Effects of This Proposal:

The outcome of the Annual Evaluation is to meet both the Education Code 58510 and the Crawford Court Order requirements. Magnet Schools will continue to offer theme-based, subject specialty programs.

V. Analyze the Impact of This Proposal on Integration, Desegregation, Re-segregation, and/or Segregation:

If the Crawford Court Order goals are met, there should be 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 proposed action affects negatively any desegregation program, list other option(s) identified:

If the Crawford Court-Order and District policies and practices are followed, there will not be a negative effect on the District’s Desegregation Plan.

PREPARED BY: APPROVED BY: FELIPE ECHAVARRI KEITH H. ABRAHAMS III Coordinator Executive Director Student Integration Services Student Integration Services

16

TAB 5

5




Renaming of Hollywood Primary Center to Hollywood Elementary School June 23, 2020 Division of District Operations

Action Proposed :

17 333 South Beaudry Ave, Los Angeles, CA 90017

Jump Back to Page 2

Staff proposes that the Board of Education approve the renaming of Hollywood Primary Center to Hollywood Elementary School effective July 1, 2020. This school is located in Board District 4, Local District West.

Background: The school successfully applied to reconfigure from a K-3 school to a K-5 school during the 2018-2019 school year. As a result of this approved reconfiguration, the school has elected to change its name to reflect its new identity as a K-5 elementary school.

The principal led her school through the renaming process in accordance with Bulletin 5549.2 Naming/Renaming Schools, Buildings, and Fields. In November 2019, the Renaming C01mnittee, which included parents, certificated, and classified staff members, reviewed the renaming process and established the timeline. Following extensive communication and feedback collection, ballots were cast in February 2020. The results indicated that the majority of the stakeholders that voted were in support of renaming Hollywood Primary Center as Hollywood Elementary School.

Expected Outcomes: With the adoption of this report by the Board of Education, Hollywood Elementary School will become the name of the school.

Board Options and Consequences: If a "no" vote is rendered by the Board of Education, the name of the school will remain Hollywood Primary Center.

Policy Implications: None.


Student Impact: The academic program for students in all grade levels will be represented in the new name, while honoring the school's connection to the local community.

Issues and Analysis: None.

Los Angeles Unified School District Page 1of3 Printed on 6/16/2020



Attachments:

None.

Informatives:

None.

Submitted:

06/04/20


18



______________________________ _____________________________AUSTIN BEUTNER STEVEN K. ZIPPERMANSuperintendent Chief School Climate, Culture and Safety

REVIEWED BY:

______________________________DAVID HOLMQUISTGeneral Counsel

___ Approved as to form.

REVIEWED BY:




19

TAB 6

6



File#: Rep-376-1 9/20, Version : 1

Renaming Vinedale Elementary to Vinedale College Preparatory Academy June 23, 2020 Division of District Operations

Action Proposed :


Jump Back to Page 2

Staff proposes that the Board of Education approve the renaming of Vinedale Elementary to Vinedale College Preparatory Academy effective July 1, 2020. This school is located in Board District 6, Local District Northeast.

Background: Vinedale is a fu lly operating TK-7 school with Grade 8 opening in the fall semester of 2020. The school is implementing Advancement Via Individual Determination (AVID) strategies school-wide to build college awareness and prepare students for academic success. Parents receive workshops that inform them about college and career opportunities to begin discussions and awareness on the myriad of opportunities and programs that exist for our students as they think about their future.

The Division of Instruction will continue to work with the school to ensure the ongoing development of the college preparatory program to include the deepening of:

• Partnerships with local universities, such as tutoring programs, mentorships, student teachers, etc. • Unique college and career milestones and experiences at each grade level. • College and career learning objectives per grade level to build up to a culminating graduate project.

The school has completed the renaming process in accordance with Bulletin 5549.2 Naming/Renaming Schools, Buildings, and Fields. Discussions about renaming the school started in fall 2017, with the submission of the K-8 reconfiguration plan. The process was completed in Spring 2020, in preparation for the opening of the 2002-21 school year with a fu ll K-8 program. Stakeholders cast their ballot in May 2020. The majmity of the participating parents, staff, and Grade 3-7 students were in support of renaming the school to Vinedale College Preparatory Academy.

Expected Outcomes: With the adoption of this report by the Board of Education, Vinedale College Preparatory Academy will become the name of the school.

Board Options and Consequences: If a "no" vote is rendered by the Board of Education, the name of the school will remain Vinedale Elementary.

Policy Implications: None.





Student Impact:The academic program for students in all grade levels will be represented in the new name.

Issues and Analysis:None.

Attachments:

None.

Informatives:

None

Submitted:

06/04/2020


21



______________________________ _____________________________AUSTIN BEUTNER STEVEN K. ZIPPERMANSuperintendent Chief School Climate, Culture and Safety

REVIEWED BY:



REVIEWED BY:




22

TAB 7

7





Jump Back to Page 3

Approval of the Renewal Petition for Carpenter Community Charter (Affiliated Charter School) June 23, 2020 Charter Schools Division

Action Proposed: Staff recommends approval of the renewal petition for Carpenter Community Charter ("Charter School"), located in Board District 3 and Local District Northeast, for five (5) years, begimling July 1, 2020 until June 30, 2025, to serve up to 1,035 students in grades TK-5 in each year the charter term. Based on the D istrict's Electronic Capacity Assessment Review (E-CAR) process, the school's enrollment capacity is approved to serve up to 1,035 students. The reco1mnendation is based on findings in the attached Staff Assessment and Recommendation Report.

Background: Carpenter Community Charter is a TK-5 school currently serving 1,010 students on a district site in Studio City at 3909 Carpenter Ave., Studio City, CA 91604 in Board D istrict 3 and Local District Northeast. Carpenter C01mnunity Charter was approved by the LAUSD Board of Education on June 15, 2010. On April 14, 2015, the charter school was renewed for another five year tenn to serve up to 982 students in grades TK-5 .

On April 20, 2020, Carpenter Community Charter submitted its charter renewal petition application to the Charter Schools Division. The 60-day statutory timeline for Board action on this renewal petition runs through June 19, 2020. Pursuant to a waiver mutually agreed upon and executed by petitioners and the District, the timeline for Board action on this petition has been extended to June 30, 2020.

A Public Hearing was held on May 19, 2020.

Based on a comprehensive review and assessment of Charter School's renewal petition application and its record of perfonnance, staff has detennined that Charter School has met the requirements for renewal and therefore recommends approval of the renewal petition.

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

Expected Outcomes: Charter School is expected to operate its 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 measurable pupil outcomes and method by which pupil progress toward outcomes will be measured are set forth in the charter petition.

Board Options and Consequences: "Yes" - If the Board adopts the reco1mnendation of approval of the renewal petition the Charter School would be authorized to continue operating as a charter school under the terms of the approved renewal petition for a five (5) year period beginning July 1, 2020.




“No” - If the Board does not adopt the recommendation of approval of the renewal petition, and instead takesspecific action to deny the renewal petition, Charter School would not be authorized to continue operating as acharter school under the terms of the renewal petition. Charter School’s current charter expires on June 30,2020. The petitioners may appeal a denial to Los Angeles County Board of Education or the California StateBoard of Education and, if the appeal is approved, Charter School would be authorized by the approvingauthorizer. This Board Report No. 262-19/20, accompanying documents, and transcript of the Board meeting,shall constitute the Board of Education’s adopted written findings of fact for the denial of the Charter Schoolrenewal petition.

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

Budget Impact:As an affiliated charter school, Carpenter Community Charter is part of the District for purposes of specialeducation.

As an affiliated charter, all revenues generated by the school will be received by LAUSD. The District willallocate school resources in the same manner as it does a non-charter school except as otherwise specified inthe statute and in applicable District policies.

Student Impact:As stated in the Board of Education’s Policy on Charter School Authorizing, “[W]hen the Board of Educationauthorizes a charter school, it establishes a partnership to advance its vision and mission and to accelerate gainsin academic achievement and accountability for all of its students and public schools (Policy, p.1).” Based on acomprehensive review and assessment of Charter School’s renewal petition application and its record ofperformance, staff has determined that Charter School has met the requirements for charter school renewal andtherefore recommends approval of the renewal petition.

Issues and Analysis:If any pending issues are not resolved at the time of the Board meeting, the item may be pulled from theagenda.

Attachments:

Attachment A - Staff Assessment and Recommendation ReportAttachment B - Data SetAttachment C - Desegregation Impact StatementAttachment D - Agreement to Waive and Extend Charter Petition TimelineAttachment E - Notice of Items Available for Perusal in Charter Schools Division

Informatives:

Not applicable


24



______________________________ _____________________________AUSTIN BEUTNER JOSÉ COLE-GUTIÉRREZSuperintendent of Schools Director


REVIEWED BY:



REVIEWED BY:




25

ATTACHMENT A

STAFF ASSESSMENT AND RECOMMENDATION R EPORT RENEWAL PETITION

Board of Education Report 262-19/20 June 23, 2020

26

School Name: Carpenter Community Char ter BOARD IS REQUIRED

Type of Chaiier School: Conversion Affiliated C harter School TO TAKE ACTION

BY: Chatter Operator LAUSD

Location Code: 2822 June 30, 2020

Type of Site(s): District Site

Site Address( es): 3909 Carpen ter Ave., Studio City, CA 91604

Board District(s) : 3 Local District(s): Northeast

Grade Levels Served: TK-5 Cun ent Emollment 1010

Grade Levels Authorized TK-5 Approved Em ollment in 982 in Cunent Chatter: Current Charter:

CONSIDERATION: Renewal

STAFF Approval

RECOMMENDATION:

SUMMARY OF Based on a comprehensive review of the renewal petition application and the STAFF FINDINGS: school's record of perfonnance, staff has detennined that the chatter school

has met the standai·ds and criteria for renewal (Ed. Code§ 47605 and 47607).

• The charter school has presented a sound educational program for its targeted student population.

• Petitioners are demonstrably likely to successfully implement the ed11cational program set forth in the renewal petition.

• The petition, as revised through the petition review and revisions process, contains the District Required Language and provides reasonably comprehensive descriptions of all required elements.

• The petition contains the req11ired affirmations, ass11rances, and declarations.

Please see "Staff Review and Assessment" section below for fiui her detail.

PROPOSED NIA BENCHMARKS:

Page 1of11

of 11

STAFF ASSESSMENT

I. ACTION PROPOSED Staff recommends approval of the renewal petition for Carpenter Community Charter (“Carpenter” or “Charter School”), located in Board District 3 and Local District Northeast, for five (5) years, beginning July 1, 2020, until June 30, 2025, to serve up to 1,035 students in grades TK-5 in each year of the charter term. Based on the District’s Electronic Capacity Assessment Review (E-CAR) process, the school’s enrollment capacity is approved to serve up to 1,035 students.

II. CRITERIA FOR RENEWAL Upon submission, District staff comprehensively reviews each renewal petition application to determine whether the school has met the requirements for renewal set forth in California Education Code sections 47605 and 47607. As part of staff’s holistic review of the renewal petition application, the charter school must be determined to be eligible for renewal under § 47607(b), and the school must submit a renewal petition application that is deemed to be educationally sound, reasonably comprehensive, and demonstrably likely to be successfully implemented. (Ed. Code §§ 47607(a) and 47605.) Pursuant to the requirements of SB 1290, the District “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 grant a charter renewal.” (Ed. Code § 47607(a) (3) (A).) The District “shall consider the past performance of the school’s academics, finances, and operation in evaluating the likelihood of future success, along with future plans for improvement if any.” (5 CCR § 11966.4.) Please see Policy for Charter School Authorizing (LAUSD Board of Education, February 7, 2012) for more information.

III. GENERAL SCHOOL INFORMATION

A. School History

Carpenter Community Charter Initial Authorization:

On June 15, 2010, Carpenter Community Charter was authorized by the LAUSD Board of Education to serve up to 900 students in grades K-5.

Most Recent Renewal

The charter was renewed on April 14, 2015, to serve up to 982 students in grades TK-5.

Approved Material Revisions of Current Charter:

N/A

Board Benchmarks in Current Charter Term:

N/A

Submission of Renewal Petition Application:

Carpenter Community Charter submitted its renewal petition application on April 20, 2020. Pursuant to a waiver mutually agreed upon and executed by petitioners and the District, the timeline for Board action on this petition has been extended to June 30, 2020.

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Concurr ent Request for Material Revision:

B. Educational Program

Key Features of Educational Program:

English Learner Master Plan: Special Education SELPA

C. Student Population

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Olarter 1,002 11.4% 16.1%

*As of October 2019 Census Day

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0.1%

D. Charter School Operator

Carpenter Community Charter

NIA

Carpenter Community Charter

Carpenter Community Chalier offers a comprehensive standards-based TK-5 educational program, which includes the following features: • Constructivist instructional program

multidisciplinruy , project-based learning connections to the real world.

focused on to encomage

• Classroom instruction and environments designed to reflect the school's vision of fostering critical thinking, independence, creativity, and social emotional well-being.

• Hands-on, investigative lerun ing with indoor and outdoor science labs.

• Emichment program including Engineering is Elementary, Lego Robotics, technology/media lab, dance, studio ru1, and music.

• Mind-Up mindfulness progrrun embedded into daily inst:J.11ction.

Carpenter Community Chruier implements the Dist:J.1ct's English Leam er Master Plan. As an Affiliated Chrui er School, Crupenter Community Chaiter is a member of the LAUSD SELP A.

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6.7% 3.2% 1.4% 0.4% 0.0% 0.2% 12.8% 0.1% 11.9% 9.8% 9.5% 67.1%

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As a Dist:J.-ict-affiliated chruier school, Crup enter Community Chruier is subject to the governance and cont:J.-ol of the LAUSD Board of Education.

IV. STAFF REVIEW AND ASSESSMENT Based on a comprehensive review of the renewal petition application and the school's record of perfom1ance, staff has dete1mined that the chruier school has met the standards and criteria for renewal. Staff findings include the following:

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A. Has the Charter School Presented a Sound Educational Program? Yes, the charter school has presented a sound educational program for its targeted student population.

The petition sufficiently addresses and is consistent with the applicable legal and policy requirements, including but not limited to the identification of appropriate perfonnance targets and description of an instrnctional program aligned to state perfonnance standards and the salient needs of the target student population. The school has paii ially met the minimum criteria for renewal eligibility, and the school 's implementation of the educational program during its cmTent cha1ier tenn has resulted in some positive academic outcomes for students' school wide and for students in the school's numerically significant subgroups. Please see discussion of the chaiier school 's record of academic perfonnance in the section below.

B. Is the Charter School Demonstrably Likely To Succeed? Yes, the charter school is demonstrably likely to successfully implement the educational program set forth in the renewal petition.

1. Student Achievement and Educati

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