LAUSD/UTLA Contract Reopener - June 16, 2016

1
TAB 1
Los Angeles Unified School District
333 South Beaudry Ave,

Los Angeles, CA 90017
Board of Education Report

File #: 102-15/16, Version: 1
Los Angeles School Police Association (Unit A) Initial Bargaining Proposals for 2015-2016 Reopener
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NEW BUSINESS
TAB 15
TAB 2

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

2015-2016 United Teachers Los Angeles (UTLA) Reopener Agreement
June 14, 2016
Office of Labor Relations
Action Proposed: Adoption of the 2015-2016 United Teachers Los Angeles (UTLA) Reopener Agreement
(Attachment A).
Background: Pursuant to Government Code Section 3547, the union presented its initial proposals to the
public at a regular meeting of the Board of Education. The public had an opportunity to be informed about
these proposals and to express itself to the Board of Education. Since that time, representatives for the parties
have met and negotiated as required by law. The parties reached tentative agreement on May 17, 2016.
Copies of the MOU are available for public review through the Office of Labor Relations.
Expected Outcomes: Adoption of the 2015-2016 United Teachers Los Angeles (UTLA)
Reopener Agreement.
Board Options and Consequences: If the Board adopts this reopener agreement, which is a joint
recommendation of the bargaining parties, this agreement will be implemented.
If the Board does not adopt this reopener agreement, which is a joint recommendation of the bargaining parties,
this agreement will not be implemented. The parties would resume negotiations on the 2015-2016 reopener.
Policy Implications: This UTLA Reopener Agreement amends the 2014-2017 Memorandum of Understanding
Agreement between the District and UTLA and therefore becomes policy upon adoption by the Board.
Ratification of this Agreement by the union membership is scheduled to be completed by June 3, 2016.
Budget Impact: The budget impact for this agreement is detailed in the attached AB 1200 Report.
Issues and Analysis: This 2015-2016 United Teachers Los Angeles (UTLA)
Reopener Agreement concludes the 2015-2016 reopener pursuant to the 2014-2017 Memorandum of
Understanding.
Attachments: Attachment A - Reopener Agreement of May 17, 2016 Between Los Angeles Unified School
District and United Teachers Los Angeles
Attachment B - AB 1200 Report
Informatives:
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RESPECTFULLY SUBMITTED,
APPROVED & PRESENTED BY:
______________________________
MICHELLE KING
Superintendent
_____________________________
GIFTY BEETS and ROBERT SAMPLES
Co-Directors of Labor Relations
Office of Labor Relations
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
___ Approved as to form.
REVIEWED BY:
______________________________
CHERYL SIMPSON
Director, Budget Services and Financial Planning
___ Approved as to budget impact statement.
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$77$&+0(17%
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K
L
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Q
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INFORMATIVE CONFIDENTIAL
Confidential
Information
Redacted
TAB 3
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 4
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 5
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 6
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 7
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 8
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 9
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 10
147


Report of cash disbursements
Request to reissue expired warrant
Reimbursement of the Controllers Revolving Cash Fund
Donations of money
Donations of equipment
June 14, 2016
Accounting and Disbursements Division
Action Proposed:
1. Report of Cash Disbursements: The Controller reports having disbursed the following payments of
approved financial obligations. It is recommended that the Board approve the disbursements against funds
of the District.
A Warrants dated March 1, 2016 through March 31, 2016
Warrant Numbers:
1519718-1519796
1519799-1541323
1541348
Net total of A Warrants issued:
Net total of direct deposit payroll
(Automated Clearing House - ACH) issued:
Total net amount of payroll disbursements:
21,453,957.97
224,222,253.40
$ 245,676,211.37
B Warrants dated March 1, 2016 through March 31, 2016

Warrant Numbers:
22789938-22790188
22793548-22793824
22796535-22796709
22799745-22799968
22802126-22802367
22805299-22805716
22808589-22808835
22812761-22813074
22815875-22816131
22818605-22818808
22822551-22822904
22825110-22825358
22833049-22833246
22842332-22842590
22849122-22849304
22851523-22851783
22855107-22855304
22858712-22858951
22863731-22863997
22869837-22870086
22871887-22871978
22873689-22873940
22876502-22876668
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Net total of B Warrants issued:
Net total of ACH payments issued:
Total net of disbursements:
$ 143,863,599.03
199,949,078.40
$ 343,812,677.43
Total Amount of Report
$ 589,488,888.80
The above disbursements are within approved budgeted appropriations or were made in accordance with
established Board policies.
2. Request to reissue expired warrant that was not cashed within six months of being issued: The following
warrant has been submitted to the Controller with a request to have it reissued in the amount of $576.61.
Warrant
Number
8340461
Date
November 5, 2008
Payee
L Mkhitarian
Amount
$576.61
3. Reimbursement of the Controllers Revolving Cash Fund: Disbursements have been made from the
Revolving Cash Fund in accordance with Board Authorization (Board of Education Report No. 160-07/08,
dated December 11, 2007) in the amount of $22,245.00 for checks numbered 1237 to 1239 issued in April
and May 2016. It is recommended that the Board approve the reimbursement of the Revolving Cash Fund
in the amount of $22,245.00.
4. Donations of Money: It is recommended that the donations be accepted; that appreciation be expressed to
the donors for their contributions by way of this report; the funds in the amount shown be deposited; and
the Controller be authorized to draw checks for the purposes shown below:
Date:
Donor:
Donation:
For use at:
Purpose:
04/18/2016
Friends of Franklin, Inc.
$137,000.00
Franklin Avenue Elementary School
To provide funding for Instructional Coach, five (5) 5-hour teacher assistants,
and one (1) 2-hour teacher assistant salaries for the 2016-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/19/2016
Friends of Coeur DAlene
$208,080.56
Coeur DAlene Elementary School
To provide funding for teacher assistants and instructional aides salaries; partial
funding for microcomputer support assistant salaries for the 2016-17 school
year.
Date:
Donor:
Donation:
For use at:
04/19/2016
Friends of Overland
$424,866.50
Overland Elementary School
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Purpose:
y
To provide funding for teacher assistants, a full-time and a half-time class size
reduction teacher, instructional coordinator, librarian, psychologist, an Art
teacher, and community representative salaries; for professional service contract
to teach drama once a week for one semester for the 2016-17 school year; and
for field trips.
Date:
Donor:
Donation:
For use at:
Purpose:
04/21/2016
Parents Association Colfax Elementary (PACE)
$170,455.00
Colfax Charter Elementary School
To provide funding for instructional aides, supervision aides, and an Art teacher
salaries for the 2016-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/22/2016
Friends of Third Street School
$39,306.00
Third Street School
To provide funding for teacher assistants salaries for the 2016-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/22/2016
Friends of Hancock Park School
$62,898.00
Hancock Park Elementary School
To provide funding for instructional aides salaries for the 2016-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/22/2016
Friends of Marquez
$307,874.00
Marquez Charter Elementary School
To provide funding for two (2) elementary school teachers and two (2) campus
aides salaries; and partial funding for an elementary school teacher for the 2016
-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/27/2016
Friends of Broadway Elementary School
$196,824.00
Broadway Elementary School
To provide funding for teacher assistants salaries; and partial funding for an
Instructional Coach salaries for the 2016-17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/27/2016
Valley View Parent Teacher Association
$30,153.00
Valley View Elementary School
To provide partial funding for two (2) teacher assistants salaries for the 2016-
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17 school year.
Date:
Donor:
Donation:
For use at:
Purpose:
04/27/2016
Friends of Canfield
$83,000.00
Canfield Elementary School
To provide funding for six (6) teacher assistants and supervision aides salaries.
Date:
Donor:
Donation:
For use at:
Purpose:
04/28/2016
Beckford Avenue School Parent Teacher Association
$25,000.00
Beckford Charter for Enriched Studies
To provide funding to purchase Chrome books.
5. Donations of Equipment: It is recommended that the donation be accepted; that appreciation be expressed
to the donor for their gift by way of this report; that Berendo Middle School be authorized to use the
musical instruments for the purpose shown below:
Date:
Donor:
Donation:
Value:
For use at:
Purpose:
05/26/2016
Mr. Hollands Opus Foundation
Seventeen clarinets, ten flutes, ten trumpets, ninety clarinet mouthpieces, and
thirty trumpet mouthpieces.
$38,790.00
Berendo Middle School
To support music education.
Background:
This is a recurring monthly board report for the board to approve various financial transactions that occur as
part of school business.
Expected Outcomes:
The Board will be approving routine District financial transactions.
Board Options and Consequences:
A yes vote:
1.
2.
3.
4.
5.
Approves the previously disbursed payments;

Approves the reissuance of an expired warrant;
Approves the reimbursement of the Controllers Revolving Cash Fund;
Accepts the donations of money; and
Accepts the donations of equipment.
A no vote could cause the cancellation of previously issued payments, decline to reissue a warrant which
expired because it was over six months old, non-replenishment of Controllers revolving account, and nonacceptance of cash and equipment donations made to the District.
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Policy Implications:
This board report does not change any school policy.
Budget Impact:
This board report approves financial transactions but does not change the budget authority.
Issues and Analysis:
The Board will be approving routine District financial transactions.
Attachments:
Informatives:
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152
______________________________
MICHELLE KING
Superintendent
_____________________________
MEGAN K. REILLY
Chief Financial Officer
Office of the Chief Financial Officer
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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TAB 11
153


Approval of the Certification of Signatures for Fiscal Year 2016-17
June 14, 2016
Action Proposed:
Staff recommends Board approval for the following for the 2016-17 Fiscal Year:
1) Obtain and submit the Certification of Signatures for each Board member (including any new member
of the Board elected subsequent to this report) to the Los Angeles County Office of Education
(LACOE) as required under section 42633 of the Education Code.
2) Authorize Megan K. Reilly, Chief Financial Officer (CFO), to sign, in the name of the Governing
Board, all orders (warrants/checks) drawn on the funds of the Los Angeles Unified School District. In
addition, authorize V. Luis Buendia, Controller, to sign such orders in the event the CFO is unavailable.
3) Authorize Marilyn Guerrero, Director of Accounts Payable, and Beatriz Rios, Head Accountant of the
Accounts Payable Branch, to approve payment vouchers (the authority to pay vendor invoices).
Background:
A Certification of Signatures is required by LACOE, which shows all signatures of the members of the
Governing Board and employees of the District, authorized to sign warrants (checks).
Expected Outcomes:
The Certification of Signatures, along with the designation of Accounts Payable voucher approvers listed
above, will be submitted to the County Superintendent of Schools in accordance with Education Code Sections
42632 and 42633.
This action enables the designated officers listed above to sign orders for warrants and payments for the Fiscal
Year 2016-17. Without this authorization and alternative designation, a majority of the Board will be required
to sign all warrants and orders.
There is no change to District policy.
Budget Impact:
None
Board approval of signatories is required by Education Code Sections 35143, 42632 and 42633.
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Attachments:
Certification of Signatures (Official Form).
Informatives:
Yes
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______________________________
MICHELLE KING
Superintendent
_____________________________
MEGAN K. REILLY
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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156
DISTRICT
CERTIFICATION OF SIGNATURES
As clerk/secretary to the governing board of the above named district, I certify that the signatures shown below in
Column 1 are the verified signatures of the members of the governing board. I certify that the signatures in Column 2
are the verified signatures of the person or persons authorized to sign notices of employment, contracts and orders
drawn on the funds of the district. These certifications are made in accordance with the provisions of Education Code
Sections:
K-12 Districts: 35143, 42632, and 42633
Community College Districts: 72000, 85232, and 85233
If persons authorized to sign orders as shown in Column 2 are unable to do so, the law requires the signatures of the
majority of the governing board.
June 30, 2017
July 1, 2016
These approved signatures are valid for the period of: _______________________
to ________________________
Amended in accordance with governing board approval dated ___________________, 20__________.
Signature _____________________________________
Clerk (Secretary) of the Board
Jefferson Crain
Typed Name ___________________________________
Clerk (Secretary) of the Board
NOTE: Please TYPE name under signature

Column 1
Signatures of Members of the Governing Board
SIGNATURE
Column 2
Signatures of Personnel and/or Members of Governing Board authorized to
sign Orders for Salary or Commercial Payments, Notices of Employment, and
Contracts:
INITIALS
TYPED NAME
Megan K. Reilly
President of the Board of Education
TITLE: Chief Financial Officer

INITIALS
TYPED NAME
SIGNATURE
INITIALS
TYPED NAME
George McKenna
V. Luis Buendia
Vice President of the Board of Education

SIGNATURE
INITIALS
TYPED NAME
Steven Zimmer
SIGNATURE
SIGNATURE
TITLE : Controller
INITIALS
TYPED NAME
SIGNATURE
INITIALS
TYPED NAME
Jefferson Crain
Clerk/Secretary of the Board of Education
SIGNATURE
TITLE
INITIALS
TYPED NAME
SIGNATURE
INITIALS
TYPED NAME
Mnica Garcia
Member of the Board of Education
SIGNATURE
TITLE
INITIALS
TYPED NAME
SIGNATURE
INITIALS
TYPED NAME
Scott Schmerelson
SIGNATURE
TITLE
INITIALS
TYPED NAME
SIGNATURE
INITIALS
TYPED NAME
Ref Rodriguez
SIGNATURE
TYPED NAME
Mnica Ratliff
TITLE
INITIALS
SIGNATURE
TYPED NAME
INITIALS
INFORMATIVE
157
158
TAB 12
159


Authorization to Make Interfund Transfers and Temporary Borrowings for 2016-17 Fiscal Year
June 14, 2016
Action Proposed:
Authorize the Chief Financial Officer or the Controller to make interfund transfers or temporary borrowings
among the Districts various funds in accordance with the 2016-17 adopted and modified District budgets and
Education Code section 42603.
Background:
This authorization is an annual request to allow staff to process accounting transactions related to interfund
transfers and temporary borrowings. Interfund transfers are made between funds for various purposes,
including transfers for debt service requirements.
Temporary borrowings are made in situations where the District advances cash from a fund with sufficient cash
balance to pay obligations from a fund with insufficient cash balance. Repayments of the cash advance are
made within statutory timelines.
Expected Outcomes:
This approval will ensure that temporary borrowing or interfund transfer is authorized beginning in July 2016.
District staff will be able to make required and timely interfund transfers or temporary borrowings in the 201617 fiscal year.
Without prior approval, District staff will not have the authority to make required and timely interfund transfers
or temporary borrowings in 2016-17 fiscal year.
This Board Report does not change any District policy.
Budget Impact:
There are no budget implications to this proposed action.
These actions are considered part of the Districts standard financial operations.
Attachments:
For your reference, the following attachments are historical information for:
1.) Attachment A - Schedule of Interfund Transfers
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2.) Attachment B - Schedule of Temporary Borrowings
Informatives:
IFT Temporary Borrowing
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______________________________
MICHELLE KING
Superintendent
_____________________________
MEGAN K. REILLY
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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162
LOS ANGELES UNIFIED SCHOOL DISTRICT

SCHEDULE OF INTERFUND TRANSFERS
(In Thousands)
FROM:
TO:
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
Special Reserve Fund
Child Development Fund

Health and Welfare
Cafeteria Fund
Capital Services Fund
District Bond Funds
General Fund
General Fund

Special Reserve Fund-CRA
Capital Facilities Fund
Adult Education Fund
Cafeteria Fund
District Bond Funds

County School Facilities
General Fund
District Bond Funds

General Fund
District Bond Funds
District Bond Funds
Building Fd - Measure R
General Fund
District Bond Funds
Building Fd - Bond Proceeds District Bond Funds
Building Fd - Bond Proceeds County School Facilities
Building Fd - Measure K
District Bond Funds
Building Fd - Measure Y
General Fund
Cafeteria Fund
District Bond Funds
Special Reserve Fund-CRA
Building Fd - Measure Q
District Bond Funds
Building Fd - Measure Q
State School Building- Lease District Bond Funds
Purchase
State School Building- Lease
Building Fund
Purchase
* Transactions are through 4/30/2016
PURPOSE:
Support
Reimbursement of capital expenditures
Medicare Part D subsidy
Support
Debt service
Routine repair and general
maintenance contribution

Debt service
Balance transfer
Debt Service
Debt Service
2013-14
2014-15
2015-16*
$ 30,198 $ 24,997 $ 6,800

11
22
10,787
10,141
4,290
51,000
50,000
16,000
36,116
40,480
32,259
1,915
2,049
16,901
6,593
9,576
90
9,574
11,744
3,016
248
8,961
18,418
37
35
4
61,606
136
10,857
678
5,325
3,409
672
20
25,159
1,419
860
3,333
1,299
2,381
587
14,745
787
4,612
5,745
861
33,218
6,153
1,193
242
1,797
4,000
4
528
10,033
16
156
46
4
935
328
4
97
148
166,777
314,818
124,062
To
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Cafeteria Fund
Child Fund
Child Fund
Child Fund
Child Fund
Child Fund
Child Fund
Child Fund
From
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
General Fund
1,000,000
2,000,000
10,000,000
13,600,000
1,200,000
3,000,000
2,500,000
4,500,000
2,000,000
10,700,000
5,500,000
3,000,000
6,000,000
8,300,000
2,000,000
13,500,000
Amount
Transferred*
$
7,800,000
3,800,000
14,600,000
6,700,000
13,000,000
4,500,000
9,500,000
3,600,000
12,900,000
28,000,000
12,500,000
7,000,000
3,000,000
4/4/2016
4/4/2016
2/26/2016
9/8/2015
9/11/2015
6/3/2015
6/23/2015
9/11/2015
1/19/2016
3/16/2016
3/31/2026
4/7/2026
Cash flow requirements

4/26/2016
4/14/2016
4/11/2016
3/28/2016
9/16/2015
9/16/2015
8/20/2015
10/9/2015
10/9/2015
2/10/2016
5/2/2016
5/2/2016
5/2/2016
4/4/2016
4/4/2016
2/19/2016
3/22/2016
Date Settled*
11/3/2015
11/3/2015
12/4/2015
12/4/2015
1/8/2016
1/8/2016
1/8/2016
1/8/2016
2/3/2016
3/7/2016
4/4/2016
4/4/2016
4/4/2016
Date Borrowed
9/10/2015
9/11/2015
9/18/2015
9/25/2015
10/20/2015
10/23/2015
11/6/2015
11/13/2015
11/20/2015
12/17/2015
1/25/2016
2/11/2016
2/17/2016
Purpose

Temporary Borrowings
FY 2015-16
ATTACHMENT B
163
* Transactions are through 5/2/16
From
County Sch Facilities Fund
To
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Measure Q
Amount
Transferred*
$
1,000,000
2,000,000
1,000,000
1,000,000
1,000,000
1,000,000
1,000,000
2,000,000
6,000,000
1,000,000
4,000,000
2,000,000
5,000,000
1,000,000
1,000,000
1,000,000
1,000,000
1,000,000
1,000,000
3,000,000
6,000,000
1,000,000
1,000,000
3,000,000
3,000,000
3,000,000
1,000,000
3,000,000
1,000,000
1,000,000
1,000,000
6,000,000
1,000,000
1,000,000
13,000,000
Purpose
Date Borrowed
8/19/2015
9/3/2015
9/14/2015
9/28/2015
9/30/2015
10/15/2015
10/23/2015
10/30/2015
11/4/2015
11/9/2015
11/12/2015
11/19/2015
11/23/2015
11/25/2015
12/2/2015
12/4/2015
12/8/2015
12/11/2015
12/18/2015
12/22/2015
12/23/2015
1/13/2016
1/20/2016
1/27/2016
1/28/2016
1/29/2016
2/2/2016
2/10/2016
2/12/2016
2/19/2016
2/23/2016
2/25/2016
2/26/2016
2/29/2016
3/2/2016
Date Settled*
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
4/11/2016
ATTACHMENT B
164
INFORMATIVE
165
166
TAB 13
167


Approval of Routine Personnel Actions
June 14, 2016
Human Resources Division
Action Proposed:
Approve 3,601 routine personnel actions (including, but not limited to elections, promotions, transfers, leaves,
terminations, separations, permits and contracts) according to the following breakdown:
Classified:
Certificated:
Unclassified:
1,888
845
868
It is proposed that the following routine personnel actions (including, but not limited to elections, promotions,
transfers, leaves, terminations, separations, permits and contracts) be approved.
SAP transaction numbers:
2017962 to 2243379
ROUTINE PERSONNEL ACTIONS

Total (this report)
(4/15/2016 to 5/17/2016)
1.
2.
3.
Classified
Certificated
Unclassified
TOTAL
Total
(Year-to-date)
1,888
845
868
28,559
26,632
9,653
3,601
64,844
BREAKDOWN OF ACTIONS
Actions
Hire
Leaves/Paid
Leaves/Unpaid
Reassignments/Demotions
Reassignments/Transfer
Reassignments/Promotions
Retirements
Classified
316
133
13
8
331
330
39
Certificated
76
75
44
1
249
52
8
Unclassified
292
0
0
0
32
0
0
Page 1 of 4
Total
684
208
57
9
612
382
47
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168

Separation/NonResignations
Separation/Resignation
Other Actions*
176
86
416
678
71
471
21
233
53
75
145
779
*Other actions include absences, conversion codes from legacy, change of pay, change of work schedule and
benefits.
REIMBURSEMENT AGREEMENT (ZERO-VALUE CONTRACT)
It is proposed that the following reimbursement agreements be approved for the 2016-2017 school year:
Agency
LMU School of Education/Center for Equity for
English Learners (LMU/CEEL)
United Way of Greater Los Angeles
Center for Powerful Public Schools (CPPS)
Regents of the University of California, UCLA
Smarter Balanced
Partnership for Los Angeles Schools
Center for Collaborative Education
The University Corporation (TUC)
California Department of Insurance
Agreement Number/s
HR16/17-017
HR16/17-018
HR16/17-019
HR16/17-020
HR16/17-021 - HR16/17-026
HR16/17-027
HR16/17-028
HR16/17-029
The requesting agencies will reimburse the District for all costs for salary and benefits for the temporary loan of
the employee to the agency during the period of the detached service assignment. Organization leaves are
provided under the Education Code section 44987 for elected officers for up to 12 years.
Background:
This report is presented at each Board Meeting for approval of routine personnel actions.
Expected Outcomes:
Not applicable
Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal time
constraints. A no vote impacts the timeliness of processing personnel actions for classified and certificated
employees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict with
procedural rights and benefits afforded them under applicable Education Code provisions, Personnel
Commission Rules, District Policy, and respective Collection Bargaining Agreements (UTLA, AALA,
Teamsters, Los Angeles School Police Sergeants and Lieutenants Association). Employees have procedural
rights that are based on their status (permanent or probationary) associated with the specific personnel action
being submitted and the respective rights available to them in accordance with the above. Additionally, based
on Personnel Commission Rules, permanent classified employees have rights to appeals.
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169

Not applicable
Budget Impact:
Cost Neutral

All actions affecting classified personnel and apprentice personnel reported herein are in accordance with
Section 45123-45125, 45135, and 45240-45318 of the Education Code and with the Rules of the Personnel
Commission.
Attachments:
Informatives:
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170

______________________________
MICHELLE KING
Superintendent
_____________________________
KARLA M. GOULD
Personnel Director
Personnel Commission
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
JUSTO H. AVILA
Chief Human Resources Officer
REVIEWED BY:
______________________________
CHERYL SIMPSON
Page 4 of 4
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Confidential
Information
Redacted
171
INFORMATIVE
252
253

No. 438-15/16
For 06-14-16 Board Meeting
INTEROFFICE CORRESPONDENCE
TO:
Members, Board of Education

Michelle King, Superintendent
FROM:
Karla M. Gould
Personnel Director
INFORMATIVE
DATE: June 14, 2016
SUBJECT: NUMBER OF ROUTINE PERSONNEL ACTIONS

This informative addresses the total number of classified personnel actions (1,888) on the
Board of Education Routine Personnel Actions Report for the June 14, 2016 meeting.
The following table represents a breakdown of the new hire, reassignment, and rehire
actions for the June 14, 2016 board report for the period of April 15, 2016 to May 17,
2016.
Hire Data:
As presented in the table below, the total number of classified hire and reassignment
actions for the period April 15, 2016 to May 17, 2016 is 985, of which 736 (75%) are
rehires or reassignments, and 249 (25%) are new hires.
With the exception of 87 assignments, all of the actions are for positions which are schoolbased 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 BASE 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 a Deputy Director of Facilities Legislation, Grants, and Funding,
Floor Covering Installer, Food Service Manager I, Gardener (2), Maintenance Worker,
Medical Assistant, Microcomputer Support Assistant (2), Office Technician (4), Plumber
(4), Police Officer, School Occupational Therapy Assistant, Senior Office Technician,
Stock Worker, and WAN Specialist II.
The following regular/permanent positions have been filled by promotional employees:
Asbestos Surveyor (2), Assistant Contract Administrative Analyst, Assistant Garage
Supervisor, Building and Grounds Worker, Contract Administration Analyst, Early
Education Center Office Manager, Environmental Health Supervisor, Food Service
Manager I, Garage Supervisor, Health Care Assistant, Human Resources Specialist II,
Information Resources Support Assistant (3), IT Customer Services Support Analyst (7),
Maintenance Worker (2), Personnel Manager (2), Plant Manager I (3), Plant Manager II,
Police Detective , Pool Custodian, Principal Administrative Assistant, Principal Human 254
Resources Specialist, Project Management Advisor, Office of the Chief Operating Officer,
School Administrative Assistant, Senior Accounting Analyst, Senior Building Project
Estimator (2), Senior Human Resources Specialist (2), Senior Human Resources Specialist
(CPOS), Senior Office Technician (2), Senior Police Officer, Sergeant, Special Education
Assistant (145), Special Education Assistant (Male), Stock Clerk, Supervising Special
Education Assistant, and Window/Wall Washer.
255
Hire Data of All Classified and Teacher Assistant Employees

From April 15, 2016 to May 17, 2016
By New Hire, Reassignment, and Rehire
Classification
Prov
Reg/
Perm
Restr.
Return
Retiree
Subs
Temp
Grand
Total
NEW HIRE
Administrative Intern I *
Administrative Intern II*
Athletics Assistant
Building and Grounds Worker
Campus Aide & Restricted
Deputy Director of Facilities Legislation,
Grants, and Funding*
Early Education Center Aide I &
(Restricted)
Education Aide III (AVID)
Floor Covering Installer
Food Service Manager I
Food Service Worker
Gardener
Instructional Aide I & (Restricted)
Legal Secretary*
Maintenance Worker
Medical Assistant
Microcomputer Support Assistant
Office Technician
Office Technician*
Plumber
Police Officer
School Facilities Attendant (Restricted)
School Occupational Therapy Assistant
Senior Office Technician
Special Education Trainee
Stock Worker*
Student Integration Helper & (Restricted)
Teacher Assistant - Degree Track
WAN Specialist II*
New Hire Total
1
1
5
35
1
1
5
35
12
12
1
1
18
1
1
1
59
2
4
1
1
1
2
3
1
4
1
1
1
1
42
1
1
45
1
22
18
164
45
18
1
1
1
59
2
4
1
1
1
2
4
1
4
1
1
1
1
42
1
1
45
1
249
REASSIGNMENT
Accountant*
Administrative Analyst*
Administrative Assistant*
Area Carpentry Supervisor
Area Plumbing Supervisor
Asbestos Surveyor
Assistant Contract Administrative Analyst*
Assistant Garage Supervisor*
1
2
1
1
1
1
2
1
1
1
2
1
1
2
2
1
1
256

Classification
Prov
Reg/
Perm
Restr.
Return
Retiree
Subs
Temp
Grand
Total
REASSIGNMENT
Assistant Plant Manager I
Assistant Plant Manager II
Building and Grounds Worker*
Campus Aide (Male/Restricted)
Claims Processing Supervisor*
Claims Representative*
Clerk
Clerk*
Contract Administration Analyst*
Early Education Center Aide I &
(Restricted)
Early Education Center Office Manager
Environmental Health Supervisor*
ERP Readiness Facilitator*
Fiscal Services Manager*
Food Service Manager I
Food Service Manager II
Food Service Manager III
Food Service Manager IV
Food Service Manager V
Food Service Manager VI
Food Service Worker
Food Service Worker II (Driving)
Garage Assistant*
Garage Supervisor*
Gardener
Head Stock Clerk*
Health Care Assistant
Heating and Air Conditioning Fitter
Heavy Bus Driver
Human Resources Specialist II*
Information Resources Support Assistant*
Instructional Aide for the Deaf & Hard of
Hearing Students-Signing
Insulator/Asbestos Abatement Worker
IT Customer Services Support Analyst*
IT Customer Services Support
Representative*
IT Electronics Communications
Technician*
Library Aide
Maintenance Worker
Microcomputer Support Assistant*
2
1
2
11
1
3
69
1
12
2
1
1
2
1
1
1
1
1
1
2
1
1
19
8
2
2
2
1
3
1
1
36
4
1
1
1
1
3
2
1
2
3
3
3
1
1
1
22
9
2
3
2
1
39
4
1
1
1
1
4
2
1
2
3
1
1
7
1
7
2
5
1
84
1
12
2
1
1
2
1
1
1
2
4
1
1
2
4
257

Classification
Prov
Reg/
Perm
Restr.
Return
Retiree
Subs
Temp
Grand
Total
REASSIGNMENT
Microfilm Operator*
Office Technician
Office Technician*
Optical Scanning Equipment Operator*
Painter
Paralegal*
Payroll Technician*
Personnel Manager*
Plant Manager I
Plant Manager II
Plant Manager III
Plasterer and Concrete Finisher
Plumber
Police Detective
Pool Custodian
Principal Administrative Assistant*
Principal Human Resources Specialist*
Project Management Advisor, Office of the
Chief Operating Officer*
School Administrative Assistant
School Facilities Attendant (Female)
(Restricted)
School Facilities Attendant (Restricted)
Secretary & (Restricted)
Senior Accounting Analyst*
Senior Building Project Estimator*
Senior Electrician
Senior Food Service Worker
Senior Heating and Air Condition Fitter
Senior Human Resources Specialist
(CPOS)*
Senior Human Resources Specialist*
Senior Insulator/Asbestos Abatement
Worker*
Senior Office Technician*
Senior Plumber
Senior Police Officer
Sergeant
Sign Language Interpreter
Special Education Assistant
Special Education Assistant (Male)
Stock Clerk*
Supervising Assignment Technician*
1
4
1
40
3
1
1
1
1
2
8
1
1
1
1
1
3
1
1
27
3
1
1
1
1
2
3
1
1
1
1
1
1
1
1
3
1
5
1
5
2
1
1
2
2
31
1
1
2
4
1
1
1
1
1
156
1
1
1
1
5
1
1
2
3
39
3
1
2
1
2
1
9
11
53
25
1
11
1
3
1
1
1
220
1
26
1
1
258

Classification
Supervising Special Education Assistant

Transportation Router
Welder
Window/Wall Washer
Reassignment Total
Prov
Reg/
Perm
Restr.
Return
Retiree
Subs
REASSIGNMENT
1
70
Temp
Grand
Total
1
9
5
1
1
341
18
160
83
2
9
5
1
1
672
REHIRE
Athletics Assistant
Food Service Worker
Hardwood Floor Worker
Human Resources Representative*
Instructional Aide I & (Restricted)
Microcomputer Support Assistant*
Office Technician
Plant Manager I
Police Officer
School Facilities Attendant (Male)
(Restricted)
Senior Administrative Analyst*
Special Education Assistant
Rehire Total
Grand Total
4
12
4
15
2
7
1
1
1
1
5
1
2
2
7
1
1
1
1
5
1
2
1
1
1
1
70
35
9
9
1
1
1
2
10
9
64
359
137
985
1
10
17
380
21
18
*non-school based
Summary
Temporary and Substitute employees are often needed for short periods of time to assume
responsibilities for regular employees when they are unavailable; they are not intended to replace regular
employees for an extended period of time. Positions for several classifications, such as Education Aides
and Instructional Aides, are typically filled by restricted status employees.
c: David Holmquist
Thelma Melendez
Frances Gipson
Nicole Elam-Ellis
Jefferson Crain
KMG 06/14/16
259
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WLPHSHULRGFRYHUHGE\WKLVUHSRUWDQGDVXPPDU\OLVWRIKLUHVDSSHDUVEHORZ7KHFHUWLILFDWHGQHZ
KLUHVVHUYHDWVFKRROVDQGSURJUDPVWKURXJKRXWWKH'LVWULFWDQGDUHFRPSULVHGRIERWKIRUPHU
HPSOR\HHVVHOHFWHGIURPUHKLUHOLVWVDQGQHZO\HPSOR\HGFHUWLILFDWHGHPSOR\HHV6XEVWLWXWHWHDFKHUV
FRQWLQXHWREHKLUHGWRHQVXUHLQFUHDVHGFRYHUDJHFDSDFLW\IRUWHDFKHUDEVHQFHV

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TAB 14
260


Approval of Non-Routine Personnel Actions
June 14, 2016
Action Proposed:
It is proposed that the following non-routine personnel actions be approved:
CLASSIFIED
Demotion
1.
EN 784000 from permanent School Administrative Assistant effective at the close of June 15,
2016 and assigned to the class of permanent Early Education Center Office Manager effective June
16, 2016.
Dismissals
2.
EN 753232 from permanent Special Education Trainee effective at the close of June 15, 2016.
3.
EN 754589 from permanent Office Technician effective at the close of June 15, 2016.
4.
EN 777972 from permanent Campus Aide effective at the close of June 15, 2016.
5.
EN 961851 from permanent Senior Investigator effective at the close of June 15, 2016.
6.
EN 1023216 from permanent Campus Aide effective at the close of June 15, 2016.
7.
EN 1049311 from permanent Medical Assistant effective at the close of June 15, 2016.
Suspension-Demotion
8.
EN 1055986 from permanent Food Services Staff Aide. Suspension from February 24, 2016
through April 5, 2016. Demotion effective at the close of June 15, 2016 and assigned to the class of
permanent Food Services Worker (four hours) effective June 16, 2016.
Suspension-Dismissal
9.
EN 705304 from permanent Roofing Inspector. Suspension from May 4, 2016 through June 15,
2016; dismissal effective at the close of June 15, 2016.
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261

Background:
This report is presented at each Board Meeting for approval of non-routine personnel actions.
Expected Outcomes:
Not applicable

Specifically in regard to disciplinary action, a no vote may nullify the disciplinary action due to legal time
constraints. A no vote impacts the timeliness of processing personnel actions for classified and certificated
employees regarding their assignment, salary/rate, transfer, and new appointment and may be in conflict with
procedural rights and benefits afforded them under applicable Education Code provisions, Personnel
Commission Rules, District Policy, and respective Collective Bargaining Agreements (UTLA, AALA,
Teamsters, Los Angeles School Police Association, Service Employees International Union, Local 99,
California School Employees Association, Los Angeles/Orange Counties Building and Construction Trades
Council, Los Angeles School Police Sergeants and Lieutenants Association). Employees have procedural
rights that are based on their status (permanent or probationary) associated with the specific personnel action
being submitted and the respective rights available to them in accordance with the above. Additionally, based
on Personnel Commission Rules, permanent classified employees have rights to appeals.
Not applicable
Budget Impact:
No budget impact
All actions affecting classified personnel and apprentice personnel reported herein are in accordance with
Section 45123-45125, 45135, and 45240-45318 of the Education Code and with the Rules of the Personnel
Commission.
Attachments:
Informatives:
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262

______________________________
MICHELLE KING
Superintendent
_____________________________
KARLA M. GOULD
Personnel Director
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
JUSTO H. AVILA
REVIEWED BY:
______________________________
CHERYL SIMPSON
Page 3 of 3
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Confidential
Information
Redacted
263
TAB 15
320


Provisional Internship Permits
June 14, 2016
Action Proposed:
Staff proposes that the Human Resources request for a teacher to be employed under the Provisional Internship
Permit be approved pursuant to Title 5 California Code of Regulations, Section 80021.1.
Background:
The Provisional Internship Permit became effective on July 1, 2005 in anticipation of the phasing out of the
former authorizing document. The Provisional Internship Permit is valid for one year and may not be renewed.
During the first year of employment, the Provisional Intern teacher must meet all requirements for entrance into
an accredited intern program.
The Los Angeles County Office of Education grants authority to the District to employ potential Provisional
Interns on a Temporary County Certificate until such time that the Board of Education approves their
employment under the Provisional Intern Permit. Commission on Teacher Credentialing (CTC) regulations
require that the request to employ Provisional Interns be approved by the Board and submitted to the CTC
within three months of the teachers beginning their assignment.
The CTC requires that the governing board be presented with a list of teachers to be employed under the
Provisional Internship Permit (Attachment A). Additionally, the CTC requires that the approval of these
Permits be an action item on the agenda and not part of the consent agenda.
Expected Outcomes:
The approval of Provisional Internship Permits will enable the District to continue to staff teacher vacancies in
shortage subject fields with individuals committed to completing the requirements to enter into an intern
program and subsequently earning a full credential.
Approval of Provisional Internship Permits will afford the District the opportunity to hire new special education
teachers who will be required to follow a prescribed and rigorous pathway that results in the earning of both
full state and federal teacher certification.
If the Provisional Internship Permit is not approved, and a full-time teacher cannot be hired, classroom
vacancies would be staffed by a series of individuals in possession of only Emergency 30-Day Substitute
Teaching Permits. Day-to-day substitutes are not required to be enrolled in a teacher education program, and
may only remain in a special education classroom for a maximum of twenty days, after which time they are
deemed by the State as inappropriately assigned.
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321

This action does not change District policy.
Budget Impact:
There is no impact on the Districts budget.
Not applicable
Attachments:
Informatives:
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322

______________________________
MICHELLE KING
Superintendent
_____________________________
JUSTO H. AVILA
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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Teacher with Provisional

Intern Permit
Attachment A
323
No.
Name
School
Subject
Effective
Nunez, Monica
El Dorado Elementary
Mild/Moderate w/Autism
4/19/2016
Bd of Ed Rpt No. 463-15/16
Board of Education
June 14, 2016
INFORMATIVE
324
325
No. 463-15/16
For 6/14/2016 Board Meeting
INFORMATIVE
TO:

FROM:
Justo H. Avila
SUBJECT:
PROVISIONAL INTERNSHIP PERMITS
DATE: May 27, 2016
Human Resources is seeking Board approval to employ 1 teacher on a Provisional Intern Permit. This
action ensures that all special education classrooms are staffed with contracted teachers.
On December 4, 2003, the Commission on Teacher Credentialing (CTC) took action to discontinue the
issuance of emergency permits. Consequently, all multiple subject, single subject and educational
specialist emergency permits expired as of June 30, 2006. Notwithstanding that action, the
Commission was aware that there would be a continuing need for a document that addressed unmet
credentialing or staffing needs of school districts in California. With the assistance and input from a
broad-based group of statewide stakeholders, it was determined at the time that an authorization was still
needed to staff classrooms when, after a diligent search, no appropriately credentialed teacher could be
hired. As a result, the Commission developed the Provisional Internship Permit (PIP). The CTC
Provisional Internship Permit is preferable to the formerly available emergency permit since the
emphasis of this authorization is to prepare new teachers to enter accredited District or University Intern
Programs.
The Los Angeles County Office of Education grants authority to the District to employ potential
Provisional Interns on a Temporary County Certificate until such time that the Board of Education
approves their employment under the Provisional Intern Permit. Commission on Teacher
Credentialing (CTC) regulations require that the request to employ Provisional Interns be approved by
the Board and submitted to the CTC within three months of the teacher beginning their assignment.
Requests to the Commission for a Provisional Internship Permit must include verification that a notice
of intent to employ the applicant in the identified position was submitted to the governing board. The
notice must include the name of the applicant, the school site, and a statement that the individual will
be employed under a Provisional Internship Permit. The CTC also requires that the approval of this
Provisional Intern Permit be an action item on the agenda and not part of the Consent agenda.
Additionally, the District must provide evidence that an extensive recruitment outreach was conducted
and that a shortage of fully qualified candidates exists (Attachment A).
326
-2-
May 27, 2016
Each provisional intern will receive support and guidance from Teacher Quality Staffing Specialists,
the Division of Special Education, and school site administrators. Additionally, the teacher will
receive reimbursement for test preparation and fees for exams required to continue in a teacher
preparation program. Human Resources staff will monitor the teachers progress toward obtaining an
Education Specialist Teaching Credential and provide support and assistance as needed.
A list identifying 1 teacher who is a candidate for a Provisional Intern Permit is attached to Board
Report 346-15/16. It is important to note that this teacher is a former special education assistant who
meets the minimum requirement of three years experience working with special education students.
This contract of employment was offered only upon the request and recommendation of the principal.
In our effort to limit the number of Provisional Interns assigned to special education classrooms,
Human Resources is pursuing multiple avenues for the recruitment of fully credentialed Special
Education teachers. In addition to increasing the Districts alternative pathways to Special Education
teacher credentialing through the Special Education Career Ladder and District Intern Programs, we
have partnered with our local universities in the creation of teacher residency programs, as well as
other teacher education programs designed to train Special Education teachers for our schools. We are
also engaged in recruitment at universities throughout the state of California and the nation, and are
exploring limited recruitment of experienced Special Education teachers in Canada. In addition, we
have reached out to retired LAUSD Special Education teachers, and are working closely with 27 of
these retired teachers in the effort to help them return to the District as fully-credentialed substitute
teachers to serve in Special Education classrooms.
For further information about this authorization please contact Luz Ortega at (213) 241-5349. For
information about recruitment and the initiatives described above, please contact Lydia Acosta
Stephens at (213) 241-5413.
Attachments
JHA:yv
c: David Holmquist
Thelma Melendez
Frances Gipson
Nicole Elam-Ellis
Jefferson Crain
TAB 16
327


Classified Reduction-In-Force: Authorization of Reduction-In-Force and for Final Notices
June 14, 2016
Action Proposed:
It is proposed that the Board of Education determine that it is necessary to eliminate positions in the classified
service due to lack of work and/or lack of funds, as listed in the Attachment, and approve the notices required
under the law.
Background:
Permanent classified employees will be provided 60 days prior notice of the layoff pursuant to the provisions of
Education Code sections 45114, 45117, 45298, and 45308.
Expected Outcomes:
That the Board approve this action to eliminate classified positions as identified in the Attachment; and approve
the Personnel Commission sending layoff notices to affected classified employees.
If authorization is not granted for a classified layoff, the District will not be able to eliminate classified positions
and will need to continue to pay for the salary and benefits costs of classified employees.
The District must comply with Education Code and law in order to appropriately notify classified employees that
they will be laid off.
Budget Impact:
Reduction-in-force notices are a result of the budgetary decisions made by schools and central offices during the
budget development process.
Classified employees being released will be placed on a District reemployment list for a period of 39 months
from the date of separation, and during this time they shall have preference over new applicants in accordance
with Education Code Section 45298.
Attachments: Classification Elimination/Reduction List
Informative: Classified Reduction-In-Force
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328
______________________________
MICHELLE KING
Superintendent
_____________________________
Karla M. Gould
Personnel Director
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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ATTACHMENT TO BOE 503-15/16

REASSIGNMENTS
CLASSIFIED POSITIONS REQUIRING EMPLOYEE NOTICES
(LOWER POSITION / LOWER BASIS / FEWER HOURS)
JOB TITLE
HOURS
LOCATION
NEW JOB TITLE
NEW
HOURS
NEW LOCATION
ACCOUNTING TECHNICIAN II
ACCOUNTS PAYABLE BRANCH
ACCOUNTING TECHNICIAN II*
EVANS CAS
ACCOUNTS PAYABLE BRANCH
ACCOUNTING TECHNICIAN II*
ELA SKL CNTR
ADMIN AIDE
HR-CERT PERF EVAL SUPPORT
SCH ADMINISTRATIVE ASSISTANT
COLISEUM EL
ADMIN AIDE
L A'S BEST
SR OFFICE TECHNICIAN
HR-CERT ASMTS & SUPPORT
ADMIN ASSISTANT
CMNTY PARTNERSHIPS&MEDI-C
ADMIN ASSISTANT (C)*
AD/OC ED-CEN OFC
ADMIN SERVICES MANAGER
HR-OFC-DEPUTY CHIEF HR OF
ASSOC COMPUTER APPL SPST
HR-OFC-DEPUTY CHIEF HR OF
ADMIN STAFF AIDE
FSD PERSONNEL SERVICES UN
INSURANCE TECHNICIAN
BENEFITS ADMINISTRATION B
ADMIN STAFF AIDE
ITD-IT FINANCE & ADMINIST
ADMIN AIDE
L A'S BEST
BUDGET TECHNICIAN
PROGRAM SUPP SVCS-CENTRAL
ASSIGNMENT TECHNICIAN
HR-CERT ASMTS & SUPPORT
BUDGET TECHNICIAN
PSS SUPPORT - M & O
BUDGET TECHNICIAN*
PROGRAM SUPP SVCS-CENTRAL
BUDGET TECHNICIAN
SCHOOL FISCAL SERVICES
TEXTBOOK INVENTORY CLERK
INTEG LIB & TXTBK SVCS
BUDGET TECHNICIAN
SR ASSIGNMENT TECHNICIAN
CLASSIFIED EMPLOYMENT SER
BUDGET TECHNICIAN
OFFICE TECHNICIAN
DE LA TORRE EL
BUDGET TECHNICIAN
LEASING/SPACE UTILIZATION
BUDGET TECHNICIAN
STUDENT SUPPORT PROGRAM
BUDGET TECHNICIAN*
STUDENT SUPPORT PROGRAM F
BUDGET TECHNICIAN
STUDENT SUPPORT PROGRAM
CHLD DEV FISCAL SVCS
CAMPUS AIDE & RESTRICTED
95TH ST EL
MAYWOOD EL
CRENSHAW STEMM MAGNET
74TH ST EL
HARRY BRIDGES SPAN SCHOOL
LEGACY SH SCI TECH ENGINE
LOS ANGELES ACADEMY MS
TORRES EAST LA PERF ARTS
MANUAL ARTS SH
BELVEDERE MS
OBAMA GLOBAL PREP ACADEMY
CIMARRON EL
PEARY MS
PEARY MS
RIVERA LC PERFORMING ARTS
GARFIELD SH
RIVERA LEARNING COMPLEX
MIRAMONTE EL
ROOSEVELT SH MATH/SCIENCE
AMANECER PC
SECONDARY CDS
SAN FERNANDO SH
VENICE SH
135TH ST EL
VIRGINIA EL
WEEMES EL
* LOWER BASIS
PAGE 1 OF 4
D
REASSIGNMENTS (cont.)
CLASSIFIED POSITIONS REQUIRING EMPLOYEE NOTICES
(LOWER POSITION / LOWER BASIS / FEWER HOURS)
JOB TITLE
HOURS
LOCATION
NEW JOB TITLE
NEW
HOURS
NEW LOCATION
WILLENBERG SP ED CTR
FRIES EL
CLERK
HAMILTON SH
INSTR AID II
VAN NUYS MS
CLERK
WEST ADAMS PREPARATORY SH
CLERK
BROCKTON EL
COORD, FINANCIAL MANAGER
STUDENT BODY FINANCE
SR FINANCIAL MANAGER
NORTH HOLLYWOOD SH
COORD, PLACEMENT FOR THE
CAREER & TRANSITION PROGRAM
INSTR AID FOR DEAF& HHS-SIGNING
PRESIDENT EL
COORD, SCH OFFICE COMPTR
BELMONT SH
CENTRAL HS
DISABILITIES SUPPORT PGM
4
3
WATERS EMP PREP CNTR

VENICE SKL CNTR
4
2
WATERS EMP PREP CNTR

RICHARD N SLAWSONSEO
ED RESOURCE AIDE & RESTR
NEWCASTLE EL
LOWMAN SP ED CTR
EDUC AIDE 2
GROVER CLEVELAND CHARTER
EDUC AIDE 2
SOUTH GATE SH
EDUC AIDE 2
HALLDALE EL
EDUC AIDE 2
STONER EL
EDUC AIDE 2
HOBART BLVD EL
EDUC AIDE 2
STATE EL
EDUC AIDE 2
POMELO COMMUNITY CHARTER
EDUC AIDE 2
186TH ST EL
INFO SYSTEMS SUPPORT ASST
FREMONT SH
INFO SYSTEMS SUPPORT ASST
ASSISTIVE TECH/AUGM COM-S
INSTR AIDE COMPUTER LAB
4
4
ANTON EL
ROWAN EL
INSTR AIDE COMPUTER LAB
3
3
DOMINGUEZ EL
PARENT RESOURCE LIAISON
BANNING SH
NIMITZ MS
BRADLEY GLOBL AWARNESS MAG
HARRISON EL
GAGE MS
RAMON C CORTINEZ SCH OF VAPA
SUN VALLEY HS
PLACEMENT ASSISTANT
CAREER & TRANSITION PROGR
N VALLEY OCCUPATIONAL CTR
PRIN CLERK
HR-TEACHER SUPPORT & DEV
PRIN CLERK*
PRIN CLERK
SCH ADMINISTRATIVE ASSISTANT
LOCKWOOD EL
SCHOOL BUSINESS & OPERATI
RFK COMM SCH WELCOME CENT
COORD, FINANCIAL MANAGER
STUDENT BODY FINANCE SECT
SR ASSIGNMENT TECHNICIAN
CLASSIFIED EMPLOYMENT SERVICES
ASSIGNMENT TECHNICIAN
CLASSIFIED EMPLOYMENT SER
SR LABOR COMPLIANCE OFFICER
FSD-LABOR COMPLIANCE
LABOR COMPLIANCE OFFICER
FSD-LABOR COMPLIANCE
SR POLICE DISPATCHER
SCHOOL POLICE DEPARTMENT
POLICE DISPATCHER
SUPERVISING POLICE DISPAT
SR POLICE DISPATCHER
TOTAL REASSIGNMENTS
* LOWER BASIS
55
PAGE 2 OF 4
E
LAYOFFS
JOB TITLE
HOURS
LOCATION
DIVISION
CLERK
LOCAL DISTRICT CENTRAL
CLERK
CLERK
ELIZABETH LC
LOCAL DISTRICT EAST
CLERK
SHIRLEY EL
LOCAL DISTRICT NORTHWEST
CLERK
BROCKTON EL
LOCAL DISTRICT WEST
CLERK
CLASSIFIED EMPLOYMENT SERVICES
PERS CMSN/STAFF
COORD, PARENT NETWORK LIAISON
SPECIAL ED SERVICE CNTR
SELPA ADMINISTRATIVE UNIT
N VALLEY OCCUPATIONAL CTR
AD/OC ED-CEN OFC
EDUC AIDE 2
STATE EL
LOCAL DISTRICT EAST
EDUC AIDE 2
SOUTH GATE SH
LOCAL DISTRICT EAST
EDUC AIDE 2
MACLAY MS
LOCAL DISTRICT NORTHEAST
EDUC AIDE 2
186TH ST EL
LOCAL DISTRICT SOUTH
MULTIMEDIA DESIGNER
ELEARNING OFFICE
COMMUNICATIONS OFFICE
PARENT COMM FACILITATOR
NIMITZ MS
LOCAL DISTRICT EAST
HARRISON EL
LOCAL DISTRICT EAST
LOCAL DISTRICT EAST
DYER EL
SUN VALLEY HS
WILMINGTON MS
LOCAL DISTRICT WEST
LOCAL DISTRICT WEST
PLACEMENT ASSISTANT
CTR ADV TRANSITION SKILLS
PLACEMENT ASSISTANT
CAREER & TRANSITION PROGR
PROGRAM AND POLICY DEV SP
INSTRUCTIONAL TECHNOLOGY
OFF OF CURR, INSTRUC/SCHL
STUDENT & FAMILY RES NAVIGATOR
HEALTHY START
SUPPORT SERVICES-CENTRAL
HEALTHY START
HEALTHY START
HEALTHY START
HEALTHY START
TOTAL LAYOFFS
32
PAGE 3 OF 4
F
SEPARATIONS*
JOB TITLE
HOURS
LOCATION
DIVISION
BANNING SH
UTAH EL
LOCAL DISTRICT EAST
UTAH EL
LOCAL DISTRICT EAST
KESTER EL
NESTLE AVENUE CHARTER
LOCAL DISTRICT NORTHWEST
EDUC AIDE 3 (AVID)
GAGE MS
LOCAL DISTRICT EAST
EDUC AIDE 3 (AVID)
VAN NUYS MS
EDUC AIDE 3 (AVID)
VISTA MIDDLE SCHOOL
EDUC AIDE 3 (AVID)
VAN NUYS MS
EDUC AIDE 3 (AVID)
VISTA MIDDLE SCHOOL
EDUC AIDE 3 (AVID)
EDISON MS
EDUC AIDE 3 (AVID)
EDISON MS
EDUC AIDE 3 (AVID)
EDISON MS
EDUC AIDE 3 (AVID)
JOHNNIE L COCHRAN JR MS
LOCAL DISTRICT WEST
EDUC AIDE 3 (AVID)
JOHNNIE L COCHRAN JR MS
LOCAL DISTRICT WEST
EDUC AIDE 3 SPANISH LANG
SAN PEDRO EL
INSTR AID II
VAN NUYS MS
TOTAL SEPARATIONS
17
*These incumbents do not have permanent status with the District.
SUMMARY
55 Reassignments to a position in a lower classification or a position with fewer hours and/or working days
32 Layoffs
17 Separations (restricted employees)
104 Total
In addition, there are 408 reassignments to an equal position in the same classification (no loss of pay)
PAGE 4 OF 4
INFORMATIVE
330
331
TAB 17
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 18
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 19
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 20
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 21
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 22
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 23
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 24
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 25
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 26
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 27
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 28
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 29
413


Approval of the Material Revision for Citizens of the World 2 to Add 8th Grade and Add an Enrollment
Preference
June 14, 2016
Charter Schools Division
Action Proposed:
Staff recommends approval of the material revision of the charter for Citizens of the World 2 (CWC 2, and/or
CWC Silver Lake), located in Board District 5, Local District West (LDW), to add grade 8 and add an
enrollment preference, effective upon Board approval of the material revision and ending at the expiration of
the schools current charter on June 30, 2017.
Background:
Citizens of the World 2 was originally granted its charter by the Board of Education on February 7, 2012, and
opened in September 2012 as the second charter school of Citizens of the World Los Angeles. CWC 2 school
was granted its charter to serve 912 students in grades K-7 and currently serves 527 students in grades K-6 and
is located on three sites (one Prop. 39 co-location, two private sites) in Board District 5, Local District West
(LDW): 1530 North Wilton Place, Los Angeles, CA 90028 (Prop. 39 co-location at Grant ES); 5620 De
Longpre Avenue, Los Angeles, CA 90028; and 221 South Juanita Avenue, Los Angeles, CA 90004.
CWC 2 obtained a material revision in September 2015 to add a private site, add an enrollment preference, and
make updates to the instructional program. The school seeks this material revision to add grade 8 to the
charters currently approved K-7 grade span, to be served within the charters enrollment capacity of 912. In
doing so, CWC 2 seeks to expand its course offerings to include 8th grade algebra in addition to foreign
language, physical education, arts, STEM electives and other electives to be offered to students in the middle
school grades. CWC 2 also seeks an addition to its current enrollment preferences in the lottery to include
children of the CWC 2s employees and Governing Board members, not to exceed 10% of the total students
admitted each year.
The material revision amends provisions in the charter germane to the addition of the 8th grade. It also amends
certain provisions of the charter to conform to the current District Required Language for charter school
petitions, which reflects District policy and applicable state and federal laws, statutes, and regulations.
In 2013, CWC 2 earned a Growth API of 809 and a Statewide Rank of 5. The school was not issued a 2013
Similar School ranking due to its CDE status as a small school (having fewer than 99 valid test scores) at that
time. Most recently, the school has demonstrated academic progress for students utilizing internal assessment
data demonstrating strong student outcomes. Based on the school's Spring 2015 NWEA MAP assessment
results, the overall percentage of students at or above national norm based scores was 67.2% in Math, 69.7% in
Reading and 70.3% in Language Usage. The school reports these data include increases for subgroups in
English and math. In 2014-15, CWC 2s English Learner reclassification rate of 8.1% was lower than the
Districts average of 16.6%. However, school leaders expect a significant increase in reclassified students in
2015-16, having reported 13 reclassified students via CALPADS, resulting in an anticipated reclassification
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414
rate of 14.2%. School leadership has shared that they are committed to continuing to support the growth of
English learners, including implementation of interventions, ongoing monitoring, and professional development
opportunities for teachers. Additional learning time through intervention programs before and after school
totaling an additional 60 instructional minutes per day have been implemented for targeted EL students.
Furthermore, students who score below the 20th percentile receive targeted intervention in ELA and/or Math by
a credentialed intervention teacher during the school day. The school will also continue to build on current
efforts to increase its diversity through the implementation of its approved lottery preference for students
eligible for free and reduced priced meals approved in a material revision on March 19, 2013. Since that time,
67 students (58%) qualified for Free and Reduced Priced Meals out of the 116 students drawn in the March
2015 school lottery for the 2015/17 school year and 122 students (42%) qualified for Free and Reduced Priced
Meals out of the 292 students drawn in the March 2016 school lottery for the 2016/17 school year. In the 201516 Annual Performance-Based Oversight Report, the school earned a rating of Proficient (3) in Governance;
Student Achievement and Educational Performance; and Organizational Management, and a rating of
Developing (2) in Fiscal Operations.
Citizens of the World 2 is a school of Citizens of the World Los Angeles (CWCLA), an independent non-profit
organization that operates three LAUSD-authorized schools targeting the communities of Hollywood, Silver
Lake and Mar Vista with a shared mission to provide a socio-economically, culturally and racially diverse
community of students with an intellectually challenging, experiential learning environment that develops each
individual students confidence, potential and individual responsibility as citizens of the world.
Expected Outcomes:
Citizens of the World 2 is expected to operate its charter school in a manner consistent with local, state, and
federal ordinances, laws and regulations and with the terms and conditions set forth in its charter.
Yes - The approval of the material revision of the charter would result in Citizens of the World 2 continuing
to operate as a charter school under the terms of the charter, as amended, for the remainder of its charter term.
No - The denial of the material revision of the charter would result in Citizens of the World 2 continuing to
operate under the terms of its current charter.
There are no policy implications at this time.
Budget Impact:
State income and various other income sources to the District are reduced when current District students enroll
at a charter school, and comparable or offsetting expenditure reduction may not occur in such cases. Under
Education Code section 47604(c), a school district that grants a charter to a charter school to be operated by, or
as, a non-profit public benefit corporation is not held liable for the charter schools debts or obligations as long
as the school district complies with all oversight responsibilities. The District will continue to have monitoring
and oversight responsibility for charter school finances, as specified in the Charter Schools Act. Any
modifications to the charter schools petition or operations with significant financial implications would require
District approval prior to implementation. Approval of the material revision is also contingent upon adequate
liability insurance coverage.
If all pending issues, if any, are not resolved at the time of the Board meeting, the Office of General Counsel
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415

may recommend the denial of the material revision.
Attachments:
Desegregation Impact Statement
Executive Summary
Material Revision
Informatives:
Not applicable
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416
______________________________
MICHELLE KING
Superintendent
_____________________________
JOS COLE-GUTIRREZ
Director
Charter Schools Division
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
Page 4 of 4
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417
418
419
420
421
422
423
424
Loc.Code: 2260
CDSCode: 0126177
CitizensoftheWorld2
CRITERIASUMMARY
Acharterschoolthathasoperatedforatleastfouryearsiseligibleforrenewalonlyiftheschoolhassatisfiedatleastoneofthefollowingcriteriapriorto
receivingacharterrenewal:AttaineditsAcademicPerformanceIndex(API)growthtargetintheprioryearorintwoofthelastthreeyears,bothschoolwide
andforallgroupsofpupilsservedbythecharterschool;ranked4to10ontheAPIstatewideorsimilarschoolsrankintheprioryearorintwoofthelast
threeyearsbothschoolwideandforallgroupsofpupilsservedbythecharterschool (SB1290).Theacademicperformanceofthecharterschoolmustbe
atleastequaltotheacademicperformanceofthepublicschoolsthatthecharterschoolpupilswouldotherwisehavebeenrequiredtoattend,aswellasthe
academicperformanceoftheschoolsintheschooldistrictinwhichthecharterschoolislocated,takingintoaccountthecompositionofpupilpopulation
servedatthecharterschool(Ed.Code47607).
SchoolwideAcademicPerformanceIndex
(API)
BaseAPI
GrowthAPI
GrowthTarget
Growth
MetSchoolwideGrowthTarget
MetAllStudentGroupsTarget
BaseAPIStateRank
BaseAPISimilarSchoolsRank
2013GrowthAPIStateRank
2013GrowthAPISimilarSchoolsRank
SubgroupAPI
AfricanAmericanorBlack
AmericanIndianorAlaskaNative
Asian
Filipino
Latino
NativeHawaiianorPacificIslander
White
TwoorMoreRaces
EnglishLearners
SocioeconomicallyDisadvantaged
StudentswithDisabilities
Growth
Target
201011
201112
201213
B
809
B
B
Growth
MetTarget
Growth
Target
Growth
Met
Target
Growth
Target
Growth
Met
Target
""indicatesthatthesubgroupisnotnumericallysignificantortheschoolwasnotopen,thereforewillhavenotAPIscoreortargetinformation."A"indicatestheschoolorstudentgroups
scoredatorabovethestatewideperformancetargetof800inthe2012Base."B"indicatestheschooldidnothaveavalid2012BaseAPIandwillnothaveanygrowthortargetinformation.
CitizensoftheWorld2
LAUSDSimilarSchoolsfromCDE
ResidentSchoolsMedian
CitizensoftheWorld2
2011
2012
BaseAPI GrowthAPI
786
820
APIComparison
1112
2012
2013
Growth
BaseAPI GrowthAPI
B
809
34
822
823
1213
Growth
201213CSTComparison
EnglishLanguageArts
Mathematics
Basic,
Basic,
Below
BelowBasic Proficient&
Proficient&
Basic&Far
&FarBelow Advanced
Advanced
Below
Basic
Basic
38%
62%
35%
65%
41%
60%
32%
69%
AYPComparison
CitizensoftheWorld2
Office of Data and Accountability
#Criteria
17
2012AYP
#Met
15
%Met
86%
#Criteria
4
18
2013AYP
#Met
2
13
%Met
50%
70%
#Criteria
2014AYP
#Met
%Met
425
2260
XR
CitizensoftheWorld2
2342
4630
3288
3260
2192
7603
5986
5192
4712
3795
2849
2534
7795
4247
3002
2740
7699
6342
2479
6952
BeethovenStreetElementary
School
HuntingtonDriveElementary
CrescentHeightsBoulevardElementary
CowanAvenueElementary
ArlingtonHeightsElementary
WalgroveAvenueElementary
PalmsElementary
MarVistaElementary
KentwoodElementary
FiftyNinthStreetElementary
CarthayElementaryOfEnvironmentalStudiesMagnet
BroadwayElementary
WilshireCrestElementary
GrandViewBoulevardElementary
CharnockRoadElementary
CanfieldAvenueElementary
WestminsterAvenueElementary
CoeurD'AleneAvenueElementary
BraddockDriveElementary
StonerAvenueElementary
ResidentSchools
LAUSDSimilarSchoolsfromCDEMedian
Loc
Code
LD BD
251
344
279
242
435
214
266
417
233
260
225
736
822
822
840
762
810
827
921
878
699
815
884
812
775
796
898
926
839
786
901
823
731
833
829
739
810
816
913
892
709
780
883
776
805
808
893
841
912
860
810
890
809
2012 2013 2013

Base Growth State
Rank
API
API
K6
K5
K5
K5
K5
K5
K5
K5
K5
K5
K5
K5
175
K5
150
K6
K5
K5
K5
K5
K5
K5
319
234
287
213
286
291
220
213
2013
Enroll#on
Conf
1stDayof
Testing
58
K4
10
10
10
10
10
No
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
No
Yes
No
No
No
No
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
2013
Met2013 Met2013
Similar
Schwide Subgroup
Schools
Targets
Target
Rank
Anasterisk(*)indicatesthattheschooldoesnothaveavalid2012BaseAPIor2013GrowthAPI.Note:The2013statewideandsimilarschoolsranksarethefinalsetofranks
reported.Theseranksarebasedonthe2013GrowthAPIdata.
75
100
84
44
74
49
76
16
27
100
68
100
86
82
71
26
100
21
100
100
61
57
12
23
10
10
29
20
11
11
12
11
20
19
13
13
17
17
11
12
11
12
19
17
21
13
14
23
13
22
10
23
%Free/
Reduced %SpEd %GATE
Lunch
22
31
15
45
10
32
24
19
20
25
43
38
12
28
19
34
23
34
%EL
13
19
11
26
20
13
21
12
23
18
23
27
35
12
59
95
46
80
37
61
20
27
54
32
62
56
83
67
15
74
19
71
93
64
41
11
42
52
29
10
61
49
11
28
40
%
%
%Latino
RFEP
White
16
49
80
15
13
17
10
32
45
45
11
33
11
17
16
17
12
17
10
18
11
11
10
%Af.
%
Amer Asian
SchoolDemographicCharacteristics
Thispagedisplaysthe2012BaseAPI,2013GrowthAPI,schoolranksandthedemographicinformationfromthe2013GrowthAPIreport.
CitizensoftheWorld2
2012BASEAPIAND2013GROWTHAPIDEMOGRAPHICINFORMATION
%Fili
%Am %Pacific
Indian
Island
%Two
or
More
426
427
XR
Loc
School
Code
2260 CitizensoftheWorld2
4630 HuntingtonDriveElementary
3288 CrescentHeightsBoulevardElementary
3260 CowanAvenueElementary
2192 ArlingtonHeightsElementary
7603 WalgroveAvenueElementary
5986 PalmsElementary
5192 MarVistaElementary
4712 KentwoodElementary
3795 FiftyNinthStreetElementary
2849 CarthayElementaryOfEnvironmentalStudiesMagnet
2534 BroadwayElementary
7795 WilshireCrestElementary
4247 GrandViewBoulevardElementary
3002 CharnockRoadElementary
2740 CanfieldAvenueElementary
7699 WestminsterAvenueElementary
6342 CoeurD'AleneAvenueElementary
2479 BraddockDriveElementary
6952 StonerAvenueElementary
2342 BeethovenStreetElementary
ResidentSchools
BD
LD
20%
376
451
377
259
570
347
422
593
381
375
331
506
221
642
333
374
65%
82%
81%
51%
75%
39%
70%
13%
26%
82%
64%
22%
62%
65%
69%
21%
85%
549
326
76%
96%
57%
395
335
330
TotalEnroll %F/R
#
Meal
373
50%
9%
14%
10%
24%
4%
9%
2%
12%
13%
10%
8%
12%
5%
7%
10%
14%
6%
8%
13%
2%
8%
0%
%GATE
23%
41%
18%
2%
53%
8%
42%
6%
3%
35%
18%
12%
25%
41%
47%
11%
37%
7%
30%
48%
21%
24%
%EL
57%
92%
45%
8%
82%
34%
60%
18%
24%
59%
35%
22%
54%
74%
60%
13%
74%
17%
69%
92%
60%
38%
12%
2%
5%
6%
2%
41%
9%
51%
23%
1%
16%
21%
4%
11%
12%
65%
5%
58%
13%
1%
32%
40%
%Latino %White
ThispagedisplaysK12enrollmentnumberandpercentagesofselectsubgroupsasofOctober2014CensusDay.
14%
2%
46%
81%
13%
16%
15%
8%
38%
39%
38%
9%
36%
12%
11%
14%
17%
8%
9%
4%
3%
%Af.
Amer.
3%
CitizensoftheWorld2
OCTOBER2014CALPADSDEMOGRAPHICINFORMATION
4%
3%
2%
0%
1%
6%
12%
12%
5%
0%
6%
24%
2%
1%
14%
5%
2%
8%
6%
1%
3%
14%
%Asian
0%
0%
0%
0%
1%
0%
2%
1%
1%
0%
2%
1%
1%
0%
1%
0%
0%
0%
1%
0%
0%
1%
%Fili.
0%
0%
0%
1%
0%
0%
0%
0%
0%
1%
0%
0%
0%
0%
0%
0%
1%
0%
0%
0%
0%
%Am
Indian
0%
0%
0%
0%
2%
1%
0%
1%
0%
1%
0%
0%
0%
1%
0%
0%
0%
1%
1%
0%
1%
1%
%Pacific
Island
1%
1%
1%
2%
1%
0%
4%
1%
8%
9%
1%
2%
23%
1%
0%
2%
3%
1%
7%
3%
0%
1%
%Twoor
More
0%
428
429
XR
School
ResidentSchools
Loc
Code
LD BD
81
200
68
374
44
165
37
22
115
76
75
78
278
156
58
107
24
121
209
84
1112EL#
13
17
14
52
19
11
18
12
42
10
23
17
31
16
15%
9%
21%
0%
14%
18%
12%
14%
14%
6%
15%
24%
15%
15%
6%
17%
22%
17%
14%
15%
19%
83
182
73
356
33
179
36
22
119
79
73
57
241
169
56
104
24
121
187
87
14
15
15
49
18
11
13
13
31
17
15
17
22
33
13
1213
1213
1314
Reclass 1213EL#*
Reclass#
Reclass#
Rate
0
0%
66
0
14%
8%
20%
0%
13%
9%
11%
12%
8%
9%
16%
18%
14%
12%
9%
23%
16%
19%
17%
17%
15%
1314
Reclass
Rate
0%
81
180
79
348
27
191
42
22
133
70
68
53
273
157
43
124
27
122
175
82
74
1314EL#
13
25
10
56
17
18
11
46
28
13
17
13
38
29
1415
Reclass#
14%
14%
13%
0%
16%
19%
9%
12%
14%
14%
3%
16%
17%
17%
18%
30%
14%
11%
11%
22%
35%
1415
Reclass
Rate
8%
ThispagedisplaysthenumberofEnglishlearners(ELs)onCensusDay,thenumberofstudentsreclassifiedsincethepriorCensusDay,andthe
reclassificationrateforeachspecifiedyear.Thereclassificationrate,displayedinpercentage,iscalculatedbydividingthenumberreclassifiedbythe
numberofprioryearELs.ThesedatahavehistoricallybeencollectedasofSpringCensusDay.However,beginningin201314,thestatemovedthe
collectionofofficialELandReclassificationcountsfromSpringCensustoFallCensus.The201213ELtotaldisplayedonthispageistheSpringCensus
(March2013)countwhichremainstobetheofficialELcountforthatyear.The201314reclassificationrateiscalculatedbydividingthe201314Fall
Censusreclassifiedcountbythe201213FallCensus(October2012)ELcountwhichisnotdisplayedonthispage.
CitizensoftheWorld2
RECLASSIFICATIONRATES
430
431
CitizensoftheWorld2
District
201213
CitizensoftheWorld2
District
201314
CitizensoftheWorld2
District
201415
13
24,730
201112#EL
81
180,495
0.0%
14.7%
13.7%
201213
Reclassification
Rate
201213#
Reclassified
201314
Reclassification
Rate
201314#
Reclassified
0.0%
13.6%
13.9%
8.1%
13.8%
16.6%
13
29,694
201415
Reclassification
Rate
14
25,532
66
83
170,797
201213#EL
74
81
179,322
201314#EL
201415#
Reclassified
8.1%
0.2%
2.7%
ChangefromPrior
Year
ThispagedisplaysthenumberofEnglishlearners(ELs)onCensusDay,thenumberofstudents
reclassifiedsincethepriorCensusDay,andthereclassificationrateforeachspecifiedyear.The
reclassificationrate,displayedinpercentage,iscalculatedbydividingthenumberreclassifiedbythe
numberofprioryearELs.ThesedatahavehistoricallybeencollectedasofSpringCensusDay.
However,beginningin201314,thestatemovedthecollectionofofficialELandReclassificationcounts
fromSpringCensustoFallCensus.The201213ELtotaldisplayedonthispageistheSpringCensus
(March2013)countwhichremainstobetheofficialELcountforthatyear.The201314
reclassificationrateiscalculatedbydividingthe201314FallCensusreclassifiedcountbythe201213
FallCensus(October2012)ELcountwhichisnotdisplayedonthispage.
CitizensoftheWorld2
RECLASSIFICATIONOFENGLISHLEARNERS
432
433
XR
Loc
School
Code
ResidentSchools
BD
LD
376
451
377
259
570
347
422
593
381
375
331
506
221
642
333
374
326
549
395
335
330
OCT2014
Enroll#
373
54
105
22
30
52
86
62
42
57
82
25
20
77
101
61
63
56
30
29
52
34
SpEdEnroll
#
40
15%
23%
6%
12%
9%
25%
15%
7%
15%
22%
8%
4%
35%
16%
18%
17%
17%
5%
7%
16%
10%
SpEd
Enroll%
11%
70%
57%
86%
73%
65%
60%
56%
38%
72%
78%
68%
80%
58%
38%
72%
54%
86%
73%
90%
65%
79%
%High
Incidenc
80%
30%
43%
14%
27%
35%
40%
44%
62%
28%
22%
32%
20%
42%
62%
28%
46%
14%
27%
10%
35%
21%
13
41
32
13
16
12
15
23
27
14
23
15
12
14
15
10
28
15
41
10
10
11
29
15
18
31
15
18
22
21
30
13
22
10
10
15
11
16
18
24
14
13
10
10
11
#
#
%Low
#OI #SLD* #SLI* #TBI
#ED #EMD #HOH #MR
#AUT #DB
OHI*
DEAF
Incidenc
20%
8
0
0
0
0
0
0
8
0
6
18
0
#VI
ThispagedisplaystheK12enrollmenttotal(asofOctober2014)andthenumberofK12specialeducationstudentsintotal,byincidencecategory,andbyeligibilityasreportedontheDecember2014
CaliforniaSpecialEducationManagementInformationSystem(CASEMIS)Report.Highincidenceeligibilitiesareindicatedbyanasterisk(*).
CitizensoftheWorld2
K12SPECIALEDUCATIONSTUDENTS(DECEMBER2014CASEMISREPORT)
434
435
XR
Loc.
SchoolName
Code
235
290
266
231
409
175
238
395
222
260
5%
13%
2%
4%
12%
9%
6%
1%
0%
15%
7%
2849 CarthayElementaryOfEnvironmentalStudiesM 207
6%
5%
5%
4%
3%
3%
3%
6%
2%
4%
136
292
226
265
209
277
282
195
204
10%
20%
7%
12%
21%
5%
9%
3%
4%
18%
13%
3%
13%
10%
12%
3%
9%
4%
10%
11%
5%
26%
32%
34%
23%
30%
22%
26%
16%
21%
28%
29%
20%
32%
36%
24%
17%
28%
13%
23%
35%
25%
31%
25%
31%
26%
26%
25%
36%
25%
32%
27%
30%
24%
31%
28%
35%
33%
37%
33%
31%
29%
34%
25%
10%
25%
35%
11%
40%
23%
55%
43%
12%
20%
49%
18%
21%
24%
42%
23%
47%
33%
18%
34%
41%
65%
43%
39%
63%
36%
41%
20%
25%
61%
49%
27%
51%
51%
41%
24%
40%
20%
36%
52%
32%
60%
35%
56%
61%
37%
65%
59%
80%
75%
39%
50%
73%
49%
49%
59%
75%
60%
80%
64%
47%
68%
62%
234
292
266
228
410
176
239
398
224
260
207
161
136
294
226
267
209
279
286
199
207
55
2%
5%
1%
3%
4%
9%
2%
1%
0%
6%
5%
1%
6%
3%
2%
2%
2%
0%
1%
2%
1%
10%
18%
14%
8%
19%
9%
11%
7%
7%
24%
15%
7%
16%
16%
16%
5%
6%
3%
8%
14%
5%
17%
17%
18%
15%
23%
23%
18%
11%
13%
24%
30%
12%
19%
17%
17%
14%
21%
16%
17%
17%
14%
30%
37%
33%
34%
26%
25%
32%
24%
37%
18%
26%
26%
30%
30%
37%
26%
33%
32%
26%
32%
25%
%
%Far
Below Below %Basic %Prof
Basic
Basic
2%
18%
15%
36%
%Prof
#
/Adv
Tested
%
%Far
#Tested Below Below %Basic %Prof
Basic
Basic
55
9%
9%
20%
33%
%
%Adv B/BB/F
BB
29%
38%
2013CSTMATH
2013CSTELA
157
ResidentSchools
BD
LD
CitizensoftheWorld2
201213CALIFORNIASTANDARDSTEST(CST)ENGLISHLANGUAGEARTSANDMATHRESULTS
37%
23%
35%
39%
27%
35%
37%
58%
43%
28%
24%
53%
30%
35%
28%
55%
38%
49%
47%
36%
56%
32%
40%
33%
26%
46%
41%
31%
19%
20%
54%
50%
20%
41%
36%
35%
21%
29%
19%
26%
33%
20%
69%
60%
68%
73%
53%
60%
69%
82%
80%
46%
50%
79%
60%
65%
65%
81%
71%
81%
73%
68%
81%
%
%Prof
%Adv B/BB/F
/Adv
BB
29%
35%
65%
436
XR
Loc.
SchoolName
Code
240
340
241
239
406
163
249
411
213
256
4%
8%
5%
3%
11%
5%
4%
1%
3%
15%
3%
2849 CarthayElementaryOfEnvironmentalStudiesM 239
5%
7%
6%
4%
4%
1%
4%
8%
0%
0%
142
303
237
262
233
283
292
199
215
9%
20%
10%
7%
15%
8%
6%
3%
5%
17%
9%
6%
14%
13%
11%
5%
7%
1%
9%
13%
5%
25%
35%
25%
21%
29%
23%
29%
12%
18%
33%
30%
24%
25%
32%
28%
16%
34%
15%
21%
31%
23%
31%
26%
35%
24%
32%
31%
35%
27%
28%
23%
28%
39%
38%
28%
32%
31%
31%
35%
26%
32%
28%
28%
11%
26%
44%
14%
34%
26%
55%
46%
11%
30%
31%
18%
21%
24%
44%
23%
48%
39%
17%
43%
40%
63%
40%
31%
55%
36%
39%
16%
26%
65%
42%
30%
44%
52%
45%
25%
45%
17%
34%
52%
28%
61%
37%
61%
68%
46%
65%
61%
82%
74%
34%
58%
70%
56%
49%
56%
75%
54%
83%
65%
49%
71%
241
348
240
242
406
166
245
412
214
255
237
126
142
306
237
264
233
282
294
208
220
%
%Far
%Prof
%Below
#Tested
%Basic %Prof %Adv B/BB/F
#Tested Below
/Adv
Basic
BB
Basic
0
0%
0%
0%
0%
0%
0%
0%
0
122
ResidentSchools
BD
LD
2012CSTELA
2%
4%
3%
2%
5%
4%
1%
1%
2%
10%
2%
0%
2%
3%
3%
2%
2%
0%
3%
1%
1%
12%
21%
14%
11%
17%
13%
11%
4%
5%
20%
14%
4%
8%
19%
15%
5%
10%
5%
12%
15%
5%
22%
26%
22%
17%
22%
24%
24%
10%
15%
23%
24%
15%
25%
22%
26%
14%
24%
8%
15%
22%
13%
29%
32%
28%
34%
32%
25%
29%
27%
29%
26%
35%
30%
26%
23%
27%
25%
29%
32%
28%
34%
33%
36%
17%
34%
36%
24%
34%
35%
57%
49%
21%
25%
51%
39%
34%
29%
53%
36%
55%
43%
27%
48%
36%
51%
39%
30%
44%
41%
36%
15%
22%
53%
40%
19%
35%
44%
44%
21%
36%
13%
30%
38%
19%
65%
49%
62%
70%
56%
59%
64%
84%
78%
47%
60%
81%
65%
57%
56%
78%
65%
87%
71%
61%
81%
%
%Far
%Prof
%Below
Below
/Adv
Basic
BB
Basic
0%
0%
0%
0%
0%
0%
0%
2012CSTMATH
CitizensoftheWorld2
437
438
LD
BD
LocCode
School
0.0%
0.3%
0.0%
0.0%
0.0%
0.0%
1.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.3%
0.0%
0.0%
0.6%
0.0%
2.3%
0.5%
0.7%
0.0%
0.0%
0.3%
0.0%
0.2%
0.0%
0.0%
1.3%
0.0%
0.0%
0.2%
0.9%
1.1%
0.2%
0.2%
0.0%
0.0%
0.6%
0.6%
0.0%
0.0%
0.1%
0.0%
0.3%
0.0%
0.0%
0.0%
0.0%
0.9%
0.0%
0.0%
0.0%
0.0%
0.0%
0.3%
0.0%
0.0%
0.6%
0.0%
1.5%
0.3%
0.4%
0.0%
Susp.Event Susp.Event
SingleStd.
Rate2013 Rate2014
Susp.%
15
14
0.7%
2.1%
1.1%
0
1
0
1
0
0
5
0
0
1
3
5
1
1
0
0
4
1
0
0
1
201314
0
1
0
0
0
0
4
0
0
0
0
0
1
0
0
2
0
6
2
3
0
201415
0
1
0
2
0
0
8
0
0
1
4
9
2
1
0
0
4
3
0
0
1
201314
0
1
0
0
0
0
3
0
0
0
0
0
1
0
0
2
0
4
1
2
0
201415
TWOYEARCOMPARISON(ALLSTUDENTS)
EVENTS
DAYS
SuspensionEvents:Thenumberofsuspensionsissuedbytheschool
SuspensionDays:Thetotalnumberofdaysissuedforallsuspensionevents
SuspensionEventRate:Therateiscalculatedbydividingthetotalnumberofsuspensioneventsfortheschoolorsubgroupbythetotalenrollmentoftheschoolorsubgroup(events/enrollment)
SingleStudentSuspension%:Thepercentofstudentsintheschoolorsubgroupthathavebeensuspendedoneormoretimes(studentssuspended/enrollment)
XR
5
ResidentSchools
W
4
W
4
W
4
W
4
W
4
W
1
W
1
W
4
W
1
W
4
W
1
W
1
W
4
W
4
W
1
W
4
W
1
W
4
W
1
E
2
3.3%
4.2%
8.9%
8.0%
17.2%
13.9%
10.5%
11.8%
36.2%
8.7%
37.8%
38.7%
37.5%
7.8%
15.2%
15.6%
13.3%
81.1%
45.9%
2.2%
13.6%
3.5%
%Enrolled
11
14
35
44
56
52
35
76
80
44
125
145
143
46
64
54
76
210
173
10
55
13
#Enrolled
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.9%
0.0%
0.0%
0.0%
0.0%
0.0%
0.7%
0.0%
0.0%
0.0%
0.0%
0.5%
0.0%
0.0%
0.0%
23.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.9%
0.0%
0.0%
0.0%
0.0%
0.0%
0.7%
0.0%
0.0%
0.0%
0.0%
0.5%
0.0%
0.0%
0.0%
7.7%
Susp.Event
SingleStd.%
Rate
0.0%
0.3%
0.0%
0.0%
0.0%
0.0%
1.7%
0.0%
0.0%
0.0%
0.0%
0.0%
0.4%
0.0%
0.0%
0.6%
0.0%
1.8%
0.5%
0.7%
0.0%
10.3%
15.5%
7.3%
5.5%
17.2%
16.8%
18.3%
15.7%
34.8%
4.0%
7.6%
21.9%
15.0%
7.1%
14.7%
24.8%
9.1%
11.6%
5.8%
23.3%
14.8%
Susp.Event
Rate
%Enrolled
Disprop.
20.9%
10.7%
34
52
29
30
56
63
61
101
77
20
25
82
57
42
62
86
52
30
22
105
54
40
#Enrolled
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
4.9%
0.0%
0.0%
0.0%
0.0%
0.0%
1.8%
0.0%
0.0%
0.0%
0.0%
6.7%
0.0%
2.9%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.3%
0.0%
0.0%
0.0%
0.0%
0.0%
1.8%
0.0%
0.0%
0.0%
0.0%
3.3%
0.0%
1.9%
0.0%
0.0%
Susp.Event
SingleStd.%
Rate
201415DISPROPORTIONALITY
AFRICANAMERICANSTUDENTS
STUDENTSWITHDISABILITY
Thispagedisplaystheoutofschoolsuspensionevents,studentssuspended,daysandratesfor20132014and20142015schoolyearbasedonschools'selfreportedmonthlysuspensions.
CitizensoftheWorld2
OUTOFSCHOOLSUSPENSIONEVENTS
0.0%
0.3%
0.0%
0.0%
0.0%
0.0%
3.7%
0.0%
0.0%
0.0%
0.0%
0.0%
1.5%
0.0%
0.0%
0.6%
0.0%
4.3%
0.5%
2.2%
0.0%
Susp.Event
Rate
Disprop.
2.1%
439
440
Charter Management
Organization (CMO)
Schools Data

928
775
K2
93
371
CitizensoftheWorldSchoolsMedian
LosAngelesUnifiedSchoolDistrictMedian
2262
B
928
CitizensoftheWorld3
XR
CitizensoftheWorldCharterHollywood
CitizensoftheWorld2
861
766
912
809
7
4
2012 2013 2013

Base Growth State
API
API
Rank
K4
XR
School
127
2260
XR
2160
Loc
Code
LD BD
2013
Enroll#on
Conf
1stDayof
Testing
58
K4
9
6
Yes
Yes
2013
Met2013 Met2013
Similar
Schwide Subgroup
Schools
Target
Targets
Rank
Anasterisk(*)indicatesthattheschooldoesnothaveavalid2012BaseAPIor2013GrowthAPI. Note:The2013statewideandsimilarschoolsranksarethefinal
setofranksreported.Theseranksarebasedonthe2013GrowthAPIdata.
50
86
43
57
11
11
10
12
0
9
%Free/
Reduced %SpEd %GATE
Lunch
33
23
31
34
%EL
0
27
36
83
31
41
40
1
40
40
%
%
%Latino
RFEP
White
8
4
%Af.
Amer
14
1
17
10
%
Asian
SchoolDemographicCharacteristics
Thispagedisplaysthe2012BaseAPI,2013GrowthAPI,schoolranksandthedemographicinformationfromthe2013GrowthAPIreport.
CitizensoftheWorldSchools
2012BASEAPIAND2013GROWTHAPIDEMOGRAPHICINFORMATION
2
0
%Fili
0
0
1
0
%Am %Pacific
Indian
Island
0
0
%Two
or
More
441
373
510
206
XR
XR
39%
85%
27%
39%
TotalEnroll %F/R
#
Meal
373
50%
402
XR
Loc
School
Code
2160 CitizensoftheWorldCharterHollywood
BD
LD
0%
8%
0%
0%
0%
%GATE
18%
24%
13%
18%
24%
%EL
25%
83%
23%
25%
38%
49%
2%
56%
49%
40%
%Latino %White
ThispagedisplaysK12enrollmentnumberandpercentagesofselectsubgroupsasofOctober2014CensusDay.
6%
4%
13%
6%
%Af.
Amer.
3%
14%
1%
5%
18%
14%
%Asian
OCTOBER2014CALPADSDEMOGRAPHICINFORMATION
1%
0.4%
0%
1%
1%
%Fili.
0%
0.1%
0%
0%
%Am
Indian
0%
0%
0.0%
0%
0%
%Pacific
Island
1%
0%
0.3%
0%
0%
%Twoor
More
0%
442
53
139
19
13%
0%
0%
128
75
83
19
1213
1213
1314
Reclass 1213EL#*
Reclass#
Reclass#
Rate
0
0%
66
0
1112EL#
53
XR
XR
XR
School
Loc
Code
LD BD
14%
0%
0%
0%
1314
Reclass
Rate
0%
134
74
32
100
74
1314EL#
21
10
1415
Reclass#
17%
8%
0%
10%
1415
Reclass
Rate
8%
ThispagedisplaysthenumberofEnglishlearners(ELs)onCensusDay,thenumberofstudentsreclassifiedsincethepriorCensusDay,andthe
reclassificationrateforeachspecifiedyear.Thereclassificationrate,displayedinpercentage,iscalculatedbydividingthenumberreclassified
bythenumberofprioryearELs.ThesedatahavehistoricallybeencollectedasofSpringCensusDay.However,beginningin201314,thestate
movedthecollectionofofficialELandReclassificationcountsfromSpringCensustoFallCensus.The201213ELtotaldisplayedonthispageis
theSpringCensus(March2013)countwhichremainstobetheofficialELcountforthatyear.The201314reclassificationrateiscalculatedby
dividingthe201314FallCensusreclassifiedcountbythe201213FallCensus(October2012)ELcountwhichisnotdisplayedonthispage.
RECLASSIFICATIONRATES
443
District
201213
District
201314
District
201415
53
180,495
201112#EL
75
170,797
201213#EL
74
179,322
201314#EL
0.0%
13.7%
201213
Reclassification
Rate
201213#
Reclassified
0
24,730
0.0%
13.9%
201314
Reclassification
Rate
201314#
Reclassified
0
25,532
8.1%
16.6%
201415
Reclassification
Rate
6
29,694
201415#
Reclassified
8.1%
2.7%
ChangefromPrior
Year
ThispagedisplaysthenumberofEnglishlearners(ELs)onCensusDay,thenumberofstudents
reclassifiedsincethepriorCensusDay,andthereclassificationrateforeachspecifiedyear.The
reclassificationrate,displayedinpercentage,iscalculatedbydividingthenumberreclassifiedbythe
numberofprioryearELs.ThesedatahavehistoricallybeencollectedasofSpringCensusDay.
However,beginningin201314,thestatemovedthecollectionofofficialELandReclassificationcounts
fromSpringCensustoFallCensus.The201213ELtotaldisplayedonthispageistheSpringCensus
(March2013)countwhichremainstobetheofficialELcountforthatyear.The201314
reclassificationrateiscalculatedbydividingthe201314FallCensusreclassifiedcountbythe201213
FallCensus(October2012)ELcountwhichisnotdisplayedonthispage.
RECLASSIFICATIONOFENGLISHLEARNERS
444
206
373
510
XR
XR
OCT2014
Enroll#
373
402
XR
Loc
School
Code
BD
LD
39
54
13
39
SpEdEnroll
#
40
10%
11%
6%
10%
SpEd
Enroll%
11%
80%
79%
15%
82%
%High
Incidenc
80%
20%
20%
85%
18%
8
6
10
6
0
0
0
0
0
#
%Low
#AUT #DB
DEAF
Incidenc
20%
8
0
0
0
0
0
0
0
0
1
0
1
0
0
6
5
6
20
17
9
5
0
0
0
0
#VI
Report updated on: 5/20/2016
0
0
#
#
#
#SLI* #TBI
#OI
#EMD #HOH #MR
SLD*
OHI*
ED
0
0
0
0
8
0
6
18
0
ThispagedisplaystheK12enrollmenttotal(asofOctober2014)andthenumberofK12specialeducationstudentsintotal,byincidencecategory,andbyeligibilityasreportedonthe
December2014CaliforniaSpecialEducationManagementInformationSystem(CASEMIS)Report.Highincidenceeligibilitiesareindicatedbyanasterisk(*).
K12SPECIALEDUCATIONSTUDENTS(DECEMBER2014CASEMISREPORT)
445
XR
XR
XR
6%
7%
91
351
2%
126
55
#Tested
%Prof
/Adv
#
Tested
7%
13%
5%
18%
32%
15%
32%
29%
31%
39%
16%
48%
30%
54%
22%
71%
45%
79%
62%
91
349
126
55
2%
5%
1%
12%
18%
5%
13%
22%
10%
31%
26%
26%
2013CSTMATH
%
%Far
Basic
Basic
2%
18%
15%
36%
%
%Adv B/BB/F
BB
29%
38%
2013CSTELA
%
%Far
Basic
Basic
9%
9%
20%
33%
Loc.
SchoolName
Code
BD
LD
44%
24%
58%
26%
46%
16%
75%
52%
84%
%
%Prof
%Adv B/BB/F
/Adv
BB
29%
35%
65%
446
XR
XR
XR
10%
7%
61
360
10%
61
Loc.
SchoolName
Code
BD
LD
2%
14%
2%
10%
30%
10%
20%
29%
20%
59%
18%
59%
22%
51%
22%
79%
46%
79%
61
358
61
%
%Far
%Prof
%Below
#Tested
#Tested Below
/Adv
Basic
BB
Basic
2012CSTELA
0%
5%
0%
3%
17%
3%
5%
22%
5%
18%
27%
18%
74%
24%
74%
8%
45%
8%
92%
51%
92%
%
%Far
%Prof
%Below
Below
/Adv
Basic
BB
Basic
2012CSTMATH
447
LD
BD
LocCode
School
Susp.Event Susp.Event
SingleStd.
Rate2013 Rate2014
Susp.%
14
15
0.7%
2.1%
1.1%
0.3%
0.2%
0.2%
6.0%
0.0%
0.0%
0.7%
0.2%
0.2%
0.3%
0.2%
1.2%
2
1
8
2
2
201314
8
1
0
1
1
201415
2
1
13
2
2
201314
9
2
0
2
1
201415
TWOYEARCOMPARISON(ALLSTUDENTS)
EVENTS
DAYS
3.5%
6.2%
13.1%
6.2%
3.7%
%Enrolled
SuspensionEvents:Thenumberofsuspensionsissuedbytheschool
SuspensionDays:Thetotalnumberofdaysissuedforallsuspensionevents
SuspensionEventRate:Therateiscalculatedbydividingthetotalnumberofsuspensioneventsfortheschoolorsubgroupbythetotalenrollmentoftheschoolorsubgroup(events/enrollment)
SingleStudentSuspension%:Thepercentofstudentsintheschoolorsubgroupthathavebeensuspendedoneormoretimes(studentssuspended/enrollment)
XR
5
XR
2
XR
2
13
25
27
25
19
#Enrolled
23.1%
0.0%
0.0%
0.0%
0.0%
7.7%
0.0%
0.0%
0.0%
0.0%
Susp.Event
SingleStd.%
Rate
Susp.Event
Rate
%Enrolled
Disprop.
20.9%
10.7%
0.2%
9.7%
0.0%
6.3%
0.0%
9.7%
0.0%
11.4%
40
39
13
39
60
#Enrolled
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Susp.Event
SingleStd.%
Rate
201415DISPROPORTIONALITY
AFRICANAMERICANSTUDENTS
STUDENTSWITHDISABILITY
Thispagedisplaystheoutofschoolsuspensionevents,studentssuspended,daysandratesfor20132014and20142015schoolyearbasedonschools'selfreportedmonthlysuspensions.
OUTOFSCHOOLSUSPENSIONEVENTS
Susp.Event
Rate
Disprop.
2.1%
0.2%
0.0%
0.2%
1.6%
448
449
MATERIAL REVISION TO CHARTER OF
CITIZENS OF THE WORLD 2
This Material Revision to the Charter of Charter of Citizens of the World 2 (Material
Revision) is made between Los Angeles Unified School District (District), a California
public school district, and Citizens of the World Charter Schools Los Angeles, a California
non-profit corporation, (Parties) operating a California public charter school known as
Charter of Citizens of the World 2 (Charter School and/or CWC 2, and/or CWC Silver
Lake).
This Material Revision shall revise the Charter of Citizens of the World 2 approved by
the Los Angeles Unified School District Board of Education on February 7, 2012, including
all subsequent Material Revision(s) and/or Amendment(s). The effective date of this Material
Revision is the date of approval by the Board of Education.
A.
WHEREAS, Parties agree to materially revise the Charter, and where required,
its Bylaws, to reflect changes to the Charter as noted below;
B.
WHEREAS, District and Charter School jointly agree to revise certain
provisions of the Charter to reflect District policy and applicable state and federal laws,
statutes, and regulations;
C.
WHEREAS, the board of directors of Citizens of the World Charter Schools
Los Angeles (Board) resolved, at their December 16, 2015 meeting, to add 8th grade and
update the enrollment plan to/in the Charter to allow CWC Silver Lake to serve students until
they reach high school within the schools current enrollment capacity;
D.
WHEREAS, the Board further requests to amend staffing, facilities, budget
and financial projections in the Charter and/or submitted with the Charter to reflect the above;
NOW, THEREFORE, the parties hereby acknowledge the adequacy of the consideration
given for this Material Revision and, notwithstanding any provision to the contrary set forth in
the Charter, the parties hereto expressly agree as follows:
1.
Element 1: Educational Program. Element 1 of the Charter shall be revised as

follows:
x General Information: The corresponding information for the Charter School,
in the table on page 10 of the Charter, shall be revised as follows:
x The grade configuration of the Charter School is:
K-8
x The number of students in the [2016-17] year will be:
912
x The grade level(s) of the students in the [2016-17]

year will be:
x The enrollment capacity is: (Enrollment capacity is
defined as all students who are enrolled in Charter
Doc# 442453
K-7
912
Page | 1
450
School regardless of student residency).
x The bell schedule for Charter School will be:
K-5: 8:30am to
2:45/3:00pm
6-8: 8:00am to 3:40 pm
(regular day) and
8:00 1:30pm
(shortened day)
x Grades Served. All references in the Charter to grades served as K 7 shall be

deleted and replaced with K-8.
x The table on page 52 of the Charter that references core block courses
standards mastery shall be deleted and replaced with the following table and updated
with the following provisions:
Courses
6th Grade
Humanities
(English
Language Arts
& History)
Math / Science
7th Grade
8th Grade
6th Grade
Humanities:
English Language
Arts; Ancient
History
7th Grade
Humanities:
English Language
Arts; World History
8th Grade
Humanities:
English
Language Arts;
United States
History
6th Grade
Math/Science:
Geometry/
Algebra
readiness; 6th
Grade Integrated
Science
7th Grade
Math/Science:
Pre-Algebra; 7th
Grade Integrated
Science
8th Grade
Math/Science:
Algebra; 8th
Grade
Integrated
Science
x CWC Silver Lake will offer algebra to 8th grade students (and 7th graders who
are academically ready for the challenge).
x On page 52, the first sentence of the second paragraph should be deleted and
replaced with the following:
In recognition of the significance of algebra mastery as a corollary to high
school graduation, our teachers will ensure that all students have achieved
appropriate algebraic skills in algebra in eighth grade to be prepared for the
subsequent high school mathematics standards.
x Foreign language, P.E., arts, STEM electives and other electives will be
offered to students in grades 6-8.
Doc# 442453
Page | 2
451
x Enrollment Roll-out Plan: The chart on page 29 of the Charter titled
Enrollment Roll-out Plan shall be deleted and replaced with the following chart:
Grade
2012-13
2013-14
2014-15
2015-16
2016-17
96
96
96
120
120
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
96
144
156
4
5
6
7
156
8
Total
384
480
576
744
912
2. Element 8: Admission Requirements. The admission preferences in the Charter, as

listed in the Material Revision approved on April 16, 2013, and as amended in the
Material Revision approved on September 1, 2015, shall be revised to include the
following preferences:
x Children of Citizens of the World 2 employees (excluding those in
contract/temporary/substitute positions) and Governing Board members, not to
exceed 10% of the total students admitted each year at CWC 2.
3. The Charter School warrants that it is/is operated by a non-profit corporation in good
standing in the State of California.
4. All other provisions of the Charter shall remain in effect.
IN WITNESS WHEREOF, the parties hereto have caused this Material Revision to be duly
executed and delivered in their respective names by their authorized representatives as of the
date set forth below.
Doc# 442453
Page | 3
452
DATED May____, 2016
CITIZENS OF THE WORLD 2

(Charter School)
By:
Title:
Authorized Representative of Citizens of the World
DATED: May ____, 2016

(District)
By:
Title:
Authorized Representative of Los Angeles Unified School
District
Attachment A:
A.
Updated Budget and Financial Projections for Citizens of the World 2.
Doc# 442453
Page | 4
Expense
1000CertificatedSalaries
1110 Teachers'Salaries
1120 Teachers'Hourly
1170 TeacherSalariesSubstitute
1175 Teachers'SalariesStipend/ExtraDuty
1200 CertificatedPupilSupportSalaries
1300 CertificatedSupervisorandAdministratorSalaries
1900 OtherCertificatedSalaries
Total1000CertificatedSalaries
2000ClassifiedSalaries
2100 InstructionalAideSalaries
2200 ClassifiedSupportSalaries(Maintenance,Food)
2300 ClassifiedSupervisorandAdministratorSalaries
2400 Clerical/Technical/OfficeStaffSalaries
2900 OtherClassifiedSalaries(Supervision,AfterSchool)
Total2000ClassifiedSalaries
3000EmployeeBenefits
3111 STRSStateTeachersRetirementSystem
3311 OASDISocialSecurity
3331 MEDMedicare
TOTALINCOME
Income
80118096LocalControlFundingFormulaRevenue
8011 LocalControlFundingFormula
8012 EducationProtectionAccount
8019 LocalControlFundingFormulaPriorYear
8096 InLieuofPropertyTaxes
Total80118096LocalControlFundingFormulaRevenue
81008299OtherFederalIncome
8181 FederalSpecialEducation(IDEA)
8220 ChildNutritionProgramsFederal
8291 TitleI,ABasicGrantsLowIncome
8292 TitleII,ATeacherQuality
8294 TitleIII,LimitedEnglishProficiency
8296 TitleV,BCharterSchoolsGrants
8297 AllOtherFederalRevenue
Total81008299OtherFederalIncome
83008599OtherStateIncome
8311 SpecialEdAB602
8520 ChildNutritionState
8550 MandateBlockGrant
8560 StateLotteryRevenue
8591 SB740
8599 AllOtherStateRevenues
Total83008599OtherStateIncome
86008699OtherIncomeLocal
8634 FoodServiceSales
8660 Interest/DividendIncome
8662 NetIncrease(Decrease)inFairValueofInvestments
8670 InKindDonation
8690 AllOtherLocalRevenue
8698 Grants
8699 Fundraising
8792 TransfersofApportionmentsSpecialEd
Total86008699OtherIncomeLocal
8999 PriorYearAdjustment
Enrollment
UnduplicatedCountofLowIncome,EL,FosterYouth
ADA
PreparedbyExED.ForusebyExEDandExEDclientsonly.2015ExED
CITIZENSOFTHEWORLDSILVERLAKE
201516CashFlowForecast
8,152

8,152
24,017

24,017

14,315

12,462
4,076

4,076
12,009

12,009
(37)

3,094

12,111
1,789

21,891

52,693
19,366

19,366
6,573

6,573
122,452
113,115

56,200
291,767
ACTUAL
Sep15
Dec15
Jan16
Feb16
10
10
Mar16
11
11
Apr16
12
12
May16
13
13
Jun16
14
14
Accrual
46,862
199,501

5,611
1,651

7,263

15,809
103

15,912

5,740
46,862
199,501

5,611
8,555

14,166

15,809
616

72,294

88,719

2,508
195,259
518,195

5,611
13,005
20,683
259
2,342

41,900

15,809
945
76,827
22,022

22,585
138,187

2,508
102,178
254,817

18,352
7,344

25,697

50,652
532
76,827

128,012

3,225
51,089
316,568

9,176
7,344

16,520

25,326
532

25,859

3,225
51,089
516,947

9,176
9,443
20,683
259
2,342

49,821
91,724

25,326
685
38,413
22,022
63,257
5,646
155,349

3,583
51,089
316,568

9,176
9,443

18,619

25,326
685

26,011

3,046

265,479

9,176
10,492

19,668

25,326
761

26,087

3,583
14,239

4,663
(4,727)
1,030
1,902

44,044
45,184

92,158
365
26,229
41,367
518
4,683

16,607
89,770
54,141
468,600
152,639 152,639 222,666 152,639 265,479 265,479 265,479 265,479 274,448

100,271 200,379 140,011
Nov15
10,405

10,251 10,350 32,565 23,593 35,779 21,046 16,038 36,546 17,824
40,000
93,114 82,560 52,724 29,396 34,625 58,335 22,675 40,899 83,742
17,044

17,044
5,785

5,785
152,639

49,462
202,101
ACTUAL
Oct15
62,654

17,365
13,798
93,817
47,110

17,336
10,346
74,791
146,934

2,962
12,625
7,633
15,770

185,924
390,184
45,403
912

14,696
10,287
71,299
149,602

2,962

7,633
23,770

183,967
64,454
912

16,323
13,061
94,749
149,602

2,962

7,633
23,770

183,967
753,779 482,155
50,436
1,013

15,103
11,097
77,650
149,602

2,962

7,633
23,770

183,967
441,553
59,421
861

15,916
12,255
88,454
149,602

2,962

7,633
23,770

183,967
806,317
62,207
1,013

16,120
12,778
92,118
149,602

2,962

7,633
23,770

183,967
441,688
50,031
861

15,103
10,922
76,917
150,840

3,462
4,875
7,633
23,770

190,580
456,383

664,703
1,552,959

29,955
29,150
79,067
287,818

1,978,949
5,775,830
212,639
58,050
42,326
64,460

17,576
14,485
96,521
145,484

2,150

7,606
25,092

180,333
321,325
2,951 12,589 19,383 19,128 19,491 19,950 19,740 19,740 19,740 19,740 19,740 20,449
1,462 3,981 5,275 5,889 5,732 4,637 4,421 5,874 4,814 5,484 5,711 4,769
747 2,684 3,811 3,959 3,976 3,780 3,701 4,041 3,793 3,950 4,003 3,879
53,273

17,044
14,955
85,271
138,871

2,737
2,000
7,606
25,092

176,306
339,215
598,026
3,634

189,579
143,876
935,116
33,627

16,770
13,355
63,752
4,950
(1,939)

10,227
6,538
19,776
139,963

3,835

7,820
25,885

177,503
394,535
34,848

257,531
40,000
580,000

912,379
5,418
272,850
6,760
192,067
88,087
180,734
28,231
768,729
96,842
93,505
82,733
1,036
9,367

66,428
349,911
2,376,837
553,775

808,781
3,739,393
518
265
487.5
FORECAST
Jul15Jun16

82,029

9,980
2,410
26,678

121,097
825

(330)
195
26,678

27,368
69,517 214,476
15,168 26,777 76,372 113,770 98,649 87,798 55,496 73,630 82,606 42,297 80,491 145,150 14,175
3,414 1,030 457 516
84,799

69,700
154,499
ACTUAL
Aug15

34,850
34,850
ACTUAL
Jul15
453
500
22,304
62,959
24,300
5,020
38,940
7,779
167,353
329,156
459,301

2,655
35,280
1,457
39,391
42,839

4,686

4,686
27,511
5,742,179
281,747

(60,158)
(2,177)
31,579

(33,479)
(8,386)
22,276

(7,971)
(15,000)
20,253

30,958

154

(9,394) 25,000
(0)
15,582

(51,115)

9,547

(664,703)

42,839
380,985
(664,703)
154
(63,320)
(25,563)
33,651
516,900

3,166
35,280
1,504
39,950
420
7,304

8,031
4,263
7,357
1,660
2,285
187
154
1,227
18,810
48
924

5,409
4,934

63,012

10,642
10,642
321,533
1,185
32,639
6,215

674,587
353,955
512,472

5,169
35,280
1,088
41,537
420
7,304

8,031
43,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

6,253
5,409
4,934

108,140
71
655
2,279
2,188
452
3,318
167
13,308
22,439

FORECAST
Jul15Jun16
353,955 469,136 351,775 238,636 28,226 79,427 7,050 96,632 41,069 40,452 296,098 234,255 244,721
495,122

3,166
35,280
1,189
39,635
420
7,304

8,031
43,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

6,253
5,409
4,934

108,140
71
655
2,279
2,188
452
3,318
167
18,444
27,575

134

461

29,692
Accrual
(139,917) (108,440) (112,373) (251,654) (150,875) (139,828) 196,244 (43,515) (53,569) 293,845 (75,211) (2,918) 621,864
557,535 525,670

2,548
35,280
939
38,767
420
7,304

8,031
37,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

6,253
5,409
4,934

102,140
71
655
2,279
2,188
452
3,318
167
16,482
25,613
31,479
138

709

61,781
Jun16
14
14
BeginningCashBalance
CashFlowfromOperatingActivities
NetIncome
ChangeinAccountsReceivable
PriorYearAccountsReceivable
CurrentYearAccountsReceivable
ChangeinDuefrom
ChangeinAccountsPayable
ChangeinDueto
530,012

5,182
35,280
1,143
41,605
420
7,304

8,031
43,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

12,507
5,409
4,934

114,394
71
655
2,279
2,188
452
3,318
167
18,564
27,695
31,479
136

603

61,392
May16
13
13
33,651
472,201

1,995
35,280
1,143
38,418
420
7,304

8,031
43,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

68,458
5,409
4,934

170,345
71
655
2,279
2,188
452
3,318
167
16,953
26,083
31,479
131

709

60,667
Apr16
12
12
(75,211) (2,918) 621,864
590,869

1,995
35,280
935
38,210
420
7,304

8,031
37,138
7,357
1,660
2,285
187
154
1,227
18,810
48
924

16,430
5,409
4,934

112,317
71
655
2,279
2,188
452
3,318
167
16,340
25,471
31,479
139
2,428
638

64,341
Mar16
11
11
(139,917) (108,440) (112,373) (251,654) (150,875) (139,828) 196,244 (43,515) (53,569) 293,845
506,908
209,434 322,916

2,048
35,063
149
37,260
5
8,665

7,004
43,336
5,765
901
1,115

165
1,618
13,381
125
853

16,430

678

100,040
71
655
2,279
2,188
452
3,318
167
13,137
22,267
31,079
128
2,428
638

62,135
Feb16
10
10

39,265
423,340
9,548
472,154

2,300
35,063

37,363

2,904
35,063

37,966
6
820

3,556
59,669
10,520
1,164
7,165
1,691

708
12,188

2,465

13,551
2,844
5,163

121,510

6,597
5,440
835
334
2,269
1,324
2,177
18,976
62,158
130
2,428
496

93,580
Jan16

1,452
35,915

37,367
10
1,090

14,658
37,240
3,071
6,343

5,632
2,720
42
690

19,892
3,741
816

95,944

6,202
23,711
4,098
502
7,563
4,171
18,582
64,830
94

8,357
462

38,112
Dec15
69,060
69,060
1,551
610
(441)
2,478
36,540
806
1,324

258
120

711

24,165
301
2,237

70,662
189
463
441
7,383
62,971
795
1,047
325

597
640

3,714

8,927
437
1,074

89,003

223
16,501
3,562
441
5,080
196
22,724
48,728
59,626
249
2,428
429

91,708
Nov15
2,480 2,480 2,480 2,734 2,714 2,714 2,714 3,369 3,369 3,369 3,369 37,271
2,480 2,480 2,480 2,734 2,714 2,714 2,714 3,369 3,369 3,369 3,369 37,271

4,695

301
475
645
922

7,038

1,351
184
104
159

1,799
15,892

14,569
690

59,619
ACTUAL
Oct15
4,700
68,749

91,300
490,846
72,453
22,401
24,600
3,000
1,500
17,265
175,881
500
14,900

205,373
45,183
44,505

1,283,157
420

246

19,920
26,348

133

31,640
ACTUAL
Sep15

5,977

15,280

6,253

ACTUAL
Aug15
ACTUAL
Jul15
NETINCOME
TOTALEXPENSE
3401 H&WHealth&Welfare
3501 SUIStateUnemploymentInsurance
3601 Workers'Compensation
3901 403B
3902 OtherBenefits
Total3000EmployeeBenefits
4000Supplies
4110 ApprovedTextbooksandCoreCurriculumMaterials
4210 BooksandOtherReferenceMaterials
4310 StudentMaterials
4350 OfficeSupplies
4370 CustodialSupplies
4390 OtherSupplies
4400 NonCapitalizedEquipment
4700 FoodandFoodSupplies
Total4000Supplies
5000OperatingServices
5200 TravelandConferences
5300 DuesandMemberships
5450 GeneralInsurance
5500 OperationandHousekeepingServices
5610 RentFacilities/Buildings/Space
5620 EquipmentLease
5630 VendorRepairs
5812 FieldTrips/PupilTransportation
5820 Legal/AuditFees
5830 Advertisement/Recruitment
5850 NonInstructionalConsultants
5851 InstructionalConsultants
5853 ExED
5890 OtherFees/BankCharges/CreditCardFees
5891 CSCFactoringFees
5896 SpecialEdFairShare(LAUSD)
5897 FundraisingCost
5900 Communications
5910 TelephoneExpense
5920 InternetExpense/WebHosting
5930 PostageExpense/UPS/FEDEX
Total5000OperatingServices
6000CapitalOutlay
6900 DepreciationExpense
Total6000CapitalOutlay
7000OtherOutgo
7221 TransferstoDistrict
7299 DistrictOversightFee
7311 IndirectCosts
7438 DebtServiceInterest
Total7000OtherOutgo
454
ChangeinAccruedVacation
ChangeinPayrollLiabilities
ChangeinPrepaidExpenditures
ChangeinDeposits
ChangeinDeferredRevenue
DepreciationExpense
CashFlowfromInvestingActivities
CapitalExpenditures
CashFlowfromFinancingActivities
SourceSaleofReceivables
UseSaleofReceivables
SourceLoans
UseLoans
EndingCashBalance
ACTUAL
Aug15

(1,116)

2,480

351,775

(5,256)
43,416

(2,314)
2,480

(2,639)

469,136
ACTUAL
Jul15

(1,384)
(1,167)

2,480

238,636
ACTUAL
Sep15

300
(300)

2,734

(2,285)

(10,416)
28,226
ACTUAL
Oct15

2,714

50,000
(10,417)
7,050

200,000
(10,417)
79,427
Dec15

3,591

2,714
Nov15

(109,375)
96,632

2,714
Jan16

3,369
Mar16
11
11

50,000
(10,417)
41,069

60,000
(10,417)
40,452
(55,000)

3,369
Feb16
10
10

296,098

3,369
Apr16
12
12

100,000
(90,000)
234,255

3,369
May16
13
13

(1)
244,721

(23,887)

37,271
Jun16
14
14

244,721

Accrual

460,000
(251,458)
244,721
(59,924)

(3,865)
18,062

(2,314)
69,060
FORECAST
Jul15Jun16
455
Expense
3331 MEDMedicare
TOTALINCOME
Income
8311 SpecialEdAB602
8591 SB740
8670 InKindDonation
8698 Grants
8699 Fundraising
Enrollment
ADA
56,212
731

18,405
13,492
88,840
209,884

2,405
3,113
10,579
27,206

253,188
499,933
4,036

23,523

79,749

107,308
4,036

33,604

84,383

122,023
4,036

30,244

50,065

84,345
72,273
939

18,405
17,347
108,964
209,884

2,405
3,113
10,579
27,206

253,188
72,273
939

18,405
17,347
108,964
209,884

2,405
3,113
10,579
27,206

253,188
80,303
1,044

18,405
19,274
119,026
209,884

2,405
3,113
10,579
27,206

253,188
713,269
40,336
1,080

41,415
14,252
14,861

29,113
402,058

118,659
520,718
Mar17
11
80,671
1,080

81,751
719,276 665,494
4,036

30,244

45,036

79,316
21,863
1,080

32,272

55,214
28,504
14,861

43,366
218,714

237,319
456,033
Feb17
10
68,258
887

18,405
16,383
103,933
209,884

2,405
3,113
10,579
27,206

253,188
1,163,242
4,036

28,564

40,020

72,620
40,336
1,080

32,272
49,790

123,477
14,252
14,861
31,943
572
4,231

49,821
115,680
402,058
330,748

118,659
851,465
Apr17
12
80,303
1,044

18,405
19,274
119,026
209,884

2,405
3,113
10,579
27,206

253,188
691,860
4,036

33,604

62,973

100,614
40,336
1,080

41,415
14,252
14,861

29,113
402,058

118,659
520,718
May17
13
52,197
678

18,405
12,528
83,809
209,884

2,405
3,113
10,579
27,206

253,188
707,104
4,036

21,843

89,979

115,857
40,336
1,080

41,415
14,252
14,861

29,113
402,058

118,659
520,718
Jun17
14

880,544

5,837

5,837

3,239

64,543
35,564

103,346

44,584
63,886
1,144
8,462

16,607
134,683
434,132
202,545

636,678
Accrual
2,200,150

26,454
34,248
116,371
326,474

2,703,697
7,954,123
44,397

302,438

834,527

1,181,362
400,519
10,795
6,825
129,086
142,257

689,482
141,681
148,613
127,771
2,289
16,924

66,428
503,707
3,588,856
810,180

1,180,536
5,579,572
752
395
713
FORECAST
Jul16Jun17
340,125
69,840
55,537
56,212
731

18,405
13,492
88,840
209,884

2,405
3,113
10,579
27,206

253,188
458,866
4,036

23,523

118,351

145,910
21,863
1,080
6,825

56,903

86,670
21,863

21,863
7,747
14,861
31,943
572
4,231

59,355
322,317
138,444

64,632
525,392
Jan17
3,423 18,192 31,851 31,851 31,851 31,851 31,851 31,851 31,851 31,851 31,851 31,851
1,141 2,389 7,068 8,315 5,508 5,508 6,756 6,756 7,380 6,444 7,380 5,196
661 2,656 5,324 5,616 4,959 4,959 5,251 5,251 5,397 5,178 5,397 4,886
92,349
1,200

18,405
22,165
134,119
209,884

2,405
3,113
10,579
27,206

253,188
751,792
4,036

38,645

151,410

194,091
21,863

21,863
7,747
14,861

22,609
218,714

64,632
283,346
Dec16
7,747

7,747
218,714

64,632
283,346
Nov16
722,730
9,394

220,859
173,467
1,126,449
76,288
992

18,405
18,310
113,995
209,884

2,405
3,113
10,579
27,206

253,188
21,863

21,863
7,747

7,747
325,015
138,444

64,632
528,091
Oct16

16,061
209

18,405
3,855
38,529

18,405

18,405
85,842 289,228
101,308

2,405
3,113
10,579
27,206

144,612
327,672
4,036

6,721

15,600

26,357

15,161

15,161

27,206

27,206
4,036

31,924

75,963

111,923
32,794

32,794
16,397

16,397
7,747

7,747
11,621

11,621
5,811

5,811
121,508

64,632
186,140
Sep16
121,508

96,947
218,455
Aug16

48,474
48,474
Jul16
456
8,280
28,590
74,563
37,585
8,070
57,868
17,880
260,902
493,738
371,684
1,915
32,139
33,793

905,034
FORECAST
Jul16Jun17
20,434
6,367

6,367
7,408,345
44,788

22,022

20,000
(193,915)

20,000
(143,317)

68,468

5,000
49,859

(5,000)
(28,591)

31,245

493,556

(35,000)
14,429

(10,000)
66,515

860,110

(880,544)

20,434
664,703
(880,544)

(9,524)
545,778
(360,477)

9,377

30,000
66,515
640,589
5,207
51,966
833
58,006
244,721
(134,222)

25,984

10,000
14,429
677,430
5,207
51,966
833
58,006
(154,202)

538,852

(64,958)
493,556
669,686
8,515
51,966
1,667
62,147
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

24,538
4,492
3,979

124,150

14,068
14,068

Accrual
244,721 229,857 132,337 51,538 128,649 45,035 15,487 50,647 12,357 44,321 303,595 216,243 283,475
682,024
5,207
51,966
1,667
58,839
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

24,538
4,492
3,979

124,150
307
716
6,778
3,326
672
5,136
307
27,887
45,129
30,974
168

2,514

75,590
Jun17
14
NetIncome
ChangeinDuefrom
ChangeinDueto
669,418 694,085
4,560
51,966
1,710
58,236
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

24,538
4,492
3,979

124,150
307
716
6,778
3,326
672
5,136
307
25,743
42,984
30,974
186

3,571

79,358
May17
13
545,778
643,250
5,254
51,966
1,710
58,930
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

49,076
4,492
3,979

148,688
307
716
6,778
3,326
672
5,136
307
27,887
45,129
307
716
6,778
3,326
672
5,136
307
26,825
44,066
(193,915) (143,317) 49,859 (28,591) 31,245
652,781
2,833
51,966
1,710
56,509
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

28,043
4,492
3,979

127,655
307
716
6,778
3,326
672
5,136
307
26,090
43,332
30,974
179
2,678
3,118

80,422
30,974
186
2,678
3,571

82,037
Apr17
12
860,110
707,004
2,833
51,966
1,502
56,301
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

28,043
4,492
3,979

127,655
307
716
6,778
3,326
672
5,136
307
21,762
39,003
30,974
181
2,678
3,269

80,960
Mar17
11
(154,202) (134,222) (360,477) 44,788
688,150
240,044 423,450
5,281
51,966
1,085
58,332
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

28,043
4,492
3,979

127,655
307
716
6,778
3,326
672
5,136
307
20,292
37,534
30,974
181
2,678
3,269

80,960
Feb17
10

55,796
623,587
15,306
694,689
1,861
51,966
1,085
54,912
2,185
51,966

54,150
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

28,043
4,492
3,979

127,655
307
716
6,778
3,326
672
5,136
307
30,031
47,273
30,974
171
2,678
2,665

78,807
Jan17
485
51,966
1,504
53,955
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

28,043
4,492
3,979

127,655
307
3,806
6,778
3,326
672
5,136
307
29,009
49,341
30,974
171
2,678
2,665

78,807
Dec16
8,617
8,617
816
2,047

2,678
33,148
2,721
172
481
376
169
5,655

133
1,381

42,065

3,979

95,820
816

2,678
57,148
2,721
172
481
376
169
5,655

133
1,381

21,032

3,979

96,741
2,760
9,530
6,778
3,326
672
5,136
5,960
11,308
45,471
30,974
194
2,678
4,024

83,652
Nov16
718 718 718 718 718 718 718 718 718 718 718 718
718 718 718 718 718 718 718 718 718 718 718 718
2,760
9,530
6,778
3,326
672
5,136
5,960

34,163

1,000
672
1,373
3,200

6,246
30,974
184
13,391
3,420

92,211
Oct16
9,796
82,261

32,140
421,774
83,271
2,060
35,202
4,516
2,025
67,857
273,853
1,591
16,571

350,541
44,916
47,747

1,476,122
30,974
92

1,156

55,458
30,974
23

552

36,774
Sep16
816
8,021

2,678
33,148
7,783
172
3,424
376
169
5,655
27,385
133
1,381

24,538
4,492
3,979

124,150
Aug16
Jul16
NETINCOME
TOTALEXPENSE
3901 403B
3902 OtherBenefits
4000Supplies
4350 OfficeSupplies
4390 OtherSupplies
Total4000Supplies
5620 EquipmentLease
5630 VendorRepairs
5853 ExED
5900 Communications
6000CapitalOutlay
7000OtherOutgo
7311 IndirectCosts
Total7000OtherOutgo
457
ChangeinDeposits
DepreciationExpense
CapitalExpenditures
SourceLoans
UseLoans
EndingCashBalance
Aug16

718

132,337

25,767

718

(361,042)
229,857
Jul16

718

250,000
(10,417)
51,538
Sep16

718

(10,417)
128,649
Oct16

718

100,000
(10,417)
45,035
Nov16

718

50,000
(10,417)
15,487
Dec16

718

(10,417)
50,647
Jan17

718

(10,417)
12,357
Feb17
10

718

44,321
Mar17
11

718

(200,000)
303,595
Apr17
12

718

(92,500)
216,243
May17
13

718

283,475
Jun17
14

283,475
Accrual

400,000
(716,042)
283,475

25,767

8,617
FORECAST
Jul16Jun17
458
Expense
3331 MEDMedicare
TOTALINCOME
Income
8311 SpecialEdAB602
8591 SB740
8670 InKindDonation
8698 Grants
8699 Fundraising
Enrollment
ADA
67,005
753

21,085
15,519
104,362
259,145

2,942
3,930
13,858
34,689

314,563
888,988
5,138

25,435

97,246

127,818
32,041
1,320
9,985

263,176

306,523
86,150
968

21,085
19,953
128,155
259,145

2,942
3,930
13,858
34,689

314,563
86,150
968

21,085
19,953
128,155
259,145

2,942
3,930
13,858
34,689

314,563
953,229 822,629
5,138

32,702

61,492

99,332
86,962
1,320

88,282
32,041
1,320

39,696

73,058
5,138

32,702

55,772

93,612
30,700
18,195

48,895
330,674

255,445
586,120
Feb18
10
11,334
18,195
42,446
741
5,542

78,259
411,313
202,545

94,443
708,301
Jan18
95,722
1,075

21,085
22,170
140,052
259,145

2,942
3,930
13,858
34,689

314,563
816,772
5,138

36,336

102,408

143,881
43,481
1,320

44,801
15,350
18,195

33,545
466,821

127,723
594,544
Mar18
11
81,364
914

21,085
18,845
122,207
259,145

2,942
3,930
13,858
34,689

314,563
95,722
1,075

21,085
22,170
140,052
259,145

2,942
3,930
13,858
34,689

314,563
794,535
5,138

36,336

80,172

121,645
5,138

30,885

54,480

90,503
1,474,252
43,481
1,320

44,801
15,350
18,195

33,545
466,821

127,723
594,544
May18
13
43,481
1,320

39,696
230,279

314,776
15,350
18,195
42,446
741
5,542

49,821
132,095
466,821
342,334

127,723
936,877
Apr18
12
62,219
699

21,085
14,411
98,413
259,145

2,942
3,930
13,858
34,689

314,563
809,742
5,138

23,618

108,096

136,852
43,481
1,320

44,801
15,350
18,195

33,545
466,821

127,723
594,544
Jun18
14

1,184,442

6,504

6,504

3,961

79,392
164,485

247,837

54,586
84,892
1,482
11,085

16,607
168,651
512,308
249,141

761,450
Accrual
2,716,918

32,357
43,232
152,433
416,268

3,361,208
10,369,787
56,513

327,022

1,021,998

1,405,533
493,187
13,203
9,985
158,783
657,941

1,333,098
174,275
181,952
169,784
2,963
22,170

66,428
617,572
4,565,973
996,565

1,451,047
7,013,585
925
486
877
FORECAST
Jul17Jun18
485,022
82,071
67,931
67,005
753

21,085
15,519
104,362
259,145

2,942
3,930
13,858
34,689

314,563
639,319
5,138

25,435

140,253

170,826
32,041

32,041
11,334
18,195

29,530
330,674

94,443
425,117
Dec17
5,006 26,102 45,391 45,391 45,391 45,391 45,391 45,391 45,391 45,391 45,391 45,391
1,307 2,782 8,314 9,790 6,470 6,470 7,946 7,946 8,683 7,577 8,683 6,102
809 3,274 6,506 6,851 6,074 6,074 6,419 6,419 6,592 6,333 6,592 5,988
110,080
1,236

21,085
25,496
157,897
259,145

2,942
3,930
13,858
34,689

314,563
993,991
5,138

41,786

191,075

237,999
32,041

32,041
11,334

11,334
330,674

94,443
425,117
Nov17
861,498
9,675

253,016
199,531
1,323,721
90,936
1,021

21,085
21,062
134,103
259,145

2,942
3,930
13,858
34,689

314,563
32,041

32,041
11,334

11,334
415,628
202,545

94,443
712,616
Oct17

19,144
215

21,085
4,434
44,878

21,085

21,085
120,255 420,222
125,468

2,942
3,930
13,858
34,689

180,887
451,412
5,138

7,267

17,381

29,785

16,891

16,891

34,689

34,689
5,138

34,519

90,229

129,885
48,062

48,062
24,031

24,031
11,334

11,334
17,002

17,002
8,501

8,501
183,708

94,443
278,151
Sep17
183,708

141,664
325,372
Aug17

70,832
70,832
Jul17
459
9,225
37,041
91,502
48,005
9,864
73,422
19,113
325,548
613,721
9,861,194
727,473

(55,434)
32,548

15,941

32,272

72,310

(1,184,442)

7,614
880,544
(1,184,442)

(47,820)
508,594
7,614
283,475
840,430
5,945
62,486
833
69,265
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

30,183
4,670
5,865

213,572

459,939
2,342
41,666
39,712

1,178,684
FORECAST
Jul17Jun18
(215,524) (192,457) (477,600) 60,662 (216,011) 33,658 61,494 (93,755) (86,301) 592,936 (104,648) (30,687) 1,176,827
899,184
5,945
62,486
833
69,265
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

30,183
4,670
5,865

213,572
342
1,372
7,842
4,000
822
6,675
366
23,512
44,930

Accrual
283,475 540,708 381,518 120,576 214,228 98,935 205,622 267,833 174,796 89,214 582,868 388,937 358,968
881,316
9,369
62,486
1,250
73,105
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

30,183
4,670
5,865

213,572
342
1,372
7,842
4,000
822
6,675
366
36,172
57,591
38,328
206

2,952

98,968
Jun18
14
NetIncome
ChangeinDuefrom
ChangeinDueto
903,073
5,945
62,486
1,250
69,681
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

30,183
4,670
5,865

213,572
61,494 (93,755) (86,301) 592,936
891,735 916,384
5,861
62,486
1,250
69,597
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

60,366
4,670
5,865

243,755
342
1,372
7,842
4,000
822
6,675
366
30,746
52,165
342
1,372
7,842
4,000
822
6,675
366
36,172
57,591
38,328
227

4,202

103,424
May18
13
508,594
855,330
(216,011) 33,658
855,330
7,083
62,486
1,250
70,819
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

34,495
4,670
5,865

217,884
342
1,372
7,842
4,000
822
6,675
366
32,555
53,973
38,328
218
3,472
3,666

104,986
38,328
227
3,472
4,202

106,896
Apr18
12
(104,648) (30,687) 1,176,827
933,329
4,251
62,486
1,250
67,987
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

34,495
4,670
5,865

217,884
342
1,372
7,842
4,000
822
6,675
366
32,555
53,973
38,328
221
3,472
3,845

105,623
Mar18
11
(215,524) (192,457) (477,600) 60,662
929,012
335,779 612,678
4,251
62,486
1,250
67,987
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

34,495
4,670
5,865

217,884
342
1,372
7,842
4,000
822
6,675
366
25,320
46,739
38,328
221
3,472
3,845

105,623
Feb18
10

70,136
749,830
11,667
831,632
7,126
62,486
833
70,445
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

34,495
4,670
5,865

217,884
342
1,372
7,842
4,000
822
6,675
366
25,320
46,739
38,328
209
3,472
3,131

103,077
Jan18
7,614

7,614
2,782
62,486
833
66,101
3,254
62,486
0
65,740
708
62,486
833
64,027
1,039
9,158

16,875
93,100
4,088
4,112
4,245
421
181
2,610
35,123
226
1,676

34,495
4,670
5,865

217,884
342
1,372
7,842
4,000
822
6,675
366
41,598
63,016
38,328
209
3,472
3,131

103,077
Dec17
8,617
8,617
1,039
9,158

16,875
93,100
4,088
4,112

421
181
6,992

226
1,676

51,742
4,670
5,865

200,144
486

16,875
93,100
4,088
4,112

234
88

226
1,676

25,871
3,388
5,865

156,008
3,075
12,347
7,842
4,000
822
6,675
6,371
34,363
75,495
38,328
236
3,472
4,737

108,805
Nov17
718 718 718 718 718 718 718 718 718 718 718 718
718 718 718 718 718 718 718 718 718 718 718 718
3,075
12,347
7,842
4,000
822
6,675
6,371
7,234
48,366

5,244
4,000
822

3,075

13,141
38,328
224
17,361
4,023

120,148
Oct17
11,911
100,735

202,500
1,117,200
49,058
49,349
42,448
4,863
2,081
33,095
351,228
2,714
20,110

431,184
54,759
70,377

2,543,612
38,328
113

1,346

71,945
38,328
28

633

46,110
Sep17

Aug17
Jul17
NETINCOME
TOTALEXPENSE
3901 403B
3902 OtherBenefits
4000Supplies
4350 OfficeSupplies
4390 OtherSupplies
Total4000Supplies
5620 EquipmentLease
5630 VendorRepairs
5853 ExED
5900 Communications
6000CapitalOutlay
7000OtherOutgo
7311 IndirectCosts
Total7000OtherOutgo
460
ChangeinDeposits
DepreciationExpense
CapitalExpenditures
SourceLoans
UseLoans
EndingCashBalance
Aug17

718

(0)
381,518

718

(200,000)
540,708
Jul17

718

200,000

120,576
Sep17

718

214,228
Oct17

718

100,000

98,935
Nov17

718

205,622
Dec17

718

267,833
Jan18

718

174,796
Feb18
10

718

89,214
Mar18
11

718

(100,000)
582,868
Apr18
12

718

(90,000)
388,937
May18
13

718

358,968
Jun18
14

358,968
Accrual

300,000
(390,000)
358,968

8,617
FORECAST
Jul17Jun18
461
TAB 30
WITHDRAWN
PRIOR TO
MEETING
TAB 31
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 32
530


Request to Submit School Improvement Grant (SIG) Application- Cohort 4
June 14, 2016
Division of Instruction
Action Proposed:
Staff requests the Boards approval to submit a School Improvement Grant (SIG) application - Cohort 4 to the
State of California for funding of schools that will be identified as new cohort schools.
Background:
The School Improvement Grant authorized under section 1003(g) of Title I of the Elementary and Secondary
Education Act of 1965 (Title I of ESEA), are grants, through State Educational Agencies (SEAs), to Local
Educational Agencies (LEAs) for use in Title I schools identified for improvement, corrective action, or
restructuring. The SIG supports schools with the greatest need for the funds and the strongest commitment to
use these funds. The grant provides adequate resources in order to substantially raise student achievement and
enable schools to make adequate yearly progress. The Consolidated Appropriations Act, 2014, allows LEAs to
implement additional interventions, evidence-based whole-school reform strategies and State determined
school improvement intervention models. It also extends the grant period from three to five years.
Current SIG requirements are revised to strengthen the program implementation based on lessons learned and
input from stakeholders by: Adding an intervention model to support education outcomes in preschool and
early grades, while continuing the support of secondary instruction. Additional LEA requirements are intended
to support the chosen intervention model and to continuously engage families and the community throughout
implementation.
Revisions to the new SIG will reflect additional intervention models, adding evidence based and whole school
reform models and continue to provide existing intervention models.
The models are:
Restart Model
Transformation Model
Turnaround Model
School Closure Model
Early Learning Model
Evidence-Based Whole-School Reform Model
SEA-Determined Intervention Model (provides flexibility and allows opportunity to partner with
California Department of Education (CDE) or the California Collaborative for Educational Excellence
(CCEE)
Page 1 of 3
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531

Timeline for the upcoming SIG- Cohort 4:
DATE
May 27, 2016
On or after May 27, 2016
July 2016
Early August 2016
August 2016
September 2016
ACTIVITY
CDE's application due to the U.S. Department of Education (ED)
CDE will post a DRAFT Request for Application (RFA)
CDE will release the list of eligible schools that can apply for SIG
Completed RFA is due to the CDE
Reader's conference will be held
Recommended applications will go to SBE for approval
Expected Outcomes:
Participating schools will increase student achievement by providing extended opportunities to learn, using data
to inform instruction, using multiple observation-based assessments, developing and increasing teacher/leader
effectiveness, engaging families and communities, and creating a positive school and classroom environment
for students.
Yes - Enables LAUSD to apply for School Improvement Grant.
No - The denial of the application would result in prohibiting LAUSD from participation in the School
Improvement reform funding.
None
Budget Impact:
Schools are eligible for not less than $50,000 and no more than $2 million per school year-based upon the
needs assessment and plan.
There are no legal issues that have been identified by counsel at this time.
Attachments:
School Improvement Grant Cohort 4 Application Release
Informatives:
School Improvement Grant (SIG) Funding-Cohort 4
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532

______________________________
MICHELLE KING
Superintendent
_____________________________
Jesus Angulo
Director
Academic and Counseling Services
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
Dr. Frances Gipson
Chief Academic Officer
REVIEWED BY:
______________________________
CHERYL SIMPSON
Page 3 of 3
Printed on 6/2/2016
powered by Legistar
533
June 1, 2016
Dear Select County and District Superintendents and Charter School Administrators:
SCHOOL IMPROVEMENT GRANT COHORT 4 APPLICATION RELEASE
This letter is to announce the School Improvement Grant (SIG) Cohort 4 local
educational agency (LEA) Request for Application (RFA) and provide you with details
regarding the SIG program.
Request for Application Announcement
On March 29, 2016, the U.S. Department of Education (ED) released the School
Improvement Grant Application for Fiscal Years 2015 and 2016 New Awards
Competition under Section 1003(g) of the Elementary and Secondary Education Act.
Although the SIG is not one of the programs extended through the Every Student
Succeeds Act, the fiscal years (FYs) 2015 and 2016 SIG funds that Congress
appropriated for the SIG program remain available for obligation.
At its May 2016 meeting, the State Board of Education approved the California
Department of Educations (CDE) request to apply for the School Improvement Grant
Application for Fiscal Years 2015 and 2016 New Awards Competition. Californias
application is pending review by the ED, and if approved, California will receive
approximately $173 million to make competitive subgrants to eligible LEAs.
In anticipation of ED approval, the CDE has released an RFA for California districts and
charter schools to apply on behalf of their eligible schools. The LEA SIG Cohort 4 RFA
can be found on the CDE SIG Web page located at
http://www.cde.ca.gov/sp/sw/t1/sig09.asp.
California will provide its list of eligible schools in July 2016. Districts and schools that
anticipate being on the list of eligible schools are encouraged to begin working on the
LEA SIG Cohort 4 RFA in advance of the release of the list of eligible schools.
The LEA SIG Cohort 4 RFA is due to the CDE before 4 p.m. on August 8, 2016.
Schools currently served with Cohort 2 or Cohort 3 SIG funds are not eligible to apply.
534
June 1, 2016
Page 2
School Improvement Grant Program Information

The SIGs are federal grants that State Educational Agencies use to make competitive
subgrants to LEAs that demonstrate the greatest need for the funds and the strongest
commitment to use the funds to provide adequate resources in order to substantially
raise the performance and progress of students in their lowest-performing schools.
Funds are awarded to LEAs in sufficient amounts in order to implement, fully and
effectively, one of seven federally approved intervention models.
These intervention models are:
1. Turnaround Modelinvolves replacing the principal and at least 50 percent of the
schools staff, adopting a new governance structure, increasing learning time,
and implementing a standards-based instructional program.
2. Restart Modelthe school is closed and reopened under a charter school
operator, a charter management organization, or an education management
organization that has been selected through a rigorous review process.
3. School closure Modelthe LEA closes the school and enrolls the students who
attended that school in other schools in the LEA that are higher achieving. These
other schools should be within reasonable proximity to the closed school.
4. Transformation Modelthe LEA replaces the principal and takes other steps to
increase teacher and school leader effectiveness; institutes comprehensive
instructional reforms; increases learning time; and provides operational flexibility
and sustained support.
5. Early Learning Modelthis model is a combination of early learning strategies
and some elements from the transformation model. LEAs must offer full-day
kindergarten, establish or expand a high-quality preschool program, and provide
educators, including preschool teachers, with joint planning time.
6. Evidence-based, Whole-school Reform Modelthe LEA selects an approved
model from the Approved Evidence-Based, Whole-School Reform Models list
located on the ED Web site at
http://www2.ed.gov/programs/sif/sigevidencebased/index.html. Approved models
must: have evidence of effectiveness that include at least one study that meets
What Works Clearinghouse evidence standards; be designed as a Whole-school
Reform Model, and; be implemented by the LEA in partnership with a Wholeschool Reform Model developer as defined in the SIG final requirements.
535
June 1, 2016
Page 3
7. California State-determined Intervention Model (CA SDIM)a Whole-school

Reform Model designed to improve student academic performance and progress.
The following areas are addressed in the CA SDIM: (1) school leadership,
(2) teaching and learning in at least one full academic content area (including
professional learning for educators), (3) student non-academic support, and
(4) family and community engagement. LEAs that elect to implement the CA
SDIM must do so in partnership with one of the three following lead partners:
Local County Office of Education;
Regional System of District and School Support, Lead County Office of

Education; or
The California Collaborative for Educational Excellence.
An LEAs capacity to implement the selected school intervention model(s), and other
factors, such as the number of schools served, distribution of eligible schools, the
selected intervention model, demonstration of evidence-based strategies, and the
overall quality of LEA applications will be considered in awarding funding.
If you have any questions regarding this subject, please contact the School Turnaround
Office by phone at 916-319-0833 or by e-mail at STO@cde.ca.gov.
Sincerely,
Bob Storelli, Director

Improvement and Accountability Division
BS:jo
INFORMATIVE
536
537
538
539
TAB 33
540


Submission of 2016-17 Consolidated Application for Categorical Aid Programs
June 14, 2016
Division of Instruction/Human Resources
Action Proposed:
Staff proposes that the District submit the 2016-17 Consolidated Application for Funding Categorical 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 Superintendents 2016-17 Budget.
Background:
The Consolidated Application has become a multi-part data collection with multiple due dates throughout the
year. The following Consolidated Application and Reporting System (CARS) Data Collection Schedule is
subject to change:
CARS Spring 2016 Data Collection - June 30, 2016
CARS Winter 2016 Data Collection - TBD
The Consolidated Application will continue to collect the following information: applications for federal
funding, legal assurances, categorical program budget and expenditure reports, and categorical program activity
reports.
Expected Outcomes:
The approval of the FY 2016-17 Consolidated Application will allow the District to file multiple Consolidated
Application Data Collections with the California Department of Education.
Approval of the Consolidated Application will enable the District to continue funding a variety of programs
supported with federal categorical program resources (see Budget Impact).
No District policy will be changed by approval of this action.
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Budget Impact:
The estimated entitlement amount of $371.7 million in federal programs includes the following:
Funding Source
Title I, Part A (Basic Grant)
Title I, Part D (Delinquent)
Title II, Part A (Teacher & Principal Training)
Title III, Part A (English Learners)
Title III, Part A (Immigrant)
TOTAL
Amount
$316,752,531.00
$992,705.00
$41,572,001.00
$11,221,739.00
$1,174,663.00
$371,713,639.00

Not Applicable.
Attachments:
Informatives: Submission of 2016-17 Consolidated Application for Funding Categorical Aid Programs.
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______________________________
MICHELLE KING
Superintendent
_____________________________
DR. FRANCES M. GIPSON
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
JUSTO AVILA
Human Resources
REVIEWED BY:
______________________________
CHERYL SIMPSON
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INFORMATIVE
543
544

No. 468-15/16
For June 14, 2016 Board Meeting
Division of Instruction and Human Resources Division
TO:

FROM:
Dr. Frances M. Gipson, Chief Academic Officer

Justo Avila, Chief Human Resources Officer
INFORMATIVE
DATE: June 14, 2016
SUBJECT: SUBMISSION OF 2016-17 CONSOLIDATED APPLICATION FOR FUNDING

CATEGORICAL AID PROGRAMS
Background
The Consolidated Application (ConApp) is used by the California Department of Education
(CDE) to distribute categorical funds from various federal programs to school districts
throughout California. This annual application documents participation in these programs
and provides assurance that the district will comply with the legal requirements of each
program. Program entitlements are determined by formulas contained in the laws that
created the programs.
Content
The FY 2016-17 Consolidated Application contains the following programs which are
estimated to generate $371.7 million in federal resources:
Federal Elementary & Secondary Education Act (ESEA) Program Administrative Contact
x Title I, Part A (Socioeconomically Disadvantaged).....................Karen Ryback
x Title I, Part A (Parental Involvement)..........................................Rowena Lagrosa
x Title I, Part D (Delinquent Youth) ...............................................Erika Torres
x Title II, Part A (Teacher & Principal Training).Justo Avila/Dr. Frances Gipson
x Title III, Part A (English Learners) .............................................Hilda Maldonado
x Title III, Part A (Immigrant) ........................................................Hilda Maldonado
For entitlement questions, please contact Assistant Budget Director Victoria Reyes at
(213) 241-2110. For program questions, please contact the administrator identified above.
c: David Holmquist
Thelma Melendez
Nicole Elam-Ellis
Jefferson Crain
Megan Reilly
Erika Torres
Rowena Lagrosa
Hilda Maldonado
Karen Ryback
TAB 34
545


2015-2016 Alternative Schools of Choice Annual Evaluation
June 14, 2016
Action Proposed:
The Alternative Schools of Choice (Magnet) Annual Evaluation report is being submitted for approval by 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.
The Court Order resulting from the Crawford Case also requires the annual evaluation of Magnet schools and
centers in ameliorating the harms of racial isolation.
Expected Outcomes:
The outcome of the annual evaluation is to meet both the Education Code 58510 and the Court Order
requirements.
The consequence of this report should be the approval of the evaluation by the Board of Education.
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 Integration Services proposes that these alternative schools continue to serve students; that these
programs continue to be evaluated and that underperforming Magnet schools and centers be provided
intervention and ongoing support.
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Attachments:
Attachment A - Evaluation Report
Attachment B - List of Alternative Schools of Choice (Magnet) Schools
Desegregation Impact Statement
Informative:
Alternative Programs of Choice - Annual Year-End Evaluation For Magnet Schools and Centers 2015-2016
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______________________________
MICHELLE KING
Superintendent
_____________________________
Dr. Frances Gipson
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
George Bartleson
Chief of School Choice
Office of School Choice
REVIEWED BY:
______________________________
CHERYL SIMPSON
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Attachment
549 A
SECTION 2- EXECUTIVE SUMMARY

Since 1977, the magnet program has been the Los Angeles Unified School District's (LAUSD) main
option for students seeking integrated educational experiences. The program grew out of a Supreme
Court order in 1976, which required the LAUSD to take steps to "alleviate the harms of racial isolation."
Those "harms" were identified as (1) low academic achievement, (2) low self-esteem, (3) lack of access to
postsecondary opportunities, (4) interracial hostility intolerance, and (5) overcrowded conditions. The
magnet program, originally four Alternative Schools of Choice, has grown to 198 schools and centers
within the 710 square mile District. Magnet schools and centers are open to all students residing within
the boundaries of LAUSD and provide educational programs that focus on subject specialties or on
learning approaches that best fit the interests and needs of individual students. Currently, there are
66,928 students participating in the magnet program.
Statement of Purpose
The purpose of this 2015-16 evaluation is to review student achievement in the LAUSD magnet program,
to determine the programs that are consistently producing students who are college-prepared and careerready, and to identify programs that are under-performing and in need of additional support and/or
intervention.
LAUSD has been a CORE Waiver District since the 2013-2104 school year. This released the District
from certain aspects of the Federal NCLB Act. As a result, the California Standards Test (CST) was not
given. In the 2014-2015 school year, schools administered the Smarter Balanced Assessments in
English Language Arts/Literacy and Mathematics to student in grades 3 8 and 11. The results of the
new assessment have set the baseline for progress and achievement. In summary, we will use this data
to determine student achievement.
To achieve the stated purpose, the evaluation process requires both local (school-based) and Central
District input. Locally, each Alternative Program of Choice (magnet schools and centers) will identify
variables that affect student academic achievement, determine the special features of the program, and
work with available District resources to improve student achievement where deemed appropriate.
Student Integration Services (SIS) is the fiscal and technical support office for all Alternative Programs of
Choice (magnet program) and is responsible for facilitating the completion of tasks. Tasks include the
dissemination of disaggregated data to magnet schools and centers and monitoring for adherence to
Magnet guidelines. Finally, SIS prepares the Annual Year-End Evaluation Report.
The following are recommendations for the continued success of the LAUSD magnet program:
x Continue monitoring LAUSD Alternative Programs of Choice (magnet program schools/centers) for
adherence with Court Order, State, and District guidelines
x Monitor student performance utilizing the baseline data from the Smarter Balanced Assessment
Consortium.
x Continue providing additional intensive support to those schools that are not making adequate
progress.
Attachment
550 A
SECTION 3- ANNUAL EVALUATION DESIGN

Overview of Program
Since 1977, the magnet program has been the Los Angeles Unified School District's (LAUSD) main
option for students seeking a n integrated educational experience. The program grew out of a
California Supreme Court order in 1976, which required LAUSD to take steps to "alleviate the harms
of racial isolation." Those "harms" were identified as (1) low academic achievement, (2) low selfesteem, (3) lack of access to postsecondary opportunities, (4) interracial hostility and intolerance,
and (5) overcrowded conditions (Appendix 1).
There are 198 schools and centers f o r t h e 2 0 1 5 - 2 0 1 6 s c h o o l y e a r spanning 710 square
miles (Appendix 2). Magnet schools and centers are open to all students residing within the
boundaries of LAUSD and provide educational programs that focus on subject specialties or on
learning approaches that best fit the interests and needs of individual students. Currently, there are
66,928 students participating in the magnet program (Tables 1, 2, 3).
Table 1. Magnet Program by Ethnicity
2015-16 Magnet Program

Enrollment by Ethnicity
45000
37581
40000
35000
30000
25000
Student Count
20000
15000
11047
8145
10000
9336
5000
322
456
41
Pacific
Islander
Filipino
0
American
Indian
Asian
African
American
Latino
White
551
Attachment
552 A
For the 2015-2016 school year, Choices Brochures were made available to all students
attending a District school through their school of attendance. For students residing within
District boundaries, but not attending a District school, brochures were available at their school
of residence, public libraries and the Office of Student Integration Services. The Choices
Brochure contains the official magnet application. The Brochure is a guide to the 198 themebased programs (Table 4), listing school information, program capacity, number of openings, and
number of applicants from the previous year.
It is designed to give parents the most
comprehensive information currently available (Appendix 3).
Parents may also visit
www.eChoices.net to access all information provided in the Choices brochure.
Table 4. Theme Based Programs (198 Schools and Centers)
2015-16
Magnet Theme
Number of Students Enrolled

N = 66,928
Business (4)
Enriched Studies (9)
Communications/Technology (8)
Global Awareness (5)
World Languages (6)
Gifted/High Ability (36)
Highly Gifted (4)
Humanities (3)
Law/Government/Police Academies (11)
Science/Technology/Math - STeM (69)
Medical Careers (10)
Science/Technology/Engineering/Arts/Math-STEAM (6)
Science/Technology/Engineering/Math STEM (6)
Visual and Performing Arts (21)
Total
Elementary
0
1,616
382
931
322
3,820
107
0
319
8,311
578
0
360
1,509
18,255
Middle
231
1,831
167
241
195
4,863
293
419
435
6,336
892
2,676
456
2,474
21,509
High
892
2,750
2,289
117
876
1,642
254
1,202
1,291
5,864
4,878
539
1,140
3,430
27,164
The District received 63,506 applications for 25,193 openings f o r t h e 2 0 1 5 - 2 0 1 6 s c h o o l

y e a r . The application process is open for six weeks and is announced through the Choices
Brochure, newspaper/magazine ads, bus card/bus shelter ads and recurring broadcasts on KLCS, the
Districts Public Broadcast Station. The system used to select students is very deliberate:
All students residing within District boundaries have the opportunity to attend magnet
programs. Gifted/high ability and highly gifted magnets require specific a c a d e m i c eligibility
criteria for selection. In order to participate in a magnet program, applicants must submit a
Choices application prior to the application deadline. The LAUSD Information Technology
Division ( I T D ) verifies applicant information via interface with the Magnet Application
Processing System (MAPS) and District maintained My Integrated Student Information
Systems (MiSiS). MAPS automatically assigns priority points based on applicant information.
Attachment
553 A
Students can accrue up to 23 priority points based on the following criteria:
Matriculation Points - Applicants who have completed one level (grades 5 or 8) in a magnet
program and apply to continue in the program at the next level (grades 6 or 9) receive twelve
points. These points are only assigned at the time of matriculation.
Wait List Points- in order to level the playing field for those applicants who were not selected
to attend the magnet school of choice, four points will be assigned for each year a student
remains on a Wait List up to a maximum of twelve points.
PHBAO Points- Students living in areas designated by the District as PHBAO will be
assigned four points each year. These points are not cumulative.
Overcrowded Points - Students living in areas designated by the District as
overcrowded will be assigned four points each year. These points are not
cumulative.
Sibling Points - Applicants with siblings attending the school to which they applied and
whose siblings will still attend the school during the first year of the applicant's attendance,
will receive three points.
Once points are assigned, students are randomly selected, by computer, for placement on either the
Active or Wait Lists. Active students are selected by MAPS for admission into their magnet
school/center of choice. Students placed on the Wait List are those individuals who submitted on-time
applications, but space was not initially available in the magnet school/center of choice. These
students may be offered a seat at the program by the magnet if space becomes available. For the
past three school years, students were provided the option of listing a second and third choice on their
magnet application. If not selected to their first choice, students may opt to attend their second or third
choice if space is available.
In addition, applicants can submit a Space Available application. Space Available List applicants
are those students who submitted applications after the official deadline. Placement will be offered
if seats are available. Applicants must be selected in the order of Active, Wait, and Space Available
List by individual magnet location.
As stated previously, LAUSD magnets are part of the District's Desegregation Plan and as such,
must fill openings so that the ethnic balance of each site is maintained. Magnets are categorized as
Desegregated receivers [MAG 1] or Predominantly Hispanic, Black, Asian, and other non-Anglo
(PHBAO) [MAG 2] schools/centers. Desegregated receiver sites are required to keep a Districtapproved enrollment ratio of either 60% PHBAO/40% Other White (OW) or 70% PHBAO/30% OW.
For that reason, when selecting students from the Active, Wait and Space Available Lists, magnets
may select outside of the applicable order to attain ethnic balance. PHBAO s c h o o l s must
d e v e l o p a p l a n t o address the "harms of racial isolation".
By definition, a magnet school is comprehensive. It has its own individual County/District/ School
(CDS) Code. Magnet schools are the single occupant of a site/campus and are staffed the same as
other LAUSD resident schools; with its full complement of administrators, teachers, and support staff.
Magnet centers share a campus with a resident school or with other small learning communities on
the resident school campus. The Center has its own LAUSD location code, but does not have an
individual CDS Code. All test results are combined with the resident or small learning communities
and are reported as part of the aggregate to the CA. Department of Education.
Attachment A
LAUSD magnet schools and centers follow slightly lowered norms when allocating teachers
and students to sites. At PHBAO schools/centers, an additional teacher is assigned per 24
students in grades K-3, per 30 students in grades 4-6, and per 28 students in grades 6-12.
At Desegregated receiver schools/centers, an additional teacher is assigned per 24 students
in grades K-3, per 34 students in grades 4-6, and per 30 students in grades 6-12. Since
secondary teachers only teach five of six periods, an adjustment is made for the average
class size in grades 6-12 (Table 5).
Table 5. Norms to Allocate Certificated Personnel to Magnet Schools/Centers
Elementary
Magnet
Grade
Level
Class Size for

Non Magnet Schools
K-3
4-5
Class Size for

Magnet
Schools
24.0
30.5
PHBAO
Desegregated
K-3
4-5
24.0
34.0
24.0
36.0
Middle School
Magnet
Grade
Level
Class Size for

Magnet
Schools
Class Size for

Non Magnet Schools
PHBAO
Academic
Classes
6-8
34.0
34.0
34.0
42.5
Desegregated
Academic
Classes
6-8
36.5
36.5
39.5
42.5
High School
Magnet
Grade
Level
Class Size for

Magnet
Schools
Class Size for

Non Magnet Schools
PHBAO
Academic
Classes
9-10
11-12
34.0
34.0
34.0
34.0
9-10
11-12
34.0
34.0
42.5
42.5
9-10
11-12
36.5
36.5
39.5
42.5
9-10
11-12
36.5
36.5
42.5
42.5
Non Academic
Desegregated
Academic
Classes
Non Academic
24.0
30.5
554
Attachment
555 A
All LAUSD magnet schools and centers are required to follow the guidelines of the Program as
referenced in the initial Court Order, Education Code 58500-58512, Magnet Guidelines, and
LAUSD/United Teachers of Los Angeles (UTLA) contract. The Magnet Program Resource
Handbook is the official reference guide created by LAUSD Student Integration Services for use by
magnet sites. The Handbook contains:
History of Integration Programs

Magnet Program Guidelines
Magnet Portal
My Integrated Student Information System (MISIS) and Data Procedures
Transportation Guidelines
Gifted Students in Magnet Programs
Special Education Students in Magnet Programs
California Department of Education (CDE) Guidelines
Public Relations
Opportunity Transfer
Other Bulletins, Memorandums, Reference Guides and Documents
Forms
Directories
Each mag net program has a coordinator to oversee the operations of the program. They may or
may not have an administrative credential. They are supervised by the site administrator. Additional
information regarding specific requirements for magnet coordinators, teachers, and students are
available in Appendices 3-5.
Variables Expected to Facilitate Student Achievement
Locally, each Alternative Program of Choice (magnet schools and centers) will identify variables that
affect student academic achievement and determine the special features of the program that make
students successful. Additionally, they determine their own evaluation steps tailored to their program.
Schools may include discussions of how well each objective/goal was or was not met, and any
recommendations for the next school year.
Identification of these variables is a requirement of EC Section 58510. The focus of this requirement is on
the features of the alternative school or program learning environment that differentiate it from other
schools and programs. Examples of variables include:
x
x
x
x
Different instructional strategy, such as independent study

Different structure, such as multiple-grades classes instead of single-grade classes
Alternative curriculum that focuses on a particular theme, such as the performing arts or
technology
Use of small learning communities
Evaluation Steps
The evaluation process is two-fold: centrally-led and locally-led. Centrally, Student Integration Services
will be responsible for facilitating the completion of the tasks listed in Table 6.
Attachment
556 A
Table 6. 2015-16 Evaluation Steps

Task
Timeline
Responsible Office(s)
Request SBAC Data for all magnet and non-magnet

schools/centers.
March 2016
Visit magnet schools/centers to monitor adherence to magnet

guidelines
Review program evaluations and prepare District Annual

Evaluation
September 2015
through
April 2016
September 2015
through
March 2016
March through
May 2016
Student Integration Services

ODA
ITD
Selected magnet schools/
centers
Prepare all reports, District and Local, for submission to LAUSD

Board for approval
May through
June 2016
Submit final report to California Department of Education and

State Superintendent of Schools
August 2016
Work with magnet coordinators on locally prepared year-end

evaluations. Mini-workshops and working sessions were held to
provide assistance and support.

Magnet schools/centers
Local District Directors
Superintendent of Schools
Deputy Superintendent of
Instruction
Expected Outcomes
LAUSD expects magnet schools and centers to provide an exemplary educational opportunity
for students through theme-based instruction. The expected outcomes of this year's evaluation are
that:
x 75% of magnet schools/centers will perform above the performance benchmarks
provided by the District.
x Schools will adhere to the magnet guidelines.
x Schools will submit an annual evaluation identifying their strengths and obstacles
pursuant to EC 58510.
Attachment A 557
SECTION 4- EVALUATION OUTCOMES

The Los Angeles Unified School District (LAUSD) Magnet Program was established in
1977.
Since then, it has provided a quality educational option for parents. From
kindergarten through twelfth grades (K-12), Magnet students participate in voluntary Courtordered integration programs while pursuing academic interests in special environments for
learning. The programs are open to all LAUSD resident students who are interested,
submit an application, and are selected through the random selection process. The
popularity of magnets continues to be reflected in the substantial applications received
each year.
Summary and Explanation of Results
Although schools look at numerous variables to determine how their programs affect student
achievement, centrally, the District is currently using the 2014-15 SBAC results as baseline
data and is currently developing a system that will be used to rank all schools to replace the
School Performance Framework. Once this system is developed, Student Integration
Services will use it to rank its magnet schools/programs.
In 2014-2015, schools administered the Smarter Balanced Assessments in Math and
English Language Arts/Literacy to students in grades 3-8 and 11. The following tables
show that magnet program students, as a whole performed better on the Smarter Balanced
Assessment than their LAUSD grade level peers in non-magnet school settings. Of the
192 magnet schools or centers that administered the Smarter Balanced Assessment,
students at magnets also out-performed the Charter Schools average and the State of
California average, when all grade levels are combined. All magnet schools and centers
are encouraged to use data to drive instruction and decision-making that is related to the
effective delivery of core instruction that is infused with theme-based content. This data will
be used as the baseline data for the district (Data obtained from the LAUSD Office of Data
and Accountability.
Table 7. Number of Students Scoring at each Performance Band on the Smarter
Balanced Assessment Consortium in English Language Arts/Literacy in Grades 3-8
and 11.
14-15 SBAC ELA Results by Magnet vs Non-Magnet School
Magnet
NonMagnet
Standard
Not Met
Standard
Nearly
Met
Standard Exceeds
Met
Standard
7,282
9,357
13,245
7,589
37,473
101,784
61,110
48,851
19,271
231,016
10
Number
Tested
Attachment A 558
Table 8. Percentage of Students Scoring at each Performance Band on the Smarter
Balanced Assessment Consortium in English Language Arts/Literacy in Grades 3-8 and
11.
14-15 SBAC ELA Results by Magnet vs Non-Magnet School
Magnet
NonMagnet
Standard
Not Met
20%
Standard
Nearly
Met
25%
44%
27%
Standard Exceeds
Met
Standard
35%
20%
21%
8%
#
Tested
100%
100%
Table 9. Number of Students Scoring at each Performance Band on the Smarter

Balanced Assessment Consortium in Mathematics in Grades 3-8 and 11.
14-15 SBAC MATH Results by Magnet vs Non-Magnet School
Magnet
NonMagnet
Standard
Not Met
Standard
Nearly Standard Exceeds
Met
Met
Standard
9,858
11,163
9,092
7,338
37,451
116,549
64,817
34,173
16,630
232,169
#
Tested
Table 10. Percentage of Students Scoring at each Performance Band on the Smarter Balanced
Assessment Consortium in Mathematics in Grades 3-8 and 11.
14-15 SBAC MATH Results by Magnet vs Non-Magnet School
Magnet
NonMagnet
Standard
Not Met
26%
50%
Standard
Nearly
Standard Exceeds
Met
Met
Standard
30%
24%
20%
28%
15%
11
7%
#
Tested
100%
100%
Attachment A 559
Table 11. Overall Percentage of Students that Met or Exceeded Standards
Met or Exceeded Standards
All Grade Levels
English
Language Arts
Mathematics
LAUSD Magnets
55
44
LAUSD Non-Magnets
29
22
Charters
33
28
California
44
33
SECTION 5 - RECOMMENDATIONS
Continue monitoring a l l magnet program schools/centers for compliance with Courtordered, State, and District guidelines.
Provide support for Common Core Theme-based instruction to all magnet programs.
Provide support and intervention to those magnet program Schools/Centers that are
Underperforming.
Monitor all magnet program student performance utilizing Smarter Balanced Assessment
Consortium Baseline data.
12
Attachment A 560
APPENDICES
Appendix 1 History of Desegregation in LAUSD Chronology of the Integration

Program Crawford V. Board of Education of the City of Los Angeles
Appendix 2 Chronology of LAUSD Magnet Schools
Appendix 3 Magnet Coordinator Duties
Appendix 4 Guidelines For Teachers/Staff
Appendix 5 Guidelines For Students
Appendix 6 Magnet Program Guidelines
Appendix 7 2015-2016 Choices Brochure (Cover)
http://echoices.lausd.net/2015-16ChoicesBrochureEng.pdf
13
Attachment
561 A
APPENDIX 1

MAGNETS
ALTERNATIVE PROGRAMS OF CHOICE (EC-58500-58512)
HISTORY OF DESEGREGATION IN LAUSD CHRONOLOGY OF THE INTEGRATION PROGRAM
CRAWFORD V. BOARD OF EDUCATION OF CITY OF LOS ANGELES
August 1, 1963
October 28, 1967

May 2, 1969
February 11,1970
May 12, 1970
May 18, 1970
March 6, 1974
March 10, 1975
March 25, 1975
April 7, 1975
April 18, 1975
July 1, 1975
January 8, 1976
June 28, 1976
July 19, 1976

February 22, 1977
March 18, 1977
March 23, 1977
July 6, 1977
Original complaint filed by parents of Mary Ellen Crawford and several

others under co-sponsorship of the American Civil Liberties Union (ACLU).
The suit, brought to Los Angeles County Superior Court, was filled against
the Los Angeles City Board of Education as a class action on behalf of all
Negro and Mexican American pupils.
Trial begins.
Trial ends.
LA Superior Court (Judge Alfred Gitelson) rules that school district
operates segregated schools and gives initial order to integrate.
Court issues findings, conclusions and judgment.
LAUSD Board files notice of appeal.
Oral arguments presented to State Court of Appeal.
Court of Appeal rules in school districts favor.
ACLU petition for rehearing is denied.
Court of Appeal denies the ACLU request for a rehearing.
ACLU petitions for a hearing before the California Supreme Court.
State Supreme Court agrees to hear the case.
Oral arguments presented to State Supreme Court.
State Supreme Court upholds Judge Gitelsons decision but reverses a
portion of the initial judgment which defined desegregation in terms of
specific racial/ethnic percentages. The school district is required by the
latest ruling to take reasonable and feasible steps to alleviate the harms of
segregation regardless of the cause and demonstrate meaningful
progress in that task. State Supreme Court shifts jurisdiction of the case
back to LA Superior Court.
Board of Education declines to seek further legal review by California
Supreme Court or US Supreme Court.
Judge Paul Egly is appointed to hear the remedial part of the case.
Proposed Integration Plan submitted to Superior Court.
Court hearings begin on Integration Plan.
Superior Court Judge Paul Egly issues minute order rejecting the plan
submitted by the Board of Education and requiring the board to fully
examine alternate plans and return to court in 90 days with a plan which
promises to meaningfully desegregate the district beginning with the
semester which starts in February of 1978.
14
Attachment
562 A
October 3, 1977
October 19, 1977
December 13-21, 1977
January 4, 1978
January 5, 1978
January 17, 1978
January 23, 1978
February 7, 1978
February 22, 1978

May 3, 1978
August 3, 1978
August 31, 1978

September 5, 1978
September 6, 1978
September 8-9, 1978
September 12, 1978

October 22, 1979
November 13, 1978
New Integration Plan (approved by Board of Education September 26)

submitted to LA Superior Court.
Pre-trial hearings begin in court of Judge Paul Egly.
Judge Egly holds private, out-of-court conferences with attorneys in an
attempt to reach pre-trial agreement on some issues relative to proposed
integration plan. No agreements or settlements were made. Trial date
delayed to January 4, 1978 at request of ACLU.
Trial date postponed because of Bustop motion to disqualify Judge Egly on
grounds of bias and prejudice.
Superior Court Judge Lester E. Elson appointed to hear Bustop
disqualification motion against Judge Egly.
Judge Olson rules that Judge Egly may remain on the case.
Trial on plan resumes in LA Superior Court.
Judge Egly issues minute order approving implementation of plan, as
submitted, beginning in September 1978 as a first step in the
desegregation of the districts schools. He withholds final approval pending
resolution of disputed matters on which the court will seek
recommendations from a panel of experts. The Board of Education, by
December 31, 1978, must change its plan to reflect improvements that are
developed by the board and/or any of the experts recommendations that
are approved by the court.
Judge Egly appoints panel of eight experts.
Court referee Monroe Price recommends 10-member Citizens Monitoring
Committee to the judge.
Judge Egly denies motion by Bustop to: 1) dismiss case from further court
jurisdiction 2) delay implementation of plan; or 3) order a specific limit on
busing travel time. Bustop indicates Egly ruling will be appealed to State
Court of Appeals.
State Court of Appeal (2nd Appellate District) sustains Bustops motion to
stay implementation of plan pending full hearings.
ACLU/NAACP/Center for Law and justice asks State Supreme Court to
overturn the stay and allow implementation of plan. Board of Education
asks State Supreme Court to take jurisdiction of the case to allow the
highest state review of issues raised regarding the plan,.. The school
board also asks that the stay now not be vacated because of major
administrative problems (such as not having sufficient time to notify
parents about school opening on September 12. (The board originally
opposed the stay in the Court of Appeal.)
State Supreme Court overturns the Court of Appeal stay, handing
jurisdiction back to Court of Appeal for further hearing.
US Supreme Court Justices William Rehnquist and Lewis F. Powell, Jr.
turn down Bustop petition for hearing before the United States Supreme
Court.
Implementation of Plan 2 begins.
Trial for expansion of Plan 2 begins.
Eight desegregation experts appointed by Judge Paul Egly submit

Individual reports with recommendations. Highlights: Expand present plan
to include grades 1-3 and 9 next year and grade 10-12 the following year.
15
Attachment
563 A
December 4, 1979
December 18, 1978
March 16, 1979
April 11, 1980

May 11, 1979
May 22, 1979
May 30, 1980
June 4, 1980
June 8, 1979
June 13, 1979
June 18, 1979

June 20, 1979
June 21, 1979
Make State Department of Education a party to the development of a

metropolitan solution utilizing students in predominantly White school
districts elsewhere in Los Angeles County and several surrounding
counties. Change definitions for integrated, segregated and desegregated
school. Change some pairings and clusters to shorten bus rides and
provide more equitable transportation burdens for all groups involved.
Phase out voluntary Permits With Transportation program. Retain
bilingual education programs. Hire additional minority staff. Change
existing feeder school patterns to keep desegregated students together.
(Pending further action by Los Angeles Superior Court and/or Los Angeles
Board of Education, these are recommendations only.)
Board files a motion to eliminate mandatory reassignment requirements
Because of Proposition 1.
Judge Egly grants Board of Education a two-month extension of deadline to
provide court with expanded integration plan or to explain why expansion
is not necessary or feasible. Extension was requested by the board.
School board must respond by February 28, 1979; the date had initially
been set as December 31, 1978.
Basic integration plan changes and future proposals submitted to Judge
Paul Egly, along with district answers and evaluations of various
alternative approaches to integration.
Trial to expand Plan 2 ends.
Judge Paul Egly sets June 4 for start for trial hearings on integration plan,
proposed changes and other approaches.
Districts attorneys file motion to postpone trial start until October or later
In order to complete pre-trial preparations. Judge Egly agrees to hear
motion on May 30.
Judge Paul Egly grants motion for postponement, and sets June 25 for
next hearing to set trial date. Egly also orders board not to make any
changes in integration plan without prior court approval.
Judge approves Year Round Schools Program.
Judge Egly takes under submission a motion by the Integration Project to
make state and state education officials parties to the integration case,
and to develop a metropolitan integration plan.
Board announces its intention to request court approval of previously
submitted changes racially isolated minority (RIMS), magnet and
currently integrated schools.
Board files motion to request approval of plan changes in RIMS program
only.
United Teachers of Los Angeles (UTLA) files motion to become an active
intervenor in the integration case to protect teacher interest affected by
RIMS program changes. Judge Egly takes request under submission.
Judge Egly grants tentative approval of district plan to improve RIMS
program. He also approves budget and orders payment to consultant
firm to develop alternate integration plan simulations. Refunding of
Court-appointed Monitoring Committee also ordered.
16
Attachment
564 A
June 28, 1979
July 7, 1980
September 8, 1980
December 19, 1980
March 16, 1981
April 17, 1981
September 10, 1981
June 30, 1982
Judge Egly denies without prejudice, the Integration Projects motion to

widen court case and develop a metropolitan integration plan.
Judge Egly states school district plan must be judged before any other
approaches can be considered.
Court orders Plan 3 to be implemented.
Board files an appeal with the United States Supreme Court to stop
implementation of Plan 3 because of Proposition 1.
The Court of Appeal upholds the Boards appeal regarding Plan 3 and
declares Proposition 1 constitutional.
Board votes to mandatorily reassign students under Plan 3 to return
students to resident schools. Judge Egly recuses himself from the case.
Judge Lopez is assigned to the case.
Judge Lopez gives final order on the case approving the implementation of
Plan 4.
The United States Supreme Court upholds the constitutionality of
Proposition 1.
17
Attachment
565 A
APPENDIX 2

MAGNETS
ALTERNATIVE PROGRAMS OF CHOICE (EC-58500-58512)
CHRONOLOGY OF MAGNET PROGRAMS
January 1977
LAUSD issues first Choices brochure. The brochure invites all LAUSD
parents to complete a survey card. The card asks parents to rank the type
of programs they would like to see implemented.
September 1977
The following schools were implemented and represent the four (4)
Alternative Schools of Choice and the two (2) Centers for Enriched
Studies
4322
3500
7390
3311
Arroyo Seco Alternative

Mid City Alternative
Valley Alternative
Westside Alternative
8741 Los Angeles Center for Enriched Studies

8842 Sherman Oaks Center for Enriched Studies
September 1978
5858
2091
2269
8048
2507
8076
8081
7123
8119
8651
8167
4932
4974
5015
5343
5889
8323
107th Street EL Math/Science

Ambler EL Gifted/High Ability
Balboa EL Gifted/High Ability
Belvedere MS Media
Brentwood EL Science
Burroughs MS Gifted/High Ability
Byrd MS Math/Science (M/S)
Bradley ES (originally Dublin)
El Sereno MS Math/Science
Fremont HS Math/Science
Griffith MS Math/Science
Lomita EL Math/Science
Lorne EL Math/Science
Loyola EL Performing Arts
Monlux EL Math/Science
Open EL Charter
Pacoima MS Performing Arts
18
Attachment
566 A
8322
6052
8388
8364
7137
7562
Pacoima MS TV
Paseo Del Rey EL Natural Science
Stevenson MS G/HA
Sepulveda EL G/HA
32nd St. Performing Arts
Vintage EL Math/Science
September 1979
2097
2782
2741
8111
4727
8232
8273
8323
8341
8351
8360
8108
6480
7467
Amestoy EL Trilingual
Canterbury EL Gifted/High Ability
Community EL Charter
Dodson MS Gifted/High Ability (G/HA)
Kester EL G/HA
Markham MS Health Careers
Nobel MS Math/Science
Pacoima MS Computer M/S
Palms MS G/HA
Peary MS Math/Science
Porter MS G/A
Portola MS Highly Gifted
San Jose EL Highly Gifted
Vena EL G/HA
September 1980
8738 Downtown HS Business
September 1981
8029
8039
8530
8593
8601
8109
3508
8120
8622
8644
8687
4529
8694
8722
8739
8744
8778
8787
6439
8844
(DBM)
Audubon MS G/HA
Bancroft MS Performing Arts
Banning HS CIP
Cleveland HS Humanities
Dorsey HS Math/Science
Drew MS G/HA
Eagle Rock EL (HG)
El Sereno MS G/HA
Fairfax HS Visual Arts
Franklin HS Math/Science
Hamilton HS Humanities
Hillcrest EL CES Music
Hollywood HS Performing Arts
Jordan HS Math/Science
Los Angeles HS Math/Science
Manual Arts HS College Prep
Narbonne HS Math/Science
No. Hollywood HS Zoo
Russell EL G/HA
San Fernando HS M/S
19
Attachment
567 A
8851
6870
6645
8892
8894
8929
7638
San Pedro HS Marine Science

So. Shores EL Performing Arts
74th Street EL G/HA
Van Nuys HS Math/Science
Van Nuys HS Performing Arts
Washington HS Communications
Welby Way EL G/HA
September 1982
5783
8680
8727
7137
8833
8927
7697
7850
Flournoy EL Math/Science
Garfield HS Computer Science
King Drew HS Medical
LAUSD/USC Math/Science
Roosevelt HS Math/Science
Washington HS Math/Science
Westminster EL Comp/Science
Wonderland EL G/HS
September 1983
3508 Eagle Rock EL H/G
September 1984
2275
3830
4165
8615
6014
5426
September 1986
8687 Hamilton HS Humanities
September 1987
8595 Crenshaw HS Teacher Training

8594 Hamilton HS Music Academy
September 1989
8911 Venice HS Foreign Language

3672 Euclid El G/HA Bilingual
September 1990
8008
2069
8584
8256
8785
6080
6876
8435
7822
Baldwin Hills EL G/HA

Broadous EL Math/Science
Eagle Rock EL G/H
Eagle Rock HS G/HA
Harbor EL Math/Science G/HA
Multnomah EL Highly Gifted
Adams MS G/HA
Allesandro EL Coop Learning
Crenshaw HS G/HA
Muir MS Math/Science
No. Hollywood HS HG
Plasencia EL Math/Science
San Miguel EL Math/Science
Van Nuys MS Math/Science
Windsor Hills EL M/S Aerospace
20
Attachment
568 A
September 1991
8625
8663
8769
8944
8619
Fashion Careers (DBM)

Gardena HS Foreign Language
Monroe Law and Government
Westchester HS M/S Aerospace
Wilson HS Administrative Law
September 1992
8754 Bravo HS (Lincoln) Medical

8229 Madison MS Medical
2374 Hughes EL Math/Science
September 1993
8678 Granada Hills HS (CSUN)

8357 Revere MS Math/Science
September 1994
8049
8558
2604
8572
8105
8603
8746
4132
8684
4453
8183
4617
8745
8225
5179
5316
8239
5427
8799
8809
September 1997
4644 San Antonio EL M/S

5702 Nueva Vista EL Performing Arts (PA)
8891 Van Nuys HS Medical
September 1998
8604 Dorsey HS Police Academy

8767 Monroe HS Police Academy
8613 Wilson HS Police Academy
Belvedere MS Latin Music

Birmingham HS Journal (Pearl)
Buchanan EL Math/Science
Canoga Park HS Environmental
Curtis MS Math/Science
Dorsey HS Law/Government
Electronic HS (DBM)
Gledhill EL Math/Science
Grant HS Communications
Haskell El Math/Science
Holmes MS Int. Humanities
Humphreys EL M/S
LAUSD/USC HS M/S
Le Conte MS International Humanities
Marvin EL Dual Language
Miles EL Math/Science
Millikan MS Performing Arts
Multnomah El Environmental/Science
Palisades HS M/S Charter
Polytechnic HS M/S
8815 Reseda HS Environmental/Sci.
8879 Sylmar HS M/S
8494 Wright MS M/S Aero
21
Attachment
569 A
September 1999
8061
2480
8101
8128
8138
8175
8180
8724
8218
8732
8234
8715
8813
8851
8926
Bethune MS Math/Science
Braddock EL G/HA
Columbus MS Math/Science
Fleming MS Math/Science
Frost MS M/S/Computer
Henry MS M/S/Computer
Hollenbeck MS M/S/Technology
Kennedy HS Architecture
Lawrence MS G/HA
Lincoln HS Math/Science
Marina Del Rey MS PA
Marshall HS G/HA
Reseda HS Police Academy
San Pedro HS Police Academy
Washington HS Music
September 2001
2590
3288
6881
8209
6882
Bryson EL Math/Science
Crescent Heights EL Language Arts/Social Justice
Independence EL M/S/T
King MS G/HA/Technology
Montara EL M/S/T
September 2003
8150
6159
6975
7036
8913
Gage MS M/S/Technology
Purche EL Science/Technology
Sunland EL G/HA
Taper EL Technology
Verdugo Hills HS Multi-Media
September 2004
8853 Orthopaedic Hospital HS Medical
September 2005
8382 South Gate MS Science/Technology/Math
September 2009
8021
8022
8146
7950
5219
8023
8023
8025
####
6137
8147
Burbank MS Science/Technology/Math
Burbank MS Police Academy
Canoga Park HS World Language/Business/Trade
Cowan EL Gifted/Highly Gifted/High Ability International
Humanities
Melrose EL Science/Technology/Math
Mount Gleason MS Gifted/Highly Gifted/High Ability
Mulholland MS Police Academy
Nimitz MS Science/Technology/Math
Northridge MS Technology Media
Point Fermn EL Marine Science
Reseda HS Law/Public Services
22
Attachment
570 A
September 2010
August 2011
7751 Roosevelt HS Science/Technology/Math

8881 South East HS Technology Media
7754 University HS Digital Media
August 2012
2250
5171
5172
7695
Academy for Enriched Studies (Housed at Lockhurst ES)

King MS Environmental Studies
Mark Twain World Language
Westchester HS Aviation/Aerospace Science
Gifted/Highly Gifted/High Ability
7696 Westchester HS Environmental/Natural
Science/Engineering
8943 Westchester HS Health/Sports Medicine
August 2013
2307
8584
8595
8596
8396
8208
7646
8396
7645
7647
7648
8493
August 2014
Dr. Sammy Lee ES Medical Health Science

Crenshaw HS Visual and Performing Arts
Crenshaw HS Business, Entrepreneurship and Technology
Crenshaw HS Science, Technology, Engineering Mathematics and
Medicine
Irving MS Advanced Math, Music and Engineering
King MS Film and Media
Sun Valley MS Biomedical Sciences, Engineering and Leadership
Sun Valley MS Engineering Arts and Technology for Global
Progress
Sun Valley MS Environmental Studies through Arts and Sciences
Venice HS Science, Technology, Engineering, Math and Medicine
Verdugo Hills HS Visual and Performing Arts
Wright MS Engineering and Design
7621 Banning CIS HS Business & Technology

7622 Bell HS Gifted/Highly Gifted/High Ability Science, Technology,
Engineering and Math
2849 Carthay ES Center for Environmental Studies
7715 Chavez LA Art, Theatre, and Entertainment
2277 Commonwealth ES Gifted/Highly Gifted/High Ability Arts and
Technology
5210 Le Conte MS Center for Enriched Studies Communication
Arts
4986 Los Feliz ES Science, Technology, Engineering, Math &
Medicine
6329 Rockdale ES Visual & Performing Arts
8606 Torres HS East L.A. Performing Arts
23
Attachment
571 A
August 2015
8030 Bancroft MS Gifted/Highly Gifted/High Ability Science,

Technology, Engineering, Art and Math
3110 Clifford ES Math/Technology
8104 Dana MS Science, Technology, Engineering, Art and Math
7750 Environmental and Social Policy HS (Lincoln)
5198 Mayall ES Academy of Arts and Technology
8264 Nightingale MS Business, Entrepreneurship and Technology
8462 Virgil MS Medical and Health Sciences
August 2016
8529
2630
4452
8174
8693
8725
5014
8230
8259
8264
8306
8814
8116
6493
7604
8880
8487
8490
8618
Banning HS Firefighter Academy

Burbank ES Gifted/Highly Gifted/High Ability Global Learning
Haskell ES STEAM (Formerly a magnet center)
Henry MS Visual and Performing Arts
Hollywood HS Communication and Technology
Kennedy HS Medical
Loyola Village ES Fine/Performing Arts (Formerly a magnet center)
Madison MS Computer Science/Engineering Design
Mullholland MS Robotics
Nightingale MS G/HG/HA STEM
Olive Vista MS Science, Technology, Engineering, Arts and Math
Reseda HS Arts, Media and Entertainment
Romer MS Science, Technology, Engineering, Math
San Pascual ES STEAM
The Science Academy MS Gifted Science, Technology,
Engineering, Math
Taft HS G/HG/HA STEAM
White MS Science, Technology, Engineering, Arts and Math
Wilmington MS STEAM
Wilson HS Firefighter Academy
24
Attachment
572 A
APPENDIX 3
MAGNET COORDINATOR DUTIES

The magnet coordinator position is a vital part of the theme-based Court-Ordered voluntary
integration program. It is important that each magnet site be allotted a dedicated magnet
coordinator position to ensure that the magnet program objectives are: relevant to the overall
goals of the program; applicable to the specific activities that are conducted in the program;
focused to ensure capacity building, increased accessibility and enhanced quality; and
measured by data to ensure the academic achievement of magnet students. Magnet
coordinators follow accountability and compliance guidelines as established by the LAUSD
Board of Education, California Department of Education and Court Order all to ensure that the
integrity of the program remains intact. Previously, each magnet site was allotted a magnet
Clerk; however beginning with the 2009-2010 school year, that position no longer exists. The
magnet coordinator must continue many of these critical responsibilities essential to the
success of the magnet program.
The magnet coordinator must carry out the following per District guidelines:
x
Work under the direction of the principal, to implement the magnet program
Make phone calls to parents to determine whether or not they will accept Magnet
placement for their child:
9 Ensure that students are called from the list in order
9 Detailed documentation of contacts on paper roster and in SIS
9 Make three contacts by phone/mail
Accept paperwork and enroll students into the magnet using SIS
Access the confidential magnet lists (Active, Wait, Late Lists)
Answer numerous questions about the magnet theme, policies, and procedures
Assist local school personnel in counseling, programming, discipline and supervision

budget expenditures, funded programs, etc.
Compile and maintain accurate records with regard to the overall operation of the
Magnet program
Assist with magnet fairs, tours and meetings to promote recruitment activities
Conduct meetings to obtain and disseminate information pertinent to the magnets theme
25
Attachment
573 A
MAGNET COORDINATOR DUTIES cont.

x
Visit feeder schools to promote the magnet program and conduct school tours for
prospective students and parents
Conduct/plan theme-based staff development for teachers and create articulation with
other magnets to discuss best practices
Assist in the preparation and mailing of any communication
Confer with parents and staff in the planning and preparation of budgets, grant
proposals, and programs, which affect the magnet
Create effective methods of communication with parents
Create partnerships with community members and local businesses that support the
magnet theme
Develop, with the participation of teaching staff, innovative programs to expand student
opportunities for integration, academic enrichment and growth
Ensure all records are available for yearly review (see Compliance Guidelines) and are
stored/accessible for five years
Keep an accurate account of equipment, texts, etc., issued through magnet

center/school office
Maintain magnet equipment inventory as part of compliance documentation
Maintain a file of incoming and outgoing correspondence
Maintain good public relations through positive in-person and telephone contacts
Prepare Annual Evaluation Report as Site Evaluator (per Education Code 58510)
Serve as the liaison between the magnet and Transportation Branch personnel
regarding their students bus transportation
Support and assist personnel involved with student services, such as theme related field
trips, extracurricular activities, etc.
Perform any other duties assigned which are necessary in the operation and
maintenance of the magnet program
26
Attachment
574 A
APPENDIX 4
Magnet Schools and Centers
Alternative Programs of Choice (EC-58500-58512)
GUIDELINES FOR TEACHERS/STAFF PARTICIPATING IN THE MAGNET PROGRAM
The magnet program follows Ed. Code 58500 Alternative Schools of Choice. The following
guidelines must be followed for compliance with Court-Ordered, District, Office of Student
Integration Services, and Ed. Code mandates:
Teachers must be selected per magnet program guidelines (Ed. Code 58503: Teachers
employed in alternative schools of choice shall be selected entirely from volunteers.) Magnet
schools should consult District teacher hiring policies and guidelines as applicable.
There must be a full magnet program course offering (five (5) classes per magnet teacher
Ten(10) teachers equal 50 identified Magnet classes.)
Teachers assigned to secondary magnet centers must teach a minimum of three
periods each day in the magnet program. If a magnet teacher is only assigned three
classes, then a Host teacher must teach the other two periods on the magnet teachers line.
(ex. Magnet algebra teacher teaches three magnet algebra classes and two host algebra
classes; then host geometry teacher must teach three geometry host classes and two
geometry magnet classes. Magnet English 7 teacher teaches four magnet classes and one
Host English 8 class; Host teacher teaches four English 8 classes and one magnet elective).
A host teacher may not teach more than two magnet classes.
Magnet teachers must be assigned in keeping with the class norm established for
magnets or categorical program, whichever is less (ex. QEIA funds reduce class size in all
classrooms, including Magnet.)
Secondary counseling time must be allocated according to the norm table.
Teachers and staff must have an opportunity to meet regularly as a team to assess
magnet issues/needs. This time should be assigned during contract hours, not always as
part of the teachers personal time.
Magnet classes and teachers must be identified separately on the master program.
27
Attachment
575 A
GUIDELINES FOR TEACHERS/STAFF PARTICIPATING IN THE MAGNET PROGRAM cont.
Classes designated as magnet must be enrolled with 100% magnet students. If space
remains after all magnet students are programmed, up to 25% of a magnet class can be nonmagnet host school students (ex. Class norm is 34. 25 Magnet students equals 100%
enrollment, 6 additional host school students may be added; 28 magnet students equals
100% enrollment, only 6 host school students may be added because one cannot exceed the
Magnet norm. If however, because special funding provides for even lower class norms,
those must be followed with the same caveat, 100% magnet student enrollment).
A racial balance in all classes related to the magnet program must be maintained
The schools theme must be evident throughout the curriculum and in all magnet
classrooms.
All supplemental categorical funds must support students, including magnet students,
not meeting grade level standards.
28
Attachment
576 A
APPENDIX 5
GUIDELINES FOR STUDENTS PARTICIPATING IN THE MAGNET PROGRAM
The magnet program follows Ed. Code 58500 Alternative Schools of Choice. The following guidelines
must be followed for compliance with Court-Ordered, District, Office of Student Integration Services, and
Ed. Code mandates:
x
All students must have a magnet application on file (walk-in students must submit an
application to the school, which should then be forwarded to the Office of Student Integration
Services before the student begins classes).
The Districts magnet program is a State Court-ordered enrollment plan, expressly exempt
from Proposition 209. The order doesnt reach into classroom composition where students are
placed in a classroom based on legitimate, nondiscriminatory criteria such as ELD level - to then
deviate from the Master Plan and make distinctions in class composition solely based on the
race, color, or national origin of the students would actually violate Federal law (Title VI) as well
as State law (Prop 209).
Previous classroom performance shall not be a criterion for limiting any student from the
opportunity of attending an alternative school of choice (Ed Code 58504). Grades and/ or
attendance cannot be used as a reason to exclude Magnet students from the program.
Students in secondary magnet centers must be programmed into at least three periods of
Magnet classes (but preferable five).
Transportation and counseling arrangements must be made to include magnet students

in pre-registration. This will ensure equitable access to all classes offered.
Student must have an opportunity to participate in co- and extra-curricular activities

offered by the Host school.
A student from the host school may take no more than two magnet classes per semester,
and may only be programmed into a magnet class per UTLA contract guidelines. The
UTLA contract (Article XVIII, Section 3.4) stipulates: In order to be considered a magnet class in
a magnet center, a class must contain more than 75% magnet students.
29
Attachment
577 A
GUIDELINES FOR STUDENTS PARTICIPATING IN THE MAGNET PROGRAM (continued)
Once a student is enrolled into the magnet school or center, it is the schools responsibility to provide a
positive integrated setting and to make every effort to assure the students success. To meet the
academic and department standards set by the magnet program, the staff will:
hold an orientation meeting for parents and students before school opens to review school standards,
procedures, student expectations, curriculum, homework policy, etc.
involve parents in regular magnet school communication, meetings, and progress reports.
contact parents immediately when an academic or a department problem arises.
counsel all students regularly and provide remedial or skill building opportunities for students who are
achieving below expectation.
30
Attachment
578 A
APPENDIX 6
PROGRAM DESCRIPTION/GUIDELINES
The integration programs in LAUSD, including magnets, were established by Court- Order to
address the five harms of racial isolation:
-Low Academic Achievement
-Interracial Hostility and Intolerance
-Low self-esteem
-Overcrowded Conditions
-Lack of Access to Post-Secondary Opportunities
On June 24, 2008, the Los Angeles School District Board of Education (Board Report #48007/08, Magnet Schools and Programs) designated all magnet programs in LAUSD as
Alternative Programs of Choice and must follow the guidelines under Education Code (EC)
sections 58500-58512. The EC Section 58510 states:
Each district operating an alternative school shall annually evaluate such school. The
evaluation shall include testing of basic skills for student participants, and must identify
the variables which may have affected student academic achievement. The process of
evaluation shall also include teacher, parent, and student input from the alternative
school itself. These evaluation reports shall be sent to the Superintendent of Public
Instruction on or before August 1st of the following year and shall be annually reviewed
by persons designated by the superintendent who are not employed by the district
operating the alternative.
The Annual Evaluation (REF-4798.2) report will:
Show how well the alternative school or program of choice is helping students
achieve grade-level proficiency
Track changes in the school or program over time
Identify any assistance needed in meeting its objectives
Provide community-wide information about its accomplishments
The Annual Evaluation must include information on the following:
% Free or reduced price lunch
% Gifted and Talented Education Program students
% English Learners
% Students with disabilities
% School mobility
The Annual Evaluation should be on file at every magnet school. Goals and objectives should
be directly related to the purpose of the magnet program.
The Annual Evaluation should use the following headings to describe your specific magnet
program
31
Attachment
579 A
Overview
In this section, provide an overview of the alternative school or program of choice. Magnets are
considered as one kind of alternative school of choice (see Appendix). Include background
information (when the school/program began, why it was established, its purpose and goals,
and other relevant information). If this is not a first year report, highlight successes and
challenges that will be discussed later in the report.
Identification of Variables
In this section, describe the variables (special features) of the school or program that may have
affected student outcomes. Identification of these variables is a requirement of EC Section
58510. The focus of this requirement is on the features of the alternative school or program
learning environment that differentiate it from other schools and programs. Some examples of
variables (or clusters of variables) follow:
a highly mobile student population
a different instructional strategy, such as independent study or dual immersion language
instruction
a different structure, such as multiple-grades classes instead of single-grade classes
a different curriculum focused on a particular theme, such as the performing arts or
technology
a different educational philosophy, such as Montessori or Waldorf
the use of small learning communities
a focus on at-risk students or those facing significant challenges
If applicable, include any objectives/goals related to the variables, a discussion of how well
each objective/goal was or was not met, and any recommendations for the next school year.
(This information may be included in the next section if it is more appropriate.)
Academic Achievement
In this section, provide a description, summary, and analysis of the data related to student
academic achievement. In addition to test results, this may include information about course
completion, attendance, or any other method or strategy that measures student achievement.
As required by EC Section 58510, all students of the alternative school or program of choice
must be tested for basic skills. Students of these schools and programs are required to
participate in the same tests as other students in the district.
Provide a summary of test data trends over three consecutive years (if available). Data may be
presented in text, tables, or graphs. Summarize data from state tests (including results from the
Standardized Testing and Reporting Program and California High School Exit Exam, if
32
Attachment
580 A
appropriate), pre- and post-test results (if administered), and any other measures used to
record academic change, along with:
An analysis of the results

A description of student achievement at the school or program as compared with
achievement at comparable traditional schools in the district
A comparison of the results for the school or program over the three-year period
If applicable, include any objectives or goals regarding student academic achievement, a

discussion of how well each objective/goal was or was not met, and any recommendations for
the next school year.
Teacher/Student/Parent/Guardian Input
In this section, provide a copy of the material(s) used to gather input. Include the results for
each question asked and an evaluation of the results.
Teacher, student, and parent/guardian input about the alternative school or program is
required. Although the EC does not specify a particular method for getting information from the
three groups, surveys or questionnaires are commonly used to solicit observations and
opinions.
Objectivity and accuracy are important, so whoever is collecting the data should consider how
best to get representative, as well as adequately comprehensive comments.
Generally, it is preferable to collect the data near the end of the school year.
Conclusions and Recommendations
In this section, describe:
How well the school or program performed during the evaluation year
Any significant accomplishments
Any areas that need improvement
Recommendations for improvement
33
581
Attachment B
Magnet Schools/Centers Submitting Reports
2015 - 2016
PROGRAM NAME
107 ST ES SCIENCE/TECHNOLOGY/MATH
32ND ST/USC ES PERFORMING ARTS
74TH ST ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
ACADEMY FOR ENRICHED SCIENCES ES
ADAMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
ALLESANDRO ES COOPERATIVE LEARNING
AMBLER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
AMESTOY ES TRILINGUAL
ARROYO SECO MUSEUM SCIENCE
AUDUBON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
BALBOA ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
BALDWIN HILLS ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
BANCROFT MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
SCIENCE/TECHNOLOGY/ENGINEERING/ARTS AND MATH
BANCROFT MS PERFORMING ARTS
BANNING HS COLLEGE INCENTIVE PROGRAM
BANNING CIS HS BUSINESS/TECHNOLOGY
BELL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY
SCIENCE/TECHNOLOGY/ENGINEERING/MATH
BELVEDERE MS LATIN MUSIC
BELVEDERE MS MEDIA/COMMUNICATIONS
BETHUNE MS SCIENCE/TECHNOLOGY/MATH
BRADDOCK ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
BRADLEY ES POLITICS/GOVERNMENT
BRAVO HS MEDICAL
BRENTWOOD ES SCIENCE
BROADOUS ES SCIENCE/TECHNOLOGY/MATH
BRYSON ES SCIENCE/TECHNOLOGY/MATH
BUCHANAN ES SCIENCE/TECHNOLOGY/MATH
BURBANK MS SCIENCE/TECHNOLOGY/MATH
BURBANK MS POLICE ACADEMY
BURROUGHS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
BYRD MS SCIENCE/TECHNOLOGY/MATH
CANOGA PARK HS WORLD LANGUAGES/INTERNATIONAL BUSINESS/TRADE
CANOGA PARK HS ENVIRONMENTAL/VETERINARY SCIENCE
CANTERBURY ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
CARTHAY ES CENTER FOR ENVIRONMENTAL STUDIES
CHAVEZ LA ARTS/THEATRE/ENTERTAINMENT
CLIFFORD ES MATH/TECHNOLOGY
COLUMBUS MS MEDICAL/MATH/SCIENCE
COMMONWEALTH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY
COWAN ES GIFTED/HIGHLY GIFTED/HIGH ABILITY INTERNATIONAL HUMANITIES
TH
1 of 5
582
COST CENTER
1585702
1713701
1664402
1225001
1800902
1206802
1208902
1209602
1432201
1802802
1226901
1227402
LD
S
C
W
NW
C
C
S
S
C
W
NW
W
1803803
1803802
1852902
176202
W
W
S
S
1853614
1804703
1804702
1806002
1247902
1712301
1875401
1250701
1382902
1258902
1260302
1806602
1806603
1807502
1808002
1857106
1857102
1278102
1771501
1771501
1311001
1810202
1319202
1326002
E
E
E
S
W
W
E
W
NE
E
C
C
C
W
NE
NW
NW
NE
W
NE
C
NW
C
W
Attachment B
2015 - 2016
PROGRAM NAME
CRENSHAW HS BUSINESS/ENTREPRENEURSHIP/TECHNOLOGY
CRENSHAW HS SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE
CRENSHAW HS VISUAL AND PERFORMING ARTS
CRESCENT HEIGHTS ES LANGUAGE ARTS/SOCIAL JUSTICE
CURTISS MS SCIENCE/TECHNOLOGY/MATH
DANA MS SCIENCE/TECHNOLOGY/ENGINEERING/ARTS/MATH
DODSON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
DORSEY HS LAW/PUBLIC SERVICE/PROTECTIVE POLICE SERVICES
DORSEY HS SCIENCE/TECHNOLOGY/MATH
DOWNTOWN BUSINESS
DREW MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
EAGLE ROCK ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
EAGLE ROCK ES HIGHLY GIFTED
EAGLE ROCK HS GIFTED/HIGHLY GIFTED/HIGH ABILITY
EL SERENO MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
EL SERENO MS SCIENCE/TECHNOLOGY/MATH
ELECTRONIC INFORMATION/MULTIMEDIA
ENVIRONMENTAL AND SOCIAL POLICY HS- LINCOLN HS
EUCLID ES GIFTED/HIGHLY GIFTED/HIGH ABILITY BILINGUAL
FAIRFAX HS VISUAL ARTS
FLEMING MS SCIENCE/TECHNOLOGY/MATH
FLOURNOY MS SCIENCE/TECHNOLOGY/MATH
FRANKLIN HS SCIENCE/TECHNOLOGY/MATH
FREMONT HS SCIENCE/TECHNOLOGY/MATH
FROST MS SCIENCE/TECHNOLOGY/MATH
GAGE MS SCIENCE/TECHNOLOGY/MATH
GARDENA HS WORLD LANGUAGES
GARFIELD HS COMPUTER SCIENCE
GLEDHILL ES SCIENCE/TECHNOLOGY/MATH
GRANT HS COMMUNICATIONS TECHNOLOGY
GRIFFITH MS SCIENCE/TECHNOLOGY/MATH
HAMILTON HUMANITIES
HAMILTON MUSIC ACADEMY
HARBOR ES GIFTED/HIGHLY GIFTED/HIGH ABILITY/MATH/SCIENCE
HASKELL ES SCIENCE/TECHNOLOGY/MATH
HENRY MS COMPUTER/MATH/SCIENCE
HILLCREST CES ES MUSIC
HOLLENBECK MS SCIENCE/TECHNOLOGY/MATH
HOLLYWOOD HS PERFORMING ARTS
HOLMES MS INTERNATIONAL HUMANITIES
HUGHES ES SCIENCE/TECHNOLOGY/MATH
HUMPHREYS ES SCIENCE/TECHNOLOGY/MATH
INDEPENDENCE ES SCIENCE/TECHNOLOGY/MATH
2 of 5
COST CENTER
1859603
1859601
1859602
1328801
1810302
1810402
1811002
1860003
1860002
1873801
1811202
1350703
1350702
1861402
1811803
1811802
1873803
1775001
1367102
1862102
1812702
1578102
1864302
1865002
1813702
1815102
1866402
1867902
1413002
1868302
1816802
1868603
1868602
1601302
1445202
1817402
1452802
1817902
1869302
1818202
1237502
1461602
1688002
583
LD
W
W
W
W
S
S
S
W
W
C
S
C
C
C
E
E
C
E
E
W
S
S
C
S
NW
E
S
E
NW
NE
E
W
W
S
NW
NW
W
E
W
NW
E
E
E
Attachment B
2015 - 2016
PROGRAM NAME
IRVING MS ADVANCED MATH/MUSIC/ENGINEERING
JF KENNEDY HS ARCHITECTURE/DIGITAL ARTS
KESTER ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
KING MS ENVIRONMENTAL STUDIES
KING MS FILM/MEDIA
KING MS GIFTED/HIGHLY GIFTED/HIGH ABILITY/ARTS/TECHNOLOGY
KING-DREW MEDICINE/SCIENCE
LAUSD/USC CINEMATIC ARTS/TECHNOLOGY
LAWRENCE MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
LE CONTE CES MS COMMUNICATIONS/ARTS
LE CONTE MS INTERNATIONAL HUMANITIES
LEE ES MEDICAL/HEALTH SCIENCE
LINCOLN HS SCIENCE/TECHNOLOGY/MATH
LOMITA ES SCIENCE/TECHNOLOGY/MATH
LORNE ES SCIENCE/TECHNOLOGY/MATH
LOS ANGELES CENTER FOR ENRICHED STUDIES (LACES)
LOS ANGELES HS SCIENCE/TECHNOLOGY/MATH
LOS FELIZ ES SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE
LOYOLA VILLAGE ES FINE/PERFORMING ARTS
MANUAL ARTS HS COLLEGE PREPARATORY
MARINA DEL REY MS PERFORMING ARTS
MARK TWAIN MS WORLD LANGUAGES
MARKHAM MS HEALTH CARREERS
MARSHALL HS GIFTED/HIGHLY GIFTED/HIGH ABILITY
MARVIN ES LANGUAGE
MAYALL ES ACADEMY OF ARTS AND TECHNOLOGY
MELROSE ES SCIENCE/TECHNOLOGY/MATH
MID-CITYS PRESCOTT ES ENRICHED SCIENCES
MILES ES SCIENCE/TECHNOLOGY/MATH
MONLUX ES SCIENCE/TECHNOLOGY/MATH
MONROE HS LAW/GOVERNMENT
MONROE HS POLICE ACADEMY
MONTARA ES SCIENCE/TECHNOLOGY/MATH
MOUNT GLEASON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
MUIR MS SCIENCE/TECHNOLOGY/MATH
MULHOLLAND MS POLICE ACADEMY
MULTNOMAH ES ENVIRONMENTAL SCIENCE
MULTNOMAH ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
NARBONNE HS SCIENCE/TECHNOLOGY/MATH
NIGHTINGALE MS BUSINESS/ENTREPRENEURSHIP/TECHNOLOGY
NIMITZ MS SCIENCE/TECHNOLOGY/MATH
NORTH HOLLYWOOD HS HIGHLY GIFTED
NORTH HOLLYWOOD HS LA ZOO BIOLOGICAL SCIENCE
3 of 5
COST CENTER
1818901
1872502
1472602
1820803
1820801
1820802
1872701
1713702
1821702
1822602
1822602
1230701
1872902
1493201
1497302
1874101
1873602
1230701
1501402
1874302
1823502
1842502
1823702
1875002
1517802
1519801
1521901
1350001
1531502
1534202
1876803
1876802
1687802
1824002
1825502
1825902
1542503
1542502
1877902
1826402
1826802
1878602
1878603
584
LD
C
NW
NE
C
C
C
S
C
NW
W
W
C
E
S
NW
W
W
C
W
C
W
W
S
C
W
NW
W
W
E
NE
NW
NW
E
NE
W
NW
E
E
S
E
E
NE
NE
Attachment B
2015 - 2016
PROGRAM NAME
NUEVA VISTA ES VISUAL/PERFORMING ARTS
ORTHOPAEDIC HOSPITAL HS MEDICAL
PACOIMA MS COMPUTER SCIENCE/MATH
PACOIMA MS TELEVISION/FINE ARTS
PALMS MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
PASEO DEL REY ES NATURAL SCIENCE
PEARL HS JOURNALISM/COMMUNICATIONS
PEARY MS SCIENCE/TECHNOLOGY/MATH
PLASENCIA ES SCIENCE/TECHNOLOGY/MATH
POINT FERMIN ES MARINE SCIENCE
POLYTECHNIC HS SCIENCE/TECHNOLOGY/MATH
PORTER MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
PORTOLA MS HIGHLY GIFTED
PURCHE ES SCIENCE/TECHNOLOGY
RESEDA HS ENVIRONMENTAL/PHYSICAL SCIENCE
RESEDA HS LAW/PUBLIC SERVICE
RESEDA HS POLICE ACADEMY
ROCKDALE ES VISUAL/PERFORMING ARTS
ROOSEVELT HS ENVIRONMENTAL/SOCIAL POLICY
ROOSEVELT HS SCIENCE/TECHNOLOGY/MATH
RUSSELL ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
SAN ANTONIO ES SCIENCE/TECHNOLOGY/MATH
SAN FERNANDO HS SCIENCE/TECHNOLOGY/MATH
SAN JOSE ES HIGHLY GIFTED
SAN MIGUEL ES SCIENCE/TECHNOLOGY/MATH
SAN PEDRO HS MARINE SCIENCE/TECHNOLOGY/MATH
SAN PEDRO HS POLICE ACADEMY
SEPULVEDA MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
SHERMAN OAKS CENTER FOR ENRICHED STUDIES (SOCES)
SOUTH EAST HS TECHNOLOGY/MEDIA
SOUTH GATE MS SCIENCE/TECHNOLOGY/MATH
SOUTH SHORES ES PERFORMING ARTS
STEVENSON MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
SUN VALLEY BIOMEDICAL SCIENCES/ENGINEERING/LEADERSHIP
SUN VALLEY MS ENGINEERING/ARTS/TECHNOLOGY FOR GLOBAL PROGRESS
SUN VALLEY MS ENVIRONMENTAL STUDIES THROUGH ARTS AND SCIENCES
SUNLAND ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
SYLMAR HS SCIENCE/TECHNOLOGY/MATH
TAPER ES TECHNOLOGY
TORRES HS PERFORMING ARTS
UNIVERSITY HS DIGITAL MEDIA
VALLEY ALTERNATIVE
VAN NUYS MATH/SCIENCE SH MAG
4 of 5
COST CENTER
1237802
1885301
1832103
1832102
1834002
1605201
1855801
1835202
1324702
1613701
1863602
1835402
1810702
1615802
1881403
1881408
1881402
1632901
1775001
1775101
1643802
1464102
1884302
1647902
1687502
1885003
1885002
1836302
1884201
1888108
1837702
1687001
1838702
1839603
1839601
1839602
1697302
1887802
1703502
1860601
1888607
1739001
1889303
585
LD
E
C
NE
NE
W
W
NW
S
C
S
NE
NW
NW
S
NW
NW
NW
C
E
E
S
E
NE
NW
E
S
S
NW
NW
E
E
S
E
NE
NE
NE
NE
NE
S
E
W
NW
NE
Attachment B
2015 - 2016
PROGRAM NAME
VAN NUYS HS MEDICAL
VAN NUYS HS PERFORMING ARTS
VAN NUYS HS SCIENCE/TECHNOLOGY/MATH
VAN NUYS MS SCIENCE/TECHNOLOGY/MATH
VENA ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
VENICE HS SCIENCE/TECHNOLOGY/ENGINEERING/MATH/MEDICINE
VENICE HS WORLD LANGUAGES/GLOBAL STUDIES
VERDUGO HILLS HS MULTIMEDIA/TECHNOLOGY
VERDUGO HILLS HS VISUAL/PERFORMING ARTS
VINTAGE ES SCIENCE/TECHNOLOGY/MATH
VIRGIL MS MEDICAL/HEALTH SCIENCE
WASHINGTON HS SCIENCE/TECHNOLOGY/MATH
WASHINGTON HS MUSIC ACADEMY
WESTCHESTER HS ENVIRONMENTAL/NATURAL SCIENCE/ENGINEERING
WESTCHESTER HS GIFTED/HIGHLY GIFTED/HIGH ABILITY AVIATION/AEROSPACE
WESTCHESTER HS HEALTH/SPORTS MEDICINE
WESTMINSTER ES COMPUTER SCIENCE/MATH
WESTSIDE ECOSYSTEMS/ENVIRONMENTAL SCIENCES
WILSON HS ADMINISTRATIVE LAW
WILSON HS POLICE ACADEMY
WINDSOR HILLS ES MATH/SCIENCE/AEROSPACE
WONDERLAND ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
WRIGHT MS ENGINEERING/DESIGN
AFFILIATED CHARTERS
CLEVELAND HS HUMANITIES
COMMUNITY ES
MILLIKAN MS PERFORMING ARTS
NOBEL MS SCIENCE/TECHNOLOGY/MATH
OPEN ES
REVERE MS GIFTED/HIGHLY GIFTED/HIGH ABILITY
WELBY WAY ES GIFTED/HIGHLY GIFTED/HIGH ABILITY
5 of 5
586
COST CENTER
1889302
1889304
1889303
1843402
1746602
1890707
1890702
1891402
1891408
1756201
1846202
1892803
1892802
1894310
1894309
1894301
1769902
1331101
1861803
1861802
1782201
1784902
1849301
LD
NE
NE
NE
NE
NE
W
W
NE
NE
NW
C
W
W
W
W
W
W
W
E
E
W
W
W
COST CENTER
1859002
1274101
1823802
1827202
1588901
1835602
1763702
LD
NW
W
NE
NW
W
W
NW
587
INFORMATIVE
588
589
590
TAB 35
591


Acceptance of Active Transportation Program Grant Application
June 14, 2016
Action Proposed:
The Division of Instruction proposes that the Board of Education authorize the completion of the Active
Transportation Program grant application for the California Department of Transportation in the amount of
$1,359,013. Thirty middle schools have been identified to participate, starting in 2017
Background:
The purpose of this report is to provide the members of the Board of Education with information regarding an
award for the Active Transportation Program grant to promote transportation bicycle safety in schools physical
education programs and to increase non-motorized active transportation of middle school students in areas
identified as high-risk bicycle accident zones.
Expected Outcomes:
Acceptance of the Active Transportation Program grant will allow physical education teachers to provide
instruction in bicycle safe riding skills to 36,000 middle school students over a two year period. In addition, the
Youth Educational Sports, Inc. (YES) organization will use the Train the Trainer model to certify 90 physical
education teachers to become School Cycling Instructors. This will help to increase sustainability of the
program and eliminate the need to contract with YES beyond the term of this grant.
The active transportation data for Los Angeles County and the state of California indicates that in Los Angeles
County, only 1.1% of school-age children bike to school, which is lower than the statewide average of 2.0%.
The need for robust education in schools was identified in the 2010 City of LA Bicycle Plan, which calls for the
coordinated installation of over 1,600 miles of bicycle paths, lanes and routes across the city. The Citys Safe
Routes to School Strategic Plan builds on the Bicycle Plan by prioritizing a network of bicycle and pedestrian
safety improvements within a half-mile radius of high-priority schools, designated as such by student
proximity, low-income households and nearby collision rates. These plans are both well underway for
implementation, with the city installing over 300 miles of new bikeways since 2010. The students taught
through this program will have a continuously expanding network of bicycle infrastructure to use both within
their neighborhoods and to regional destinations as they grow older and become more confident riders.
Bike clubs will be established in the after school program at each participating site to encourage students to ride
bikes to school, as a low cost form of transportation. It is anticipated that the number of students that ride bikes
to school will double. The after school programs encouragement activities enable students to further develop
their bicycle safety skills in a real world setting, which increases the likelihood of students becoming lifelong
cyclists.
The Los Angeles Unified School District has been notified that the District may complete the next steps in the
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592
application Active Transportation Program grant application process. Approval of the grant application by the
Board will allow the completion of necessary application steps to ensure the receipt of funding in the amount of
$1,359,013 to teach bicycle safety in physical education classes at 30 middle schools, reaching 36,000 students
each year. If authorization is not granted, the District will not receive $1,359,013 and 36,000 middle school
students will not be provided Bicycle Safety in their physical education classes.
This action does not change District policy and is in alignment with the 2012-2035 Southern California
Association of Governments (SCAG) Regional Transportation Plan (RTP), which was adopted in April
2012.
Budget Impact:
Funding for the Active Transportation Program grant is provided through Caltrans and the Department of
Transportation. No General Funds are used and no matching funds are required.
None.
Attachments:
Attachment A: Tentative Participating School List
Attachment B: School Sites w/ Percentage of Free/Reduced Lunch
Attachment C: School Sites & Bicycle Collisions (2007-2012)
Informative:
Acceptance of Active Transportation Program Grant Application
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593
______________________________
MICHELLE KING
Superintendent
_____________________________
DR. FRANCES GIPSON
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
KATIE MCGRATH
Director, Elementary
REVIEWED BY:
______________________________
CHERYL SIMPSON
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Attachment A594
Active Transportation Program Grant

Tentative Participating School List
School
% Free Reduced Lunch
Enrollment
LAUSD Board
District
LD
Adams MS
93.08
1,020
Audubon MS
86.07
782
Bancroft MS
85.43
1,241
Belvedere MS
84.17
1,385
Berendo MS
94.9
1,035
Byrd MS
86.76
1,662
Carver MS
79.4
1,087
XP
Columbus MS
85.04
833
Edison MS
94.44
1,179
10
Elizabeth LC
85.36
1765
11
Griffith MS
88.33
1,382
12
Irving MS
83.94
612
13
King MS
88
1,522
14
LA Academy MS
90.3
1,658
15
LA Leadership Academy
94.62
538
XR
16
Liechty MS
89.57
1,244
17
Madison MS
84.9
1,585
18
Marina Del Rey MS
87.9
773
19
Nava LA Bus &Tech
92.89
927
XP
20
Nightingale MS
91.12
948
21
Obama MS
88.82
1,119
XP
22
Ochoa MS
83.42
1,517
23
Olive Vista MS
89.82
1,256
24
Orchard Academies
91.68
912
25
Pacoima MS
84.75
1,557
26
Porter MS Ranch CS
80.07
1,225
XP
27
Romer MS
89.3
1,248
28
San Fernando MS
93.46
1,351
29
Sepulveda MS
87.98
1,628
30
South East MS
88.76
1,158
31
South Gate MS
85.17
2,015
32
Virgil MS
89.37
1,101
33
Vista MS
98.08
1,498
XP
34
Wilmington MS
83.62
1,621
35
Young Oak Kim Academy
94.8
885
$WWDFKPHQW%
595
$WWDFKPHQW&
596
INFORMATIVE
597
598
TAB 36



Meeting SB 359 California Mathematics Placement Act Requirements
June 14, 2016
Action Proposed:
Staff proposes that the Board of Education adopt the fair, objective and transparent mathematics placement
guidelines delineated in the Middle and High School Placement and Pathways Memorandum dated May 19,
2016 as required by the California Education Code. Establishes Board Rule 2720, Middle and High School
Placement and Pathways, the mathematics placement guidelines delineated in the Middle and High School
Placement and Pathways Memorandum dated May 19, 2016 and subsequent revisions to this document are the
policy of the District.
Background:
The California Mathematics Placement Act of 2015 (SB359) was approved by the Governor on October 5,
2015. The bill requires school districts and their governing boards to adopt (if not already established) fair,
objective, and transparent mathematics placement policies before beginning the 2016-17 school year.
LAUSD has existing policies in place, recently updated, to provide placement guidelines. SB359 further
requires these placement policies to be presented to the Board.
Expected Outcomes:
The Board will be presented with the information regarding the Districts compliance with SB 359.
The Board could adopt the mathematics placement guidelines, as written, or request modifications to the
guidelines. If changes are required, the Division of Instruction Mathematics Department would make the
necessary changes and submit a revised policy for approval prior to the end of the school year.
As this policy has been in place in prior years, there are minimal new implications to be anticipated. The goal
of the policy is to ensure students are placed in math courses that are aligned to fair and equitable placement
guidelines. The existing MEM-6458.1 is updated with additional guidelines to address the requirements of
SB359.
Budget Impact:
No impact on budget.
Placement policies must be in place prior to the start of the 2016-17 school year. Student placement data will be
reviewed and presented to the Board during the 2016-17 school year to ensure placement practices are equitable
and address and issues highlighted by the data.
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Attachments:
MEM-6458.1 - Middle and High School Mathematics Placement and Pathways
Meeting SB 359 California Mathematics Placement Act Requirements
Informative:
Meeting SB359 California Mathematics Placement Act Requirements
Submitted:
June 6, 2016, Revision 1
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______________________________
MICHELLE KING
Superintendent
_____________________________
Dr. Derrick Chau
Director, Secondary Instruction
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
Dr. Frances Gipson
REVIEWED BY:
______________________________
CHERYL SIMPSON
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602
MEMORANDUM
TITLE:
Middle and High School Mathematics Placement and

Pathways
NUMBER:
MEM-6458.1
ISSUER:
Frances Gipson, Ph.D., Chief Academic Officer

Derrick Chau, Ph.D., Director of Secondary Instruction
ROUTING
All Offices
LD Superintendents
LD Administrators of
Instruction
LD Instructional Directors
LD Secondary Mathematics
Coordinators
LD Counselor Coordinators
Principals
Mathematics Department
Chairs
APSCS/Counselors
DATE:
May 19, 2016
PURPOSE:
The purpose of this Memorandum is to provide information to schools regarding the

mathematics pathways and courses aligned to the Common Core State Standards
guidelines to schools regarding student placement in mathematics courses and provides
guidelines for acceleration pathways.
MAJOR
CHANGES:
The revision includes measures to address SB359.
BACKGROUND:
In 2010, the California Board of Education adopted the California Common Core State
Standards: Mathematics (CA CCSSM). The California Common Core State Standards
reflect the importance of focus, coherence, and rigor as guiding principles for
mathematics instruction and learning. The districts implementation demonstrates a
commitment to these principles. These standards were fully implemented and assessed
in the 2014-2015 school year. In the spring of 2015, students in grades 3-8 and 11 were
expected to show proficiency in the California Common Core State Standards as
assessed by the California Assessment of Student Performance and Progress (CAASPP)
Smarter Balanced Summative Assessments.
The CA CCSSM have shifted primary concepts, skills, and focus in all secondary
mathematics courses. Under the CA CCSSM, additional rigor is introduced in earlier
grade levels by including skills and concepts formerly included at higher-grade levels.
Careful evaluation of students prior achievement in mathematics assessments and
courses must be used in determining middle school and high school mathematics course
placement.
On October 5, 2015, the Governor signed SB 359, the California Mathematics
Placement Act of 2015, which requires school districts to develop and adopt, in a
regularly scheduled public meeting, a fair, objective, and transparent mathematics
placement policy for pupils entering grade 9 that includes the following:
1. Systematically takes multiple objective academic measures of pupil performance
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into consideration.
2. Includes at least one placement checkpoint within the first month of the school year
to ensure accurate placement and permit reevaluation of individual pupil progress.
3. Requires examination of aggregate pupil placement data annually
4. Offers clear and timely recourse for each pupil and his or her parent or legal
guardian who questions the pupils placement.
INSTRUCTIONS:
I. Middle School and High School Mathematics Courses and Pathways

A.
District Position
In line with the recommendation of the California Department of Education, the
California Common Core State Standards: Mathematics represent a tight
progression of skills and knowledge that is inherently rigorous and designed to
provide a strong foundation for success in the new, more advanced Algebra I
courses that will typically be taken by most students in the ninth grade.
Development of these skills and knowledge depends on students being placed in
the appropriate courses, with emphasis on the appropriate foundational concepts
at the appropriate time, throughout their K-8 sequence and beyond (California
Mathematics Framework, Appendix A).
Misplacement is common, with negative consequences for students when they
are unable to keep pace with the incremental difficulty of mathematics content;
students weaknesses in key foundational areas that support algebra-readiness
frequently translate into substantial difficulty reaching proficiency in higherlevel mathematics while in high school (Finkelstein, et al., 2012).
B.
Overview of Mathematics Pathways

1. College and Career Pathway
Students on the College and Career Pathway will be enrolled in CC Math
6, CC Math 7 and CC Math 8 or the Honors equivalent. The CA CCSSM is
rigorous with increasing emphases on conceptual understanding,
application, and procedural fluency. Learning the mathematics prescribed
by CA CCSSM requires that all students rise to the challenge by spending
time to learn each topic with diligence and dedication within the College
and Career Pathway. Skimming over existing materials in order to rush
ahead to more advanced topics can no longer be considered good practice
(Wu, 2012).
2. Accelerated Pathway for Middle School
The accelerated pathway is for students who show mastery of the gradelevel standards. According to the Common Core State Standards Initiative:
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Decisions to accelerate students into higher mathematics before ninth

grade must require solid evidence of mastery of prerequisite CCSSM.
Compacted [accelerated] courses should include the same Common Core
State Standards as the non-compacted courses. (Common Core State
Standards Initiative, Appendix A 2010).
Students will have opportunities to accelerate in middle and high school.
In the recommended accelerated pathway, three years of math are
combined into two years. Standards are not cut or skipped but compressed,
requiring that students learn at a faster pace. At the end of 6th grade,
students who are identified for the Accelerated Pathway will take
Accelerated CC Math 7, which contains all CC Math 7 standards and onehalf of CC Math 8 standards. In Grade 8, these students will take
Accelerated CC Algebra 1, which contains the remaining CC Math 8
standards and all the CC Algebra 1 standards.
3. Highly Accelerated Pathway (formerly Alternative Accelerated Pathway)
Accordingly, the California Mathematics Framework (Appendix A) asserts
that the decisions to accelerate students into the Common Core State
Standards for higher mathematics before ninth grade should not be rushed.
Prematurely placing students into an accelerated course sequence option
too early must be avoided. Likewise, it is not recommended to compact the
standards before grade seven to ensure that students are developmentally
ready for accelerated content. The Common Core State Standards for
Mathematics state, Placing students into tracks too early should be
avoided at all costs. It is not recommended to compact the standards
before grade seven. (Common Core State Standards Appendix A, pg. 81).
A decision to accelerate students into higher mathematics before ninth
grade must require solid evidence of mastery of the CA CCSSM
prerequisites. Mathematics is by nature hierarchical. Every step is a
preparation for the next one. Learning it properly requires thorough
grounding at each step and skimming over any topics will only weaken
ones ability to tackle more complex material down the road (Wu, 2012).
Serious effort must be made to consider solid evidence of a students
conceptual understanding, knowledge of procedural skills, fluency, and
ability to apply mathematics before moving a student into an accelerated
course sequence option. Multiple measures of academic achievement
should be used to make the determination that a student is ready for the
Highly Accelerated Pathway.
Again, in the Highly Accelerated Pathway standards are not cut or skipped
but compressed. In this pathway, compression is more significant,
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therefore, it is important students are able to handle the faster pace required
by this pathway. At the end of 5th grade, students who are identified for the
Highly Accelerated Pathway will take Highly Accelerated Common Core
Math 6/7, which compresses all of the standards from CC Math 6 and CC
Math 7 into one year. In 7th grade students who remain qualified for the
program will be enrolled in Highly Accelerated Common Core Math 8/
Algebra 1, which compresses all of the standards for CC Math 8 and CC
Algebra 1. Common Core Geometry may then be taken in grade 8.
II. Middle School Placement

Middle school courses are aligned to reflect California Common Core State
Standards: Mathematics (CA CCSSM). These courses follow a focused and
coherent progression that builds from one year to the next.
A. Middle School Pathways
The majority of students entering 6th grade must be enrolled in CC Math 6.
The opportunity to accelerate in middle school occurs twice, at the end of 5th
grade (for incoming 6th grade students) and at the end of 6th grade (for
incoming 7th grade students). The acceleration after 5th grade will only impact a
very small number of 5th grade students (estimated to be less than one-half of
one percent of all fifth grade students in the District). A larger percentage of
students will be eligible to accelerate at the end of grade 6. Due to the rigorous
nature of the acceleration pathways, students must qualify for the option to
accelerate through the review of a variety of data points.
1. College and Career Pathway for Middle School
The majority of students will enroll in the College and Career Pathway.
The course progression of the College and Career Pathway aligns to the
progression outlined in the CA CCSSM.
a.
College and Career Pathway Course Offerings

6th grade - CC Math 6
See Attachment A for course details.
2. Accelerated Pathway for Middle School
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The accelerated pathway is for students who show mastery of the gradelevel standards. In order to be placed in this pathway, students are required
to satisfy the outlined in part b below.
a.
Accelerated Pathway Course Offerings

6th grade CC Math 6
7th grade Accelerated CC Math 7
8th grade Accelerated CC Algebra 1
b.
Identification and Placement Guidelines: Incoming 7th graders

Students who show a solid understanding of mathematics concepts,
fluency in procedural skills and ability to apply mathematics concepts
may be considered for the accelerated pathway. The criteria for
placing students into the Accelerated CC Math 7 course are as
follows:
x
x
x
A score of Proficient on the 6th Grade Mathematics Placement

Assessment, AND
A grade of A or B in their Math 6 course, AND
A score of Standard Met or higher on the Smarter Balanced
Summative Assessment.
Students who completed Math 6 at an elementary school who
scored Proficient on the 6th Grade Mathematics Placement
Assessment must earn a grade of 4.
Parents must be notified and agree by signing the Acceleration
Agreement (Attachment B1 and B2). Forms will be maintained by
the school.
c.
Identification and Placement Guidelines: Incoming 8th graders

Students entering grade 8 who completed Accelerated CC Math 7 in
grade 7 and successfully meet the criteria below shall be placed in
Accelerated CC Algebra 1:
x
x
A grade of A or B in Accelerated CC Math 7, AND

Parent must be notified and agree by signing the Acceleration
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Agreement (Attachment B1 and B2). Forms will be maintained by

the school.
Students who completed Accelerated Math 7 in grade 7 and who did
not meet the above criteria will be placed in CC Math 8. Students will
have additional opportunities to accelerate in high school.
3.
Highly Accelerated Pathway

The Highly Accelerated Pathway option outlined in this memo compacts
five years of CA CCSSM into three years for the highest achieving
students, estimated to be less than one-half of one percent of all fifth grade
students in the District. To ensure that a proper and adequate program is
designed for these students, it is important to base the decision on a wide
range of data including school, parent, and student components.
a. Highly Accelerated Pathway Courses
6th grade Highly Accelerated CC Math 6/7
7th grade Highly Accelerated CC Math 8/Algebra 1
8th grade CC Geometry
b.
Requirements for Schools Offering the Highly Accelerated Pathway

Middle and span schools that anticipate offering the Highly
Accelerated Pathway must follow the procedure below to ensure a
proper and adequate program is established. Schools must complete
the following steps annually, which are also listed in Attachment C.
Step 1 Middle and span school teachers and administrators must
attend an informational meeting at the Local District to gain an
understanding of the expectations of all pathways offered to
students. Attendance is required even if a similar meeting was
attended last year.
Step 2 Schools will provide a parent education meeting to share
pathway components and requirements.
Step 3 Schools will maintain records with the signed Acceleration
Agreement (Attachment B2) for all students enrolled in the pathway.
Step 4 Teachers assigned to teach Highly Accelerated classes must
possess either a single subject or supplemental credential in
mathematics.
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Local Districts and the Division of Instruction will work together to

support schools offering the Highly Accelerated Pathway, and ensure
schools offering the Highly Accelerated Pathway comply with the
above requirements. If you do not have enough students to form a
full class, we recommend contacting your Local District Coordinator
or the Division of Instruction to discuss options for meeting the
needs of this group of students.
4. Identification and Placement for Highly Accelerated Pathway
a. Identification and Placement Guidelines: Incoming 6th graders
Participation in the Highly Accelerated Pathway is determined through
the use of a placement test.
Grade 5 students transitioning to grade 6 must receive a score of
Proficient on the 6th grade placement test to be enrolled in the Highly
Accelerated Pathway.
b. Student Eligibility for the 6th Grade Placement Test
Students will be eligible to take the test if they meet the following
criteria:
x
x
Students must receive Standard Met or higher on the Smarter

Balanced Summative Assessment.
Students must earn a 4 in mathematics on all report cards for
grades 4 and 5.
If a student has not met the above criteria, parents can elect to
have student take the 6th grade placement examination.
c. Parent Requirements for Student Testing

In order for their student to be eligible to take the placement test
parents must:
x
x
Attend a parent education meeting online or at school site

provided by the school, AND
Read and sign the parent letter and Acceleration Agreement
(Attachment B1 and B2).
d. Local District Responsibilities

Each Local District planning to provide the highly accelerated
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pathway should work with their schools to schedule and present the
parent information meetings.
Local Districts are also responsible for scheduling the assessment
dates and locations. Placement test should be scheduled before the
end of the school year.
5. Identification and Placement Guidelines: Incoming 7th graders
a. Student Eligibility for the 7th Grade Highly Acceleration
Students entering grade 7 who completed Alternative Accelerated CC
Math 6/7 in grade 6 and successfully meet the criteria below shall be
placed in Highly Accelerated CC Math 8/Algebra 1:
x
A grade of A or B in Alternative Accelerated CC Math 6/7,

AND
b. Parent/School Responsibility
Parent must be notified, read and sign the Acceleration Agreement
(Attachment B1 and B2). Forms will be maintained by the school.
All other students who completed Alternative Accelerated CC Math
6/7 in grade 6 but did not meet the above criteria will be placed in CC
Math 7 or Accelerated CC Math 7, as determined by the school.
6. Identification and Placement Guidelines: Incoming 8th graders
a. Student Eligibility for 8th Grade Highly Acceleration
Students entering grade 8 who completed Alternative Accelerated CC
Math 8/Algebra 1 in grade 7 and successfully meet the criteria below
shall be placed in CC Geometry:
x
x
A grade of A or B in Alternative Accelerated CC Math

8/Algebra 1, and a score of Proficient on the Algebra 1
Summative Assessment, OR
A grade of C in Alternative Accelerated CC Math 8/Algebra 1,
and a score of Proficient or Basic on the Algebra 1 Summative
Assessment
In addition to the above criteria, students must also receive a score of

Standard Met or higher on the Smarter Balanced Summative
Assessment.
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b. Parent/School Responsibility
Parent must be notified, read and sign the Acceleration Agreement
(Attachment B1 and B2). Forms will be maintained by the school.
All other students who completed the Alternative Accelerated path in
grade 7 but did not meet the above criteria will be placed in CC Math
8 or Accelerated CC Algebra 1, as determined by the school.
III. High School Courses

LAUSD will follow the LAUSD College and Career Pathway (traditional
pathway) of courses defined in the CCSS: Common Core (CC) Algebra 1,
Common Core (CC) Geometry, and Common Core (CC) Algebra 2. The CCSS
aligned Curriculum Maps (Instructional Guides) are available for download at
http://achieve.lausd.net/math.
A. High School Pathways
1. College and Career Pathway for High School
Students in this pathway will take CC Algebra 1, CC Geometry, CC
Algebra 2, and an optional fourth year of mathematics (See Attachment D).
The standards progress across the courses in a specific succession, as
outlined by the California Mathematics Framework Appendix A, therefore
schools must present the courses in this order. The sequences of courses
have been designed to ensure student success. CC Algebra 1 and CC
Geometry concepts will best prepare the students for CC Algebra 2. The
Mathematics Framework describes the work done in previous grades that
will best prepare students for CC Algebra 2, such as conic sections and
trigonometry. It includes the study of functions in CC Algebra 1, proving
theorems using the coordinate planes, circles, and triangles in Geometry
and Statistics and Probability concepts throughout both courses.
Attachment D provides some of the course sequences available in high
school.
a. Introduction to Data Science
Students interested in course options within the College and Career
Pathway, see Attachment D.
One of the course options within the College and Career Pathway
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includes the Introduction to Data Science (IDS) course in lieu of

Algebra 2. Introduction to Data Science is a statistics course.
Successful completion of this course validates a third year mathematics
requirement. IDS is a highly technical course that includes computer
programming/coding.
Schools Interested in Offering Introduction to Data Science
In order to offer the course, professional development is mandatory.
Additionally, schools must provide a computer to every student
enrolled for classroom use. Only schools/teachers that have received
training will have the course available through MiSiS and, therefore, be
able to add it to their master schedules (Attachment D). For more
information, contact the Secondary Director, Division of Instruction for
more information.
2. Accelerated Pathways for High School
a. Mathematics Placement for Students Incoming Grade 9 Students
All students entering Grade 9 must be enrolled in an A-G mathematics
course with a rigor of Algebra 1 or beyond. In addition to the students
who are in an accelerated pathway in middle school, high schools must
systematically take multiple objective academic measures of students
performance into consideration to identify and place additional
incoming grade 9 students into an accelerated course sequence.
b. Options for Acceleration in High Schools
Students will have opportunities at the high school level to accelerate
and enroll in higher math courses. Multiple data points should be
considered when identifying students who can be successful in the
accelerated pathways. Below is a list of options for acceleration in high
school:
Option 1: Includes a double block of mathematics in 9th grade. Students
would take CC Algebra 1 and CC Geometry concurrently. Therefore,
students would be ready for CC Algebra 2 in 10th grade.
Option 2: Students may accelerate after CC Geometry. Honors Advanced
Math is an accelerated course that combines CC Algebra 2, Precalculus,
and introductory Calculus standards. Students must earn a grade of A or
B in both CC Algebra 1 and CC Geometry to qualify to enroll in this
course. If successful in this course, students can move on to AP Calculus
AB.
B. Placement of High School Students for 2016-2017
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Attachment D has the course sequences for students in the 2016-2017 school
year. For graduation requirements, please refer to BUL-6566.1.
1. Current 9th, 10th and 11th graders
In order to successfully advance to the next course in a pathway, students
must earn a D or better. This is aligned with current graduation
requirements (for more details on specific requirements for graduation,
please reference BUL-6566).
The District progression of courses for college and career pathway is as
follows:
x CC Algebra 1
x CC Geometry
x CC Algebra 2
x Higher Math Courses
Please contact the secondary director, Division of Instruction if you would
like to request a waiver to the above sequence.
Below is a list of courses options for students 2016-17 placement by
prerequisite. We recommend schools review the table and course sequence
charts in Attachment D to assist with student math placement.
2015-16 Course
CC Algebra 1
CC Geometry
CC Algebra 2
Honors Advanced
Math
Precalculus
Statistics and
Probability
MEM-6458.1
Options for 2016-17

CC Geometry
CC Algebra 2
Honors Advanced Math
Introduction to Data Science*
Precalculus
Statistics and Probability
AP Statistics
AP Calculus AB
AP Calculus BC
AP Statistics
AP Calculus AB
AP Calculus BC
AP Statistics
AP Statistics
Precalculus
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AP Statistics
AP Calculus AB
AP Calculus BC
Intro to Data
Science
Discrete Math
Precalculus
AP Calculus BC
Discrete Math
AP Statistics
Discrete Math
AP Statistics
AP Statistics
AP Statistics
AP Calculus AB
AP Calculus BC
*In order to offer this course schools must meet certain requirements.
a. Annual Examination of Students Placement Data

The district will require schools to examine aggregate students placement
data annually to ensure that students who are qualified to progress in
mathematics courses based on their performance on objective academic
measures selected for inclusion are not held back in a disproportionate
manner on the basis of their race, ethnicity, gender, or socioeconomic
background. The district shall report the aggregate results of this
examination to the LAUSD Board of Education.
2. Current 8th Graders
Common Core (CC) Math 8
Students entering grade 9 who completed CC Math 8 in grade 8 should be
enrolled in CC Algebra 1. Students who may need additional support, as
determined by the school and parents, can be scheduled for an additional
support class (CC Algebra 1 Tutorial).
Accelerated CC Algebra 1
Students entering grade 9 who completed Accelerated CC Algebra 1 in
grade 8 and successfully meet the criteria below should be placed in
Common Core (CC) Geometry. The criteria are:
x
x
x
MEM-6458.1
A passing grade in Accelerated CC Algebra 1

A score of Proficient or Basic in the Algebra 1 Summative
Assessment, AND
A score of Standard Met or Standard Exceeded in the Smarter
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Balanced Summative Assessment.

Parent must be notified and agree by signing the Acceleration
Agreement (Attachment F and B2). Forms will be maintained by the
school.
All other students who completed Accelerated CC Algebra 1 in grade 8 and
who did not meet the above criteria will be placed in CC Algebra 1.
CC Geometry and above
Students entering grade 9 who completed CC Geometry (or higher, in
special cases) in grade 8 and successfully complete the criteria below may
be placed in the next course in an appropriate sequence (see the chart of
course prerequisites in Section III.B.1 above or Attachment D).
It is recommended students earn an A or B in the course and receive
Standard Met or higher on the Smarter Balanced Summative Assessment
in order to move forward, however other factors may also be taken into
consideration when placing a student at this level. Counselors and parents
should consider multiple measures of academic achievement when making
the determination that a student is ready for the next course in the
sequence.
3. Process for Parent Request for a Change in Math Placement
If a parent or legal guardian would like to request a different math course
for their child, they are invited to speak with the counselor to discuss
options for alternative math courses.
IV. Assessments
All students in grades 6 through 8 and grade 11 will be taking the Smarter
Balanced Summative Assessments. All students in 11th grade will be assessed in
Algebra 1, Geometry and Algebra 2 standards.
Important: Students in middle school will take the assessment for their grade level.
This means all 6th grade students take the grade 6 Smarter Balanced Summative
Assessment, all 7th grade students take the grade 7 Smarter Balanced Summative
Assessment, and all 8th grade students take the grade 8 Smarter Balanced
Summative Assessment regardless of the course pathway (College and Career,
Accelerated, Highly Accelerated, etc.).
For more information about the Smarter Balanced Assessments visit: the
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California Assessment of Student Performance and Progress at

http://www.caaspp.org, the California Department of Education at
http://www.cde.ca.gov/ta/tg/sa/index.asp, or the LAUSD Smarter Balanced page at
http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_schema=P
TLEP
V. Course Waivers
The pathways and course sequences outlined in this memo have been specifically
designed to align to the California Common Core State Standards and should be
used in the order written. If you would like to create a new pathway or
experimental course, please work with the Division of Instructions Secondary
Mathematics team. Please note there are specific deadlines by which items must be
completed for implementation in the upcoming school year (see BUL-3697.3).
VI. Support for Students with Disabilities (SWD)
Specific supports for students with disabilities (SWDs) whose disability impacts
performance in math should be detailed within the students Individualized
Education Program (IEP). The recommended strategies, adaptations, and
accommodations for the California Common Core State Standards for
Mathematics (CA CCSSM) can be found in the California Mathematics
Framework for Grades Kindergarten Through Grade 12 in the chapter Universal
Access and in Appendix C: Possible Adaptations for Students with Learning
Difficulties in Mathematics. Additional recommended supports can be found on
the Division of Special Education website page on math instruction:
http://achieve.lausd.net/Page/4183.
SWD in the resource specialist program (RSP) who need additional support in
Common Core math skills and concepts can be scheduled into either a general
education math support elective course (e.g., Math Tutoring Lab) or the Learning
Center course (Developing Math Skills Across Content Areas). The Learning
Center course descriptions can be accessed on the Division website:
http://achieve.lausd.net/Page/4275. Students in the special day program (SDP)
should receive their support in the special education math course; no additional
support course for math should be necessary for students in SDP unless they
require intensive, Tier 3 intervention.
VII. Parent Notification
Last year schools should have notified parents of the changes in the math pathways
for their students. Although it is not required to notify parents again, you may wish
to remind parents of the changes made last year.
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As part of the acceleration program in middle school, there are additional

notification requirements (referenced in the appropriate sections of this
memorandum). A list of the letters, the intended audience and the timeline is below
for reference.
Letter
Middle School Math
Pathway Letter
(Attachment E)
Middle School
Acceleration Pathway
Letter (Attachment B1)
Recipient
Date
All middle school parents August 2016
Parents of 5th grade or
middle school students
(e.g. those attending
math informational
meetings)
Prior to
administering the
placement test
Acceleration Agreement
in Mathematics
(Attachment B2)
Parents of 5th grade

students taking the
placement test
Parents of any student
enrolled in or eligible for
an accelerated pathway
in grades 6-9
Parents of students
enrolled in either:
x Accelerated Algebra
1
x Alternate Accelerated
CC Math 8/Algebra 1
Prior to
administering the
placement test
August 2016
Middle School Algebra 1

Assessment Letter
(Attachment F)
RELATED
RESOURCES:
April 2016 (prior to

administering the
Algebra 1
Summative
Assessment)
LAUSD BUL-6566 Graduation Requirements for Classes 2016-2019

LAUSD BUL-5325.1 Algebra 1 End-of-Course Examination Requirement for
Granting Graduation Credits in Mathematics at Middle School
LAUSD BUL-3697.3 Procedures for New or Experimental Course Submissions
LAUSD Board of Education Resolution Res-070-14/15
http://boardresolutions.lausd.net/fmi/iwp/cgi?-db=Resolutions&-loadframes
LAUSD Mathematics Curriculum Map. Online video module on the curriculum maps is
available at http://www.lausd.net/cdg/ccss/secondary/index.html
LAUSD Guidelines for Standards-Based Instruction
MEM-6458.1
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LAUSD Math Website http://achieve.lausd.net/math

California Mathematics Framework (2015).
http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
California Mathematics Framework Appendix A (2015).
http://www.cde.ca.gov/ci/ma/cf/documents/aug2013apxacourseplace.pdf
Common Core State Standards Initiative (CCSSI). (2010). Mathematics Appendix A.
http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf (Accessed
April 8, 2013).
Principals Toolkit.
http://home.lausd.net/pdf/Toolkits/Math_Pathways_Toolkit/Math_Pathways_Toolkit_FINAL.pdf
Wu, Hung-Hsi. 2012. To Accelerate, or Not.

http://www.huffingtonpost.com/hunghsiwu/math-education_b_1901299.html
ASSISTANCE:
For assistance or further information, please contact Derrick Chau, Ph.D., Director of
Secondary Instruction, Philip Ogbuehi or Erin Cuenca, Secondary Mathematics
Coordinators at the Mathematics Branch of the Division of Instruction at (213) 241-6444, or
by email at derrick.c.chau@lausd.net, philip.ogbuehi@lausd.net or erin.cuenca@lausd.net.
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Attachment A
Course Codes for 2016/2017
Grade Level
Grade 6
Grade 7
Grade 7
Grade 8
Grade 8
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
Common Core Math Courses

Course Number
CC Math 6 AB
310111/12
CC Math 7 AB
310115/16
Accelerated CC Math 7 AB
310117/18
CC Math 8 AB
310337/38
Accelerated CC Algebra 1
310339/40
CC Algebra 1 (Year-long)
310341/42
CC Geometry AB
310423/24
CC Algebra 2 AB
310343/44
&
Financial Algebra 1 AB
310233/34
&
Financial Algebra 2 AB
310239/40
Honors Advanced Math AB
310509/10
Precalculus AB
310711/12
AP Calculus AB
310701/02
AP Calculus BC
310705/06
Discrete Math
310503/04
310607/08
AP Statistics
310609/10
310235/36
Highly Accelerated Courses
Grade 6
Highly Accelerated CC Math 6/7 AB*
310113/14
Grade 7
Highly Accelerated CC Math 8/Alg 1 AB* 310119/20
Mathematics Electives (G Courses)
*In order to offer this course, schools must meet certain requirements. See the
appropriate section of this memo for more information.
&Training is required to teacher this course. Textbook Exception required.
Intervention Courses:
Grade Level
Common Core Intervention Math Courses
Grade 6
CC MATH 6 TUT LAB AB
Grade 7
Grade 8
High School
CC ALG 1 TUT LAB AB
High School
CC ALG 2 TUT LAB AB
High School
CC GEOM TUT LAB AB
Course Number
312607/08
312619/20
312611/12
312613/14
312617/18
312615/16
Please Note: This list represents the courses offered at most schools throughout LAUSD. It is not intended to be a
comprehensive list of courses offered in the District. If you have questions about courses not listed here, please contact
your Local District office or the Division of Instruction.
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MEMORANDUM
Attachment B1
YOUR SCHOOL LETTERHEAD
February XX, 2016

Dear Parents and Guardians,
As you may already know, the majority of students in middle school are programmed for the
College and Career Math Pathway courses (CC Math 6, CC Math 7 or CC Math 8). This is in
alignment with the progression of skills and knowledge that is rigorous and designed to provide a
strong foundation for success in the new, more advanced Algebra I courses that will typically be
taken by most students in the ninth grade.
The Los Angeles Unified School District recognizes that some students are able to progress in their
mathematical learning at a faster pace. In recognition of this, and in alignment with the Common
Core, students are given the opportunity to accelerate their mathematics coursework in 6th and 7th
grades, and again in high school.
Accelerated Pathway and Highly Accelerated Pathway
Students completing grade 6 who demonstrate advanced skills in mathematics may be eligible for
placement into the Accelerated Mathematics Pathway beginning in grade 7, or into the Highly
Accelerated Mathematics Pathway beginning in grade 6. Both of these pathways aim to advance
math students who show strong mathematics conceptual understanding, knowledge of procedural
skills, fluency, and ability to apply mathematics in a real world context.
Accelerated Mathematics Pathway
In the Accelerated Pathway, three years of math are combined into two math courses: Accelerated
CC Math 7 and Accelerated CC Algebra 1. Standards are not cut or skipped but are compacted
requiring students to learn at a faster pace. Recommendation for placement into the Accelerated
Mathematics Pathway is based on a students Grade 6 Math Placement Assessment scores used in
combination with his/her previous marks in mathematics and Smarter Balanced Summative
Assessment score.
Highly Accelerated Mathematics Pathway
The Highly Accelerated Pathway is intended for the highest achieving students in mathematics.
This pathway begins in grade 6 and combines five years of mathematics into three years: Highly
Accelerated CC Math 6/7, Highly Accelerated CC Math 8/Algebra 1, and CC Geometry. As with
the Accelerated Pathway, standards are not cut or skipped, they are compacted. Placement into
the Highly Accelerated Pathway is based on the students score on a placement test. Students will
be identified as eligible for the placement test based on his/her 4th and 5th grade marks in
mathematics and their score on the Smarter Balanced Summative Assessment. Parents may also
request their student be given the placement test.
MEM-6458.1
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MEMORANDUM
Students will be placed into the Highly Accelerated Pathway only upon meeting the placement
criteria and with parent approval. The Highly Accelerated Mathematics Pathway is a highly
specialized program enrolling only a very small percentage of students districtwide; therefore, not
all schools offer this pathway.
The Accelerated Mathematics Pathway and the Highly Accelerated Mathematics Pathway from
grade 6 to grade 12 are shown below.
Grade
Level
Accelerated
Pathway
Highly
Accelerated
Pathway
Grade 6
CC Math 6
Highly
Accelerated
Math 6/7
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Accelerated
Math 7
Highly
Accelerated
Math
8/Algebra 1
Accelerated
CC Algebra 1
CC
Geometry
CC Algebra
2
Precalculus
AP
Calculus
CC
Geometry
CC Algebra
2
Precalculus
AP
Calculus
4th Math
Course
Students will have additional opportunities to accelerate in high school. Some options are shown
below.
Grade Level
High School
Acceleration Option 1
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
CC Math 8
CC Algebra 1 and
CC Geometry
(concurrent)
CC Algebra 2
Precalculus
AP Calculus
CC Geometry
Honors Advanced
Math
AP Calculus
High School
CC Math 8
CC Algebra 1
Acceleration Option 2
Highlight indicates Acceleration Points.
Continued Success and Enrollment in an Accelerated Pathway

Compacted accelerated courses are extremely rigorous, and students must demonstrate continued
academic success in these courses throughout the school year as a condition for continued
enrollment in the Accelerated or Highly Accelerated sequences. If a student earns less than a B in
the semester course, the childs placement may be adjusted.
Students in the compacted accelerated pathways must also demonstrate success at the end of each
school year in order to continue in that pathway. Enrollment in the next course in the sequence is
determined by a combination of the students scores on placement tests, Smarter Balanced
Summative Assessments and grades.
Please review the attached Acceleration Agreement in Mathematics. If your child is placed in either
of the accelerated mathematics pathways, you will be required to sign the Acceleration Agreement
in Mathematics as a requirement of your childs participation.
MEM-6458.1
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MEMORANDUM
Attachment B2
ACCELERATION AGREEMENT IN MATHEMATICS

I have read the attached letter discussing the Accelerated Mathematics Programs for the 20162017 school year.
I understand that students in accelerated classes must maintain a B or better in the class.
I understand that high school graduation credits are not given for Geometry taken in middle
school. However, courses taken in middle school will be considered for student placement in
high school mathematics.
I understand the California Department of Education requires students to successfully complete
four semesters (two years) of mathematics in high school, regardless of the level of course
completed in middle school.
I understand LAUSD policy requires students to be enrolled in mathematics courses in grades
nine through 11, regardless of the level of course completed in middle school.
I understand the Smarter Balanced Summative Assessment given at the end of the year will be
aligned to the grade my student is enrolled in, not my students mathematics course.
In the event that my child is NOT progressing in this class, there will be a parent-teacher
meeting set up on an agreed upon date to discuss why there is a lack of progress and develop a
mutual action plan for intervention
If at the end of the quarter, the student has NOT earned a B or better in the accelerated
mathematics course, he or she may be placed in the regular class for that grade level. A Highly
Accelerated CC Math 6/7 student will be placed in CC Math 6. Similarly, an Accelerated CC
Math 7 student will be placed in CC Math 7, and an Accelerated Common Core Algebra 1
student will be placed in CC Math 8. A Highly Accelerated CC Math 8/Algebra 1 student will be
placed in CC Math 8.
I have read the attached letter and understand the criteria for the accelerated mathematics
program being offered. By signing this form you acknowledge the following:
o
o
o
o
I understand the purpose for acceleration and the implications for my student
I understand my child needs to maintain a B or better in this class
I understand if my child does not earn a B or better, there will be an initial parent
conference to develop an action plan
I understand if my child still does not show progress after implementation of this
action plan, he or she will be placed in the appropriate grade level mathematics
class.
Students Name:
Grade:
Parent/Guardians Name:
Parent/Guardians Signature:
Email Address:
MEM-6458.1
Phone Number:
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MEMORANDUM
(Spanish)
Attachment B2
ACUERDO PARA EL CURSO DE MATEMTICA

ACELERADA
He ledo la carta adjunta que explica los programas acelerados de Matemtica para el ao escolar
2016-2017.
Entiendo que los estudiantes en las clases aceleradas deben mantener una B o mejor en la clase.
Entiendo no reciben crditos de graduacin de preparatoria en las clases de Geometra dadas en la
escuela secundaria. Sin embargo, se tendrn en cuenta las materias cursadas en la escuela
secundaria para asignar al estudiante en las clases de matemtica de la preparatoria.
Entiendo que el Departamento de Educacin de California requiere que los estudiantes completen
con xito cuatro semestres (dos aos) de matemtica en la escuela preparatoria, con independencia
del nivel del curso que haya completado en la escuela secundaria.
Entiendo que la poltica del LAUSD requiere que los estudiantes se inscriban en cursos de
Matemtica del 9 al 11 grado, con independencia del nivel de curso que complet en la escuela
media.
Entiendo que la evaluacin final Smarter Balanced dada al final del ao se integrar con el grado
en el que est inscrito mi estudiante, y no en el curso de matemtica de mi hijo.
En el caso de que mi hijo NO est progresando en esta clase, se concertar una reunin entre los
padres y el maestro en una fecha acordada para discutir por qu hay falta de progreso y desarrollar
un plan de accin comn de intervencin
Si al final del trimestre, el estudiante NO ha recibido la nota B o mejor en el curso de matemtica
acelerada, se lo podra asignar a la clase regular de ese nivel de grado. Un estudiante en la clase de
Matemtica Altamente Acelerada CC 6/7 ser asignado en Matemtica CC 6. Del mismo modo, un
estudiante en Matemtica Acelerada CC 7 ser asignado en Matemtica CC 7, y un estudiante en
lgebra 1 Acelerada de Common Core ser asignado en Matemtica CC 8. Un estudiante en
Matemtica Altamente Acelerada CC 8 / lgebra 1 ser asignado en Matemtica CC 8.
He ledo la carta adjunta y entiendo los criterios de los Programas Acelerados de Matemtica que
se ofrecen. Al firmar este formulario usted reconoce lo siguiente:
o
o
o
o
Entiendo la finalidad de la aceleracin y lo que implica para mi hijo

Entiendo que mi hijo necesita mantener una "B" o mejor en esta clase
Entiendo si mi hijo no recibe una "B" o mejor, habr una reunin inicial de padres
para desarrollar un plan de accin
Entiendo que si mi hijo an no progresa en la trayectoria despus de la
implementacin de este plan de accin, se le asignar en la clase de Matemtica del
nivel de grado apropiado.
Nombre y apellido del estudiante:
Grado:
Nombre y apellido del padre/tutor:

Firma del padre/tutor:
Correo electrnico:
MEM-6458.0
Nmero de telfono:
Page 32 of 49
March 29, 2016
Have the principal (or administrator for mathematics) and

any teacher assigned to a highly accelerated course attend a
mandatory informational meeting held by the Local District
(even if a similar meeting was attended previously)
Work with your Local District to participate in mandatory
parent education meetings to share program components
with eligible/interested parents
Provide parents of eligible students with the parent letter and
Acceleration Agreement (Attachments B1 and B2)
Provide appropriately credentialed teachers
Earn marks of 4 in math on all report

cards for grades 4 and 5
Score Standard Met or higher on the
Smarter Balanced Summative Assessment
MEM-6458.0
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March 29, 2016
If a school qualifies to offer the program but does not have enough students to form a full class, contact your Local District Coordinator or the Division of Instruction to
discuss options for meeting the needs of this group of students.
If a school meets the above requirements, they will be eligible to offer this program.
In order to be enrolled in the Highly

Accelerated Pathway, students must receive a
score of Proficient on the placement exam.
Attend a mandatory parent education

meeting (either face-to-face or online)
Read the parent letter provided by the school
(Attachment B1)
Sign the Acceleration Agreement
(Attachment B2)
In order to be eligible to take the placement exam

for the Highly Accelerated Pathway, students
must:
STUDENT ELIGIBILITY
If a student does not meet the above requirements, parents can elect to have the student take the placement exam.
In order to have a student take the placement exam for

the Highly Accelerated Pathway, parents must:
PARENT RESPONSIBILITITES
Attachment C
ADDITIONAL INFORMATION
In order to offer the Highly Accelerated Pathway, schools must:
SCHOOL SITE RESPONSIBILITIES
HIGHLY ACCELERATED PROGRAM PARTICIPATION REQUIREMENTS
MEMORANDUM
634
MEM-6458.0
MEMORANDUM
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636
MEMORANDUM
Attachment E
August XX, 2016

In the 2014-15 school year, the Los Angeles Unified School District (LAUSD) fully transitioned
to the new California State Standards (Common Core) for mathematics. We want to remind you
of the course pathways available to your child. Your childs successful completion of any of the
below mathematics pathways will help prepare them to graduate from high school both college
prepared and career ready.
College and Career Mathematics Pathway
Most students will be enrolled in the College and Career Pathway. Students in this pathway will
take Common Core (CC) Math 6, Common Core Math 7, Common Core Math 8, Common Core
Algebra 1, Common Core Geometry, and Common Core Algebra 2. Students who successfully
complete CC Algebra 2 can be enrolled in higher mathematics courses such as Precalculus, AP
Statistics, etc.
Grade
Level
Math
Course
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
CC Math 6
CC Math 7
CC Math 8
CC Algebra
1
CC
Geometry
CC Algebra
2
4th Math
Course
Accelerated Mathematics Pathways

Students who demonstrate advanced skills in mathematics may be eligible for placement into an
Accelerated Mathematics Pathway beginning in grade 7, or into the Highly Accelerated
Mathematics Pathway beginning in grade 6. Placement into one of the accelerated pathways is
based on multiple measures of student performance including, but not limited to, a placement
test, Smarter Balanced Summative Assessment scores and grades.
Additional Information
More information about your childs math class will be coming to you during the Back-to-School
night and from the Parent and Community Center to provide you a complete picture of what your
child needs to do in order to be college and career ready in their mathematics knowledge and
skills. Direct, continued and frequent contact and engagement with your childs teachers and
school are the most effective ways to understand what your child is expected to learn and how
well he or she is succeeding in that learning.
We look forward to keeping you informed as we continue to support your childs academic
success. For more information about math pathways and courses, please talk to your childs
counselor or visit achieve.lausd.net/ccss and achieve.lausd.net/math.
Sincerely,
MEM-6458.0
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MEMORANDUM
(Spanish)
Attachment E
XX de Agosto, 2016
Estimados padres y tutores,
En el ao escolar 2014-15, el Distrito Escolar Unificado de Los ngeles (LAUSD) hizo la transicin total
a las nuevas normas del Estado de California (Common Core) en Matemtica. Queremos recordarle las
trayectorias de cursos disponibles para su hijo. Terminar con xito cualquiera de las siguientes
trayectorias de Matemtica ayudar a su hijo a graduarse de la escuela preparatoria preparado para
universidad y listo para una carrera.
Trayectoria universitaria y vocacional de Matemtica
La mayora de los estudiantes sern inscritos Trayectorias universitarias y vocacionales. Los estudiantes
en esta trayectoria tomarn Matemtica de Common Core CC 6, Matemtica de Common Core CC 7,
Matemtica de Common Core CC 8, lgebra 1 de Common Core, Geometra de Common Core y
lgebra 2 de Common Core. Los estudiantes que completen exitosamente lgebra 2 de Common Core
podr inscribirse en cursos de Matemtica superiores, como Preclculo, Estadstica Avanzada (AP), etc.
Nivel de
Grado
Curso de
Matemtica
Grado 6
Grado 7
Grado 8
Grado 9
Grado 10
Grado 11
Grado 12
Matemtica
CC 6
Matemtica
CC 7
Matemtica
CC 8
CC Algebra 1
Geometra CC
lgebra 2 CC
4 curso de
Matemtica
Trayectoria acelerada de Matemtica

Los estudiantes que demuestren destrezas avanzadas en Matemtica pueden calificar para ser asignados
en una trayectoria acelerada de Matemtica en 7 Grado, o trayectoria altamente acelerada de Matemtica
en 6 grado. La asignacin en una de las trayectorias aceleradas se basa en mltiples medidas de
rendimiento de los estudiantes incluidos, pero sin limitarse a, una prueba de nivel, sus puntajes en el
examen final de Smarter Balanced y sus calificaciones.
Informacin adicional
Recibir ms informacin acerca de la clase de Matemtica de su hijo en la Noche de Regreso a la
Escuela y en el Centro de Padres y Comunidad para proporcionarle una imagen completa de lo que su hijo
tendr que hacer para estar preparado para la universidad y listo para una carrera con respecto a su
conocimiento y habilidades de Matemtica. El contacto directo, continuo y frecuente y participacin
activa con los maestros y la escuela de su hijo son las formas ms efectivas para entender qu se espera
que aprenda su hijo y si est teniendo xito en que el aprendizaje.
Esperamos poder mantenerlos informados a medida que seguimos apoyando el xito acadmico de su
hijo. Para obtener ms informacin sobre las trayectorias y los cursos de Matemtica, por favor hable con
el consejero de su hijo o visite achieve.lausd.net/ccss y achieve.lausd.net/math.
Atentamente,
MEM-6458.0
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MEMORANDUM
Attachment F
April XX, 2016

This letter is to inform you that there will be a summative Algebra 1 assessment administered in
May for students enrolled in either Accelerated Algebra 1 or Alternate Accelerated CC Math
8/Algebra 1. Your childs score on this test, along with their grades, will be used to determine
their math course placement in the 2016-17 school year. In addition, students may earn 10 units
of high school mathematics credit based on their performance on the assessment and grades.
High School Mathematics Credit
Students enrolled in either Accelerated Algebra 1 or Alternate Accelerated CC Math 8/Algebra 1
will earn 10 units of high school mathematics credit for Algebra 1 if the meet the following
criteria:
x
x
Scored Proficient or Basic on the Algebra 1 Summative Assessment and earned a

grade of A or B in Accelerated CC Algebra 1, OR
Scored Proficient on the Algebra 1 Summative Assessment and earned a C in
Accelerated CC Algebra 1.
2016-17 Course Placement

Students must demonstrate success at the end of each school year in order to continue in the
accelerated pathways. Students who meet the following criteria will be enrolled in the next
course in the accelerated pathway (CC Geometry):
x
x
Scored Proficient or Basic on the Algebra 1 Summative Assessment and earned a

grade of A or B in Accelerated CC Algebra 1, OR
Scored Proficient on the Algebra 1 Summative Assessment and earned a C in
Accelerated CC Algebra 1.
In addition to the above, students must also score Standard Met or higher on the
Smarter Balanced Summative Assessment.
Students entering grade 9 who earned an A or B in Accelerated CC Algebra 1 and scored

Below Basic may be enrolled in CC Geometry with the following conditions:
x
x
Student is scheduled into a supplemental/second math course (CC Algebra 1 Tutorial).

Parent is notified and agrees.
MEM-6458.0
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MEMORANDUM
All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet the
above criteria will be enrolled in CC Algebra 1 in grade 9.
Progress Monitoring for Grade 9 Students
Schools will provide 9th grade students a progress report at the end of the first five-week
reporting period. If your student is not passing or in danger of failing, we would encourage you
to contact your childs teacher or counselor to discuss supports or to reevaluate continued
participation on an accelerated pathway, if your child has been accelerated.
Students will need support in the beginning years of full implementation of the Common Core
State Standards, as they have moved into a new set of standards and courses in the middle of
their K-12 schooling. LAUSD will continue to find the best ways to support our students, parents
and staff. For more information, please talk to your childs counselor or visit
achieve.lausd.net/ccss and achieve.lausd.net/math.
Sincerely,
MEM-6458.0
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MEMORANDUM
(Spanish)
Attachment F
XX de Abril, 2016
Estimados padres y tutores,
Esta carta es para informarle de que en mayo se administrar un examen final de lgebra 1 a los
estudiantes matriculados en lgebra 1 o Matemtica Alternativa Acelerada CC 8/lgebra 1. El
puntaje de su hijo en esta prueba, junto con sus calificaciones, se utilizar para determinar su
asignacin en cursos de Matemtica para el ao escolar 2016-17. Adems, los estudiantes
pueden obtener 10 unidades de crdito en Matemtica para la preparatoria en funcin de su
rendimiento en la evaluacin y sus calificaciones.
Crditos de Matemtica en la preparatoria
Los estudiantes matriculados en lgebra 1 acelerada o Matemtica alternativa acelerada CC
8/lgebra 1 recibirn 10 unidades crdito de Matemtica para la preparatoria por lgebra 1 si
cumplen con los siguientes criterios:
x
x
Si obtuvo "Competente" o "Bsico" en la evaluacin final de lgebra 1 y obtuvo la

calificacin de "A" o "B" en el lgebra Acelerada CC 1,
Si obtuvo "Competente" en la evaluacin final de lgebra 1 y obtuvo la calificacin de
"C" en lgebra Acelerada CC 1.
Asignacin de cursos en 2016-17

Los estudiantes deben demostrar xito al final de cada ao escolar para continuar en las
trayectorias aceleradas. Los estudiantes que cumplan con los siguientes requisitos sern inscritos
en el prximo curso de la trayectoria acelerada (Geometra CC):
x
x
Si obtuvo "Competente" o "Bsico" en la evaluacin final de lgebra 1 y obtuvo la

calificacin de "A" o "B" en lgebra Acelerada CC 1,
Si obtuvo "Competente" en la evaluacin final de lgebra 1 y obtuvo la calificacin de
"C" en lgebra Acelerada CC 1.
Adems de lo anterior, los estudiantes tambin deben obtener una calificacin "Alcanz
la Norma" o superior en la evaluacin final Smarter Balanced.
Los estudiantes que ingresen al 9 grado que obtuvieron "A" o "B" en lgebra Acelerada CC 1 y
obtuvo "Inferior al Bsico" se pueden inscribir en Geometra CC con las siguientes condiciones:
x
x
El estudiante est programado en un curso complementario / segundo curso de

Matemtica (lgebra CC 1 Tutorial).
Se notifica a los padres y lo aceptan.
MEM-6458.0
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MEMORANDUM
Todos los dems estudiantes que completaron lgebra Acelerada CC 1 en el 8 grado y que no
cumplieron con los criterios anteriores, sern inscritos en lgebra CC 1 en el 9 grado. Todos los
dems estudiantes que completaron el curso alternativo acelerado Matemtica CC 8/lgebra 1 y
que no cumplan los criterios anteriores sern inscritos en Matemtica CC 8.
Los estudiantes necesitarn apoyo en los primeros aos de la plena aplicacin de las Normas
Comunes del Estado ya que se ha cambiado la instruccin a un nuevo conjunto de normas y
cursos en el medio de su educacin K-12. LAUSD continuar buscando las mejores maneras de
apoyar a nuestros estudiantes, padres y personal. Para obtener ms informacin, por favor hable
con el consejero de su hijo o visite achieve.lausd.net/ccss y achieve.lausd.net/math.
Atentamente,
MEM-6458.0
Page 49 of 49
March 29, 2016
STATE OF CALIFORNIA
AUTHENTICATED
651
ELECTRONIC LEGAL MATERIAL
Senate Bill No. 359

CHAPTER 508
An act to add Section 51224.7 to the Education Code, relating to pupil
instruction.
[Approved by Governor October 5, 2015. Filed with
Secretary of State October 5, 2015.]
legislative counsels digest
SB 359, Mitchell. California Mathematics Placement Act of 2015.

(1) Existing law establishes a system of public elementary and secondary
education in this state, and authorizes local educational agencies throughout
the state to provide instruction to pupils.
This bill would enact the California Mathematics Placement Act of 2015.
The bill would require governing boards or bodies of local educational
agencies, as defined, that serve pupils entering grade 9 and that have not
adopted a fair, objective, and transparent mathematics placement policy as
of January 1, 2016, to, before the beginning of the 201617 school year,
develop and adopt, in a regularly scheduled public meeting, a fair, objective,
and transparent mathematics placement policy for pupils entering grade 9
with specified elements, and would authorize governing boards or bodies
of local educational agencies serving pupils who are transitioning between
elementary and middle school or elementary and junior high school to
develop and implement a mathematics placement policy for these pupils,
as applicable, with these specified elements. The bill would further require
each governing board or body of a local educational agency to ensure that
its mathematics placement policy is posted on its Internet Web site. By
imposing additional requirements on local educational agencies, the bill
would impose a state-mandated local program.
(2) The California Constitution requires the state to reimburse local
agencies and school districts for certain costs mandated by the state. Statutory
provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates
determines that the bill contains costs mandated by the state, reimbursement
for those costs shall be made pursuant to these statutory provisions.
The people of the State of California do enact as follows:
SECTION 1. The Legislature finds and declares all of the following:
(a) Pupil achievement in mathematics is important to prepare pupils for
college and their future careers, especially those careers in the fields of
science, technology, engineering, and mathematics (STEM).
90
Ch. 508
652
(b) Placement in appropriate mathematics courses is critically important

for a pupil during his or her middle and high school years. A pupils 9th
grade math course placement is a crucial crossroads for his or her future
educational success. Misplacement in the sequence of mathematics courses
creates a number of barriers and results in pupils being less competitive for
college admissions, including admissions at the California State University
and University of California.
(c) The most egregious examples of mathematics misplacement occur
with successful pupils and, disproportionately, with successful pupils of
color. These successful pupils are achieving a grade of B or better, or are
testing at proficient or even advanced proficiency on state assessments.
Nevertheless, they are held back to repeat 8th grade mathematics coursework
rather than advancing to the next course in the recommended mathematics
course sequence.
(d) Mathematics misplacement has far-reaching impacts on a pupils
confidence, general knowledge of mathematical concepts, and high school
experience, and may also impact the college career opportunities available
to the pupil.
(e) New research shows that it is less common for pupils of color, even
high-achieving pupils of color, to reach calculus by grade 12 compared to
their white and Asian peers.
(f) All pupils, regardless of race, ethnicity, gender, or socioeconomic
background, deserve an equal chance to advance in mathematics.
(g) With the shift towards implementation of the Common Core State
Standards for Mathematics, it is particularly important for all pupils to have
access to high-quality mathematics programs that meet the goals and
expectations of these standards.
(h) It is crucial for teachers and guidance personnel to advise pupils and
parents on the importance of accurate mathematics course placement and
its impact on future college eligibility so pupils may take each course in the
mathematics course sequence.
(i) California faces a looming shortage of college-educated workers in
an increasingly competitive global economy.
(j) A policy for correct mathematics placement must be addressed in
order to ensure a fair process and chance of success for all pupils.
SEC. 2. Section 51224.7 is added to the Education Code, to read:
51224.7. (a) This act shall be known, and may be cited, as the California
Mathematics Placement Act of 2015.
(b) Governing boards or bodies of local educational agencies that serve
pupils entering grade 9 and that have not adopted a fair, objective, and
transparent mathematics placement policy, as described in paragraphs (1)
to (5), inclusive, as of January 1, 2016, shall, before the beginning of the
201617 school year, develop and adopt, in a regularly scheduled public
meeting, a fair, objective, and transparent mathematics placement policy
for pupils entering grade 9 that does all of the following:
(1) Systematically takes multiple objective academic measures of pupil
performance into consideration. For purposes of this paragraph, objective
90
Ch. 508
academic measures means measures, such as statewide mathematics

assessments, including interim and summative assessments authorized
pursuant to Section 60640, placement tests that are aligned to state-adopted
content standards in mathematics, classroom assignment and grades, and
report cards.
(2) Includes at least one placement checkpoint within the first month of
the school year to ensure accurate placement and permit reevaluation of
individual pupil progress.
(3) Requires examination of aggregate pupil placement data annually to
ensure that pupils who are qualified to progress in mathematics courses
based on their performance on objective academic measures selected for
inclusion in the policy pursuant to paragraph (1) are not held back in a
disproportionate manner on the basis of their race, ethnicity, gender, or
socioeconomic background. The local educational agency shall report the
aggregate results of this examination to the governing board or body of the
local educational agency.
(4) Offers clear and timely recourse for each pupil and his or her parent
or legal guardian who questions the pupils placement.
(5) For nonunified school districts, addresses the consistency of
mathematics placement policies between elementary and high school
districts.
(c) Governing boards or bodies of local educational agencies serving
pupils who are transitioning between elementary and middle school or
elementary and junior high school may develop and implement a
mathematics placement policy for these pupils, as applicable, that satisfies
paragraphs (1) to (5), inclusive, of subdivision (b).
(d) Each governing board or body of a local educational agency shall
ensure that its mathematics placement policy is posted on its Internet Web
site.
(e) For purposes of this section, local educational agency means county
office of education, school district, state special school, or charter school.
SEC. 3. If the Commission on State Mandates determines that this act
contains costs mandated by the state, reimbursement to local agencies and
school districts for those costs shall be made pursuant to Part 7 (commencing
with Section 17500) of Division 4 of Title 2 of the Government Code.
O
90
653
INFORMATIVE
654
655
656
TAB 37
657


Implementation of a New Social Emotional Curriculum for Early Education Programs
June 14, 2016
Division of Instruction - Early Childhood Education Division
Action Proposed:
Request approval to accept materials, professional development, and funding for Teacher Expert Positions for
the implementation of a social emotional curriculum from the Sanford Education Center at National University;
Harmony Project.
Background:
Currently, the Early Childhood Education Division does not have a curriculum that specifically addresses the
social emotional needs of our preschool students. This includes the students at the Early Education Centers
(EEC), the California State Preschool Programs (CSPP), and the Expanded Transitional Kindergarten (ETK)
classes. The materials, professional development and positions will be funded for four years to ensure that the
program is implemented with alignment to the California Preschool Learning Foundations and the California
Health Education Content Standards.
Expected Outcomes:
After approval, early education teachers can be trained on how to utilize the curriculum to support the social
emotional needs of young children. These early efforts can reduce bullying, and help develop the youth of
today into tolerant, compassionate, and caring adults for the future.
The Board can choose not to accept the curriculum, professional development, and funding for six positions to
support the implementation of the program. The consequences would be that pre-kindergarten and preschool
programs will still not have a curriculum that is specific to the social emotional development of young children.
In addition, the division currently does not have the funding to purchase a curriculum, provide on-going
professional development, or fund teacher expert positions to support the implementation of any kind.
The acceptance of the materials, professional development, and positions allows pre-k to better align itself with
the K-12 standards related to health and social emotional wellbeing. The program has capacity to grow
vertically across multiple grade levels in future years. The Harmony project professional development
allocation can also support the development of our student voice and aspiration training.
Budget Impact:
There is no immediate or direct impact to the current ECED or Division of Instruction budgets as the materials,
professional development, and positions are being funded for the next four years by Sanford Education. While
the positions will be funded by Sanford Education, it is worth noting their cost.
A-Basis - $ 129,000 to $ 156,000 (annually)
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There are two primary issues. The first issue is that Early Education has never had a social emotional
curriculum like Second Step. Hence, curricular alignments to the California Health Content Standards have not
existed. The second issue is based on the Desired Results Developmental Profile 2015 (DRDP 2015) there is a
need for intentional social emotional development for our preschool students. 63% of preschoolers were not at
an Integrating stage by the end of their preschool years in the Domain of Social Emotional Development. In
addition 69% of the children had not reached the Integration stage of Approaches to Learning and SelfRegulation prior to entering kindergarten.
Attachments: Attachment A - Program Cost
Attachment B - MOU
Informatives: Social Emotional Curriculum for Early Education
Submitted:
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______________________________
MICHELLE KING
Superintendent
_____________________________
Dean Tagawa
Executive Director
Early Childhood Education Division
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
Dr. Frances Gipson
REVIEWED BY:
______________________________
CHERYL SIMPSON
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660
661
662
INFORMATIVE
663
664
665
TAB 38
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 39
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 40
721


Request to Support the Youth Policy Institute (YPI) Promise Neighborhood Grant Application
June 14, 2016
Action Proposed:
Staff requests Board approval to allow Los Angeles Unified School District (LAUSD) to be named as a
supporter of a grant application that will be submitted by the Youth Policy Institute (YPI). Upon approval of
the grant, YPI could receive funding of up to $6 million per year for five years to target District schools in a
new Promise Neighborhood in Los Angeles. The Division of Instruction proposes that the Board partner with
YPI with the stipulation that full budgetary and policy implications are analyzed prior to signing any
partnership agreement.
Background:
YPI wishes to submit a new Promise Neighborhood proposal to the U.S. Department of Education to obtain
funds for up to $6 million per year over five years. YPIs Promise Neighborhood project would be a new
program targeting the southern half of the LA Promise Zone separate from the existing YPI operated Promise
Neighborhoods in Hollywood (Attachment B) and Pacoima (Attachment C).
Although LAUSD is not submitting the grant application, YPI is requesting District support of the grant
application. Attachment A outlines the proposed LA Promise Zone.
Expected Outcomes:
Approval of this action will allow YPI to apply for the grant naming LAUSD as a supporter of their grant
application.
The Board can approve the action to support YPIs submission of the Promise Neighborhood grant application
or not approve this action which could result in YPI submitting their application without LAUSD support.
This action does not anticipate any changes to District policy.
Budget Impact:
At this time, there are no known budget impacts related to the new proposal. However, should YPI receive the
grant and implement services at LAUSD schools, there may be resources required, including but not limited to,
custodial overtime, before and after school supervision, facilities and reproduction services.
At this time there are no known issues and analysis regarding the new proposal. A Memorandum of
Understanding (MOU) is likely to be required.
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Attachments:
Attachment A: Map of LA Promise Zone
Attachment B: Los Angeles Promise Neighborhood Hollywood
Attachment C: Los Angeles Promise Neighborhood Pacoima
Informatives:
Request to Support the Youth Policy Institute (YPI) Promise Zone Grant Application
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______________________________
MICHELLE KING
Superintendent
_____________________________
FRANCES GIPSON, Ph.D.
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
ANGELA HEWLETT-BLOCH
Director of Instructional Operations
REVIEWED BY:
______________________________
CHERYL SIMPSON
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724
BEACHWOOD
Griffith Park
LIZ
LOS FE
HILLHURST
Hollywood
Bowl
FRANKLIN
HOLLYWOOD
51
De Longpre
Park
BRONSON
36
24
NORMANDIE
50
YPI HQ
FRANKLIN
31
Barnsdall
Park
42
47
H
FF
IT
49
Hollywood Forever
Cemetery
27
SANTA MONICA
39
9
Lemon Grove
Rec Ctr
28
20
K
LA
ER
V
SIL
Wilshire Country
Club
BEVERLY
TEM
10 21
23
ROSSMORE
15
13
RA
M
46
44
Shatto
Rec Ctr
WILTON
PLE
PAR
T
18
VIRGIL
29
38
WILSHIRE
11
Lafayette
Park
5
34
35
19
14
33 OLYMPIC
30
41
AD
8
AR
SHA
W
32
26
HOOVER
VERMONT
Ardmore
Park
Queen Anne
Rec Ctr
MacArthur
Park
IROLO
Harold A.
Henry Park
WESTERN
Los Angeles High

Memorial Park
REN
HIGHLAND
Bellevue
Park
HOOVER
45
MELROSE
25
40
GOWER
16
CAHUENGA
52
WILTON
101
HWood
Rec Ctr
GR
I
MY
RA
VINE
725
726
INFORMATIVE
727
728
729
TAB 41



2016-2021 Memorandum of Agreement with LAs BEST
June 14, 2016
Beyond the Bell
Action Proposed:
Approval of a Memorandum of Agreement (MOA) between LAs BEST (LAB) and the Los Angeles Unified
School District (LAUSD), for the period 2016 - 2021.
Background:
Beyond the Bell (BTB) provides after school programming at 194 LAUSD schools in partnership with LAB.
Starting with ten schools in 1988, the partnership has grown to serve 194 schools. This partnership is in
cooperation with the City of Los Angeles, and numerous corporate and private funders which LAB develops
each year.
When the California Department of Education releases a new After School Education and Safety (ASES) grant
Request for Proposal, BTB responds to gain funding for after school programming, and then determines which
sites LAB can most effectively serve. BTB transfers funds to LAB for program support costs of the after school
programs at the elementary schools LAB serves. This arrangement is formalized in a MOA, which is reissued
every five years. The MOA is approved without a funding amount. When funding becomes available, LAUSD
amends the MOA to issue a Notice of Funding to LAB, allowing for payment. LAB then invoices BTB for
services rendered, and the funding is made available to LAB.
Expected Outcomes:
Uninterrupted after school services at 194 schools in partnership with LAB.
If the MOA is not approved, LAB may seek other means to recover its costs from LAUSD, and LAUSD may
have to contract with other agencies to supply after school program services at 194 schools going forward.
There is no policy implication.
Budget Impact:
There is no budgetary impact to the general fund and all costs are covered under the After School Education
and Safety (ASES) grant.
The partnership with LAB brings additional resources into the after school program. In the 2014-15 school year
LAB raised 47% of its revenue from sources outside the ASES grant. This is a figure well above the 33% of
outside funding goal set by the CDE.
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Attachments:
Informative: 2016 - 2021 Memorandum of Agreement with LAS BEST
Submitted:
06/06/16, Revision #1
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APPROVED BY:
______________________________
MICHELLE KING
Superintendent
_____________________________
THELMA MELNDEZ DE SANTA ANA
Chief Executive Officer
Office of Educational Services
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
______________________________
ALVARO CORTS
Executive Director
Beyond the Bell
REVIEWED BY:
______________________________
CHERYL SIMPSON
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INFORMATIVE
733
734

No. 444-15/16
For 06-14-16 Board Meeting
Beyond the Bell
INFORMATIVE
DATE: June 14, 2016
TO:

FROM:
Alvaro Corts, Executive Director

Beyond the Bell
SUBJECT:
2016 2021 MEMORANDUM OF AGREEMENT WITH LAS BEST

The intention of this Informative is to request approval of a Memorandum of Agreement
(MOA) between LAs BEST and the Los Angeles Unified School District (LAUSD), for the
period 2016 - 2021.
Starting in 1988, LAs BEST (LAB), a nonprofit 501(c)(3) organization, has been providing
after school services in partnership with the Beyond the Bell Branch (BTB) at LAUSD
schools. This partnership was established through the Office of then-Mayor Tom Bradley, as
part of an initiative to create new community partnerships in the City of Los Angeles.
LAB and BTB have developed a unique relationship over the years. LAUSD's role includes,
but is not limited to, providing financial and human resources to operate the after school
program. LABs role includes administrative activities such as raising funds from public and
private sources (among them, LA84 Foundation, the Packard Foundation, and the Mott
Foundation) to operate the program, setting the direction and agenda for the programs,
advocacy, and publicizing the activities and results of the program.
The contracting process for this relationship differs from the method by which BTB contracts
for similar services. To wit, LAUSD and LAB enter into a five- (5) year Memorandum of
Agreement (MOA) without a funding amount. When grant funding becomes available,
LAUSD amends the MOA to issue a Notice of Funding to LAB; LAB then invoices BTB at
the end of the fiscal year for LABs program support costs. BTB transfers funds to LAB from
After School Education and Safety Program, and 21st Century Community Learning Centers
funding for the after school programs at the elementary schools LAB serves.
BTB is proud of the achievements its partnership with LAB attains, and considers our program
a model for other districts around the State and across the nation to follow.
If you have any questions, please contact me at 213-241-7900.
c:
David Holmquist
Thelma Melndez
Frances Gipson
Nicole Elam-Ellis
Jefferson Crain
TAB 42
ACTION
POSTPONED TO
THE
JUNE 21, 2016
REGULAR BOARD
MEETING
TAB 43


File #: Res-054-15/16, Version: 1

Ms. Garca, Mr. Zimmer, Dr. Rodriguez - Celebrating and Affirming Our Students and Families with Pride
Month (Res-054-15/16) (Noticed May 10, 2016)
Whereas, The Los Angeles Unified School District models, advocates and promotes the inclusive and
respectful treatment of all our members;
Whereas, The District is committed to school safety for all members including the Lesbian, Gay,
Bisexual, Transgender, Queer/Questioning (LGBTQ) community or those that may be perceived as
such;
Whereas, The District has a mission to reach 100% graduation rate for all students;
Whereas, The District has a role to provide a safe, nurturing and tolerant environment in our schools;
Whereas, The month of June is an opportunity to celebrate the identities and contributions of the
LGBTQ community;
Whereas, Sexual orientation and gender expression-biased bullying is among the most common form of
harassment in schools;
Whereas, The significantly higher rates of school dropout, academic failure and school disengagement
among LGBTQ youth across the country are attributed to peer harassment and bullying;
Whereas, Children who do not conform to gender stereotypes are more likely to be targets of
harassment;
Whereas, No one should ever be the target of bullying, harassment or violence;
Whereas, We must strive to ensure that District schools are consistently safe and affirming spaces for all
students, staff and their families;
Whereas, The Human Relations, Diversity and Equity division is a resource for trainings, activities,
lessons and service-learning projects for and about LGBTQ concerns and is committed to fostering a
safe and respectful District, school and community culture;
Whereas, Project 10 in the Educational Equity Compliance Office is a District program that oversees
education and support services for LGBTQ students, in order to ensure safe, supportive and welcoming
campuses free from discrimination and harassment for LGBTQ students and staff;
Whereas, The District and the Los Angeles LGBT Center formed an initiative, Project SPIN (Suicide
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Prevention Intervention Now), to bring systemic efforts to celebrate and support LGBTQ students,
families, and staff;
Whereas, The FAIR Education Act of 2012 called for positive inclusion of the contributions of LGBTQ
Americans in social studies curriculum;
Whereas, The Student Success and Opportunity Act of 2013 strengthened protections for transgender
students and affirmed that all students should be recognized and participate in activities by their gender
of identity;
Whereas, In October 2013, with the support of the Human Relations and Health Education Offices, the
OUT for Safe Schools campaign invited school staff to wear an OUT for Safe Schools badge, making
them visible allies and safe spaces for all youth and families;
Whereas, In October 2014, the District Athletic department announced its Blow the Whistle on Hate
initiative to foster more respectful environments;
Whereas, Affirming school and home environments substantially improve the mental health and school
engagement of LGBTQ students;
Whereas, By recognizing Pride Month, we support policies, practices and curriculum that honor and
respect LGBTQ students, staff and their families;
Whereas, By recognizing Pride Month we reaffirm our commitment to the 1988 Districts Resolution
for the Respectful Treatment of All Persons; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District declares June 2016 as
Pride Month and directs the Superintendent and all District staff to support lessons and activities that
engage students in meaningful learning, research and writing about our LGBTQ students and families.
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Transmittal Form
TO:
FROM:
Cheryl Simpson, Budget Director
SUBJECT:
BOARD RESOLUTION: BUDGET IMPACT STATEMENT
Resolution Title:
Celebrating and Affirming Our Students and
Families with Pride Month
(Res 054-15/16)
Date Noticed: May 10, 2016
DATE: June 2, 2016
Presented By: Ms. Garca, Mr. Zimmer
Date Presented for Action: June 14, 2016
Budget Impact
This resolution recognizes June 2016 as Pride Month.
There is no significant budget impact stemming from this resolution.
Contact Person:
Kathy Norris
Telephone:
213-241-2152
Email:
kathy.norris@lausd.net
TAB 44
740


Dr. Rodriguez - Improving the Policies and Practices Impacting Co-Located Public Schools (Res-055-15/16) (For Action
June 14, 2016)
Whereas, Proposition 39, codified in the California Code of Education Section 47614, requires the Los Angeles
Unified School District to make available, to each charter public school operating in the District, facilities
sufficient for the charter school to accommodate all of the charter school in-district students in conditions
reasonably equivalent to those in which the students would be accommodated if they were attending other
traditional District schools;
Whereas, In the District, there are currently numerous co-locations involving traditional District schools and
charter schools;
Whereas, In 2011, the Districts School Construction Bond Citizens Oversight Committee (BOC) adopted the
findings and recommendations of the BOC Charter School Policy Task Force that made various
recommendations, including the use of multi-year facilities sharing opportunities;
Whereas, In 2013, the Governing Board of the Los Angeles Unified School District adopted the Addressing
Impacts of Proposition 39 on LAUSD Schools resolution that convened a Co-location Working Group to offer
recommendations for processes that would improve the co-location experience for all public school students and
also called for the Superintendent to reexamine the implications of Proposition 39, including seeking changes to
state law; and
Whereas, Proposition 39 presents an opportunity for charter schools and traditional District schools to collaborate
by sharing resources that benefit all public school students;
Resolved, That an impartial group of District and charter school leaders, currently working at co-located
campuses, be assembled to work with the Charter Schools Division to address the following issues, among others,
relating to LAUSD Policy Bulletin No. 5532 in order to improve the processes around successful co-locations:
Identify potential improvements to existing practices with a focus on ensuring a

transparent and fair means of community engagement and communication around space,
room offers, and dialogue between District schools and charter schools;
Increase the number of mutually agreed upon alternative agreements as allowed by law,
including the potential use of multi-year arrangements, by encouraging negotiations between
District and charter leaders;
Identify opportunities to provide additional resources directly to all schools on a colocated site;
Identify potential improvements to existing practices involving scoping visits at
traditional District sites with a focus on ensuring clear and inclusive processes before offers
are made; and
Create a user-friendly manual for principals at co-located sites.
Resolved further, That Policy Bulletin No. 5532 be updated by September 1, 2016 to incorporate
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741
recommendations made by the group formed by this resolution, and that the necessary resources are identified so
that such recommendations can be implemented, as allowed by law, beginning Fall 2016; and, be it finally
Resolved, That the Superintendent assemble a School Space Utilization Committee, that will include
internal District divisions that utilize space on District schools, and that will work together to create a
plan, as allowed by law, with clear internal processes for communication, master-planning, and decision
-making around the use of school spaces to be implemented before the Proposition 39 process begins on
November 1st each year.
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Transmittal Form
TO:
FROM:
SUBJECT:
Resolution Title:
Improving the Policies and Practices Impacting
Co-Located Public Schools
(Res 055-15/16)
DATE: June 2, 2016
Presented By: Dr. Rodriguez
Budget Impact
This resolution creates a committee of charter school and district leaders to analyze and update Bulletin
No. 5532 on co-located campuses by September 1, 2016.
Contact Person:
Kathy Norris
Telephone:
213-241-2152
Email:
TAB 45



Ms. Garcia, Dr. McKenna, Mr. Schmerelson - Forward California: Childrens Education and Healthcare
Protection Act of 2016 (Res-057-15/16) (Noticed May 31, 2016)
Whereas, The Governing Board of the Los Angeles Unified School District is committed to reaching
100% graduation by making policy and financial decisions that enable it to provide quality educational
programs and services to students in our community;
Whereas, During the recent recession, the state cut more than $56 billion from education, healthcare and
other critical services, and public schools statewide experienced unprecedented funding reductions and
apportionment deferrals;
Whereas, California public schools rank 42nd out of the 50 states in per-pupil spending, California
public schools are the most crowded in the nation, and California students have fewer guidance
counselors and librarians per student than any other state in the nation;
Whereas, Many of Californias students come from low-income families that rely on health care
services needed to keep those children in school and learning;
Whereas, The passage of Proposition 30 in 2012 increased state revenues, provided a significant boost
to Californias K-12 school spending, and sent funds directly to school districts through the Education
Protection Account;
Whereas, The revenues from Proposition 30 will decline after 2016 and will disappear completely after
2018, the last year its provisions will be in effect;
Whereas, The Childrens Education and Health Care Protection Act would extend Proposition 30s
temporary income tax rates for an additional 12 years, to continue funding the Education Protection
Account and boost spending on health care for low income families;
Whereas, Unless Californians extend Proposition 30s temporary tax increase, the states schools will
receive fewer dollars in the years ahead, raising the prospect that Californias school spending will fall
even further behind the nation; and
Whereas, The state receives $7-8 billion from Proposition 30, of which the District receives $700
million as a part of its Local Control Formula Funding allocation; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District joins families around
the state in supporting the Childrens Education and Health Care Protection Act and in urging the
Legislature to work with the public education community to identify stable, long-term, adequate
funding solutions for public schools; and, be it finally
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Resolved, That the Board supports the passage of the Childrens Education and Health Care Protection
Act and urges the voters of California to inform themselves about this measure as it provides needed
revenue to continue our movement to 100% graduation.
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Transmittal Form
TO:
FROM:
SUBJECT:
Resolution Title:
Forward California: Childrens Education and
Healthcare Protection Act of 2016
(Res 057-15/16)
DATE: June 2, 2016
Presented By: Ms. Garca
Budget Impact
This resolution formalizes Board support for the Childrens Education and Healthcare Protection Act of
2016.
Contact Person:
Kathy Norris
Telephone:
213-241-2152
Email:
TAB 46
744


Mr. Zimmer - Exploring Partnership with City of Los Angeles on College Savings Accounts for LAUSD
Students (Res-058-15/16) (Noticed June 14, 2016, 10am)
Whereas, The Los Angeles Unified School District and City of Los Angeles have a joint interest in
ensuring every graduating District student has access to the financial resources necessary to thrive and
complete their college education;
Whereas, Research demonstrates that low-income children, with a college savings account, are four
times more likely to graduate from college than those without an account;
Whereas, The Fulfillment Fund has had great success building relationships with District students,
leading to increased graduation and college entrance rates; and
Whereas, Students from the City of Pittsburgh have benefitted from a similar effort, and the Pittsburgh
Promise provides a template for developing a Los Angeles model; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District supports the effort to
begin exploration of a partnership with the City of Los Angeles on a Los Angeles Promise program to
provide a college savings account for every District student, increase financial literacy among District
students, and ensure college tuition is not a barrier for student access to college; and, be it finally
Resolved, That the Superintendent directs the appropriate departments and /or individuals to work with
the Office of Councilmember David Ryu, Los Angeles City Council, the LA Chamber of Commerce,
and other possible identified partners to provide further information and return in 180 days with a
progress report and recommendation on plan feasibility and planning progress.
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Transmittal Form
TO:
FROM:
SUBJECT:
Resolution Title:
Exploring Partnerships with City of Los
Angeles on College Savings Accounts for
LAUSD Students
(Res 058-15/16)
Date Noticed: June 14, 2016
DATE: June 2, 2016
Presented By: Mr. Zimmer
Budget Impact
This resolution supports efforts between the City of Los Angeles and the LAUSD to explore the
creation of a joint Los Angeles Promise program, with a progress report due within 180 days.
Contact Person:
Kathy Norris
Telephone:
213-241-2152
Email:
TAB 47
745


Mr. Zimmer - The California Education for a Global Economy (CA Ed.G.E.) Initiative (Res-059-15/16)
(Noticed June 14, 2016, 10am)
Whereas, The California Education for a Global Economy (CA Ed.G.E.) Initiative (Senate Bill 1174)
will be on the California ballot as a legislatively referred state statute on November 8, 2016;
Whereas, The proposed measure was sponsored in the California State Legislature by State Senator
Ricardo Lara (D-33) as Senate Bill 1174, or the Multilingual Education for a 21st Century Economy
Act and Governor Brown signed the legislation on September 28, 2014;
Whereas, On May 13, 2014, the Governing Board of Los Angeles Unified School District unanimously
approved the resolution Supporting Senate Bill 1174: To Ensure Students Access to Biliteracy;
Whereas, The CA Ed.G.E. Initiative essentially provides opportunity for parental choice and voice
regarding access to language programs that prepare their children to be more competitive in a global
economy and provides opportunities for monolingual English speaking students to be instructed to
achieve proficiency in another language;
Whereas, The California Ed.G.E. Initiative repeals the onerous English Learner parent waiver
requirement and the English-only presumptive placement of English Learners;
Whereas, The California Ed.G.E Initiative also re-affirms English proficiency standards and promotes
English as the official language in California; and
Whereas, The California Ed.G.E Initiative emphasizes preparing all students for college and careers in a
multilingual 21st century economy; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified District reaffirms its commitment to
the ideals of preparing all students for college and careers in a multilingual 21st century that are
embedded in the California Ed.G.E. Initiative and expresses its strong support for the Initiative; and, be
it finally
Resolved, That the Superintendent direct the Office of Government Relations to communicate the
Districts position to the appropriate committees of the State Legislature and the Los Angeles
delegation.
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Transmittal Form
TO:
DATE: June 2, 2016
FROM:
SUBJECT:
Presented By: Mr. Zimmer

Resolution Title:
The California Education for a Global Economy
Initiative SB 1174
(Res 059-15/16)
Date Noticed: June 14, 2016
Budget Impact
This resolution expresses Board support for the California Ed.G.E. initiative on the November 2016
ballot, and directs the Office of Government Relations to communicate the Districts position to the
appropriate committees of the State Legislature and the Los Angeles delegation.
Contact Person:
Kathy Norris
Telephone:
213-241-2152
Email:
TAB 48



Mr. Schmerelson, Mr. Zimmer, Dr. McKenna - Fostering Academic Research and Analysis to Support Quality
Public Education for All Students (Res-060-15/16)
(Noticed June 14, 2016, 9:30 a.m.)
Whereas, A quality system of public education is the foundation for democracy and for ensuring that all
students are able to achieve their goals and contribute to society;
Whereas, Federal, state and local policies affect public school quality and must be changed to better
serve all students equitably;
Whereas, The Governing Board of the Los Angeles Unified School District is responsible for providing
excellent and equitable educational programs for over 640,000 students as both the elected board of
governance for the District and as the authorizing body of the largest number of charter school in the
nation;
Whereas, Charter school density in the Los Angeles Unified District has increased dramatically causing
both opportunity and exacerbating stress on the traditional public schools;
Whereas, There is increasing need for collaboration and alignment in a meaningful system that supports
the underlying purpose of common schools committed to the potential of all Los Angeles families and
to sustaining the civic health of our region;
Whereas, Providing universal access to quality education necessitates a system that ensures
collaboration, sustained improvement and equitable distribution of learning opportunities;
Whereas, Such a system should foster informed professional learning that benefits students in both
charter and District schools;
Whereas, The Board passed the Believing in our Schools Again resolution in May 2015 and in June
2015, the Board passed the Equity on A-G: Reaffirming Our Commitment to A-G Life Preparation for
All and the Zero Dropouts in LAUSD resolutions;
Whereas, Despite progress in raising achievement and an increase in graduation rates, there is still a
significant equity gap in almost all measurable student outcome data;
Whereas, The Board has previously affirmed making every possible effort to attract and retain students
and parents by engaging with all stakeholders to develop a framework for excellent public schools, and
improved outcomes,
for every student by relying on tested strategies and forward-thinking new models that include:
Research-based curriculum and instruction designed to provide all students with equitable and
Page 1 of 3
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D
rigorous learning opportunities to equip our graduates with the skills and knowledge necessary
for college readiness, career training and preparation for successful lives after high school;
Community Schools intentionally directed at improving student achievement, through a holistic
approach to teaching and learning, by implementing policies and programs that recognize and
support the social, emotional, physical and academic needs of all students;
Accountable school leadership and teaching staff who understand and project a clear vision and
high expectations of academic excellence for all students;
A level playing field for our youngest students, who daily endure the disadvantages of poverty,
by providing access to high quality early learning opportunities that are aligned with first-rate
early literacy programs;
Equitably funded, sequential arts and music education curricula that advance creativity, critical
thinking, collaboration and communication skills for all students regardless of their
socioeconomic status;
An acknowledgment that student safety is our highest priority and that parents expect their
children in our care to be vigilantly protected and educated in secure, well maintained facilities;
A meticulous and urgent review of our parent engagement efforts that recognizes that we are not
always successful in creating welcoming and resource-rich environments and policies that
support and encourage critical family involvement in student achievement;
Aggressive and definitive plans for improving student and staff attendance and reducing our
unacceptable dropout rate;
Bold and consistent advocacy for adequate and equitable local, state and federal funding while
improving responsible, transparent and accountable management of public revenues;
Whereas, Ongoing communication, scholarship, and information sharing can promote high-quality
education for all students;
Whereas, The L.A. Compact (of which the Board is a signing organization), UNITE-LA, In the Public
Interest, and the Advancement Project are organizing a 2016 Symposium on a Quality System of Public
Education for All Students that will convene academic researchers and other key thinkers to collectively
analyze how best to foster a quality system of education in Los Angeles that works with District and
charter schools to support the growth and achievement of all students; and
Whereas, The planned symposium will foreground research on best strategies, policies, and innovations
to increase equity, inclusion, and excellence in all public schools and study the effects of increasing
charter density in the district; now, therefore, be it
Resolved, That the Governing Board of the Los Angeles Unified School District encourages and
supports the Symposium on A Quality System of Public Education for All Students;
Resolved further, That the Board requests that Symposium participants produce recommendations in the
form of a Policy Report or a compilation of Policy Reports on A Quality System of Public Education for
All Students;
Resolved further, That the Board requests that the Policy Reports on Quality Public Education for All
Students be presented to the Board within 180 days; and, be it finally
Resolved, That the Board will review and thoughtfully consider the research and recommendations
produced by the Symposium on A Quality System of Public Education for All Students.
Page 2 of 3
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TAB 49
747

File #: Sup Res 013-15/16, Version: 1

Declaration of Need for Fully Qualified Educators Senate Bill 435 (Watson) and Senate Bill 148 (Bergeson)
(Sup Res 013-15/16)
That the Board of Education of the Los Angeles Unified School District declares that it is necessary to
apply for emergency permits as additional authorizations for credentialed teachers under provisions of
Education Code 44300. Such permits/authorizations allow teachers to earn Bilingual and/or CrossCultural Language and Academic Development (BCLAD and CLAD) certificates, Resource Specialist
(RSP) certificate (for experienced special education teachers whose credentials do not specifically
authorize RSP services), and teacher librarian certificates for credentialed teachers who are serving in
librarian positions while completing their library media programs. The Board of Education also
declares that it may be necessary to apply for Limited Assignment Permits for credentialed special
education teachers to authorize service to students with an Autism Spectrum Disorder, or when a
credentialed general education teacher is assigned to teach a course in a subject outside of his/her
credential area.
Page 1 of 1
Printed on 6/2/2016
powered by Legistar
748
749
750
751
ATTACHMENT A
Target Languages on Bilingual Authorizations and BCLAD Permits
1. Arabic
2. Armenian
3. Cantonese
4. French
5. Korean
6. Filipino (Tagalog)
7. Japanese
8. Mandarin
9. Portuguese
10. Russian
11. Spanish
12. Vietnamese
13. Cambodian, Chiu Chow, Thai, Farsi, Hebrew, and Persian may also be
needed on a limited basis.
LAUSD/UNIVERSITY INTERN PROGRAMS
ATTACHMENT B
752
Multiple
Subject
CSU Dominguez Hills
CSU Fullerton
*CSU Long Beach
CSU Los Angeles
CSU Northridge
CSU Polytechnic Univ

@ Pomona
UCLA - Extension
X
X
Alliant Itn'l Univ.

Azusa Pacific University
California Lutheran
University
Loyola Marymount
University
Mt. Saint Mary's College
National University
Point Loma Nazarene
University
University of La Verne
University of Phoenix
University of Redlands
Whittier College
Psychology
University of California System

X
X
Private Colleges/Universities
X
X
X
X
X
X
X
X
X
X
Updated agreements effective January 1, 2014.
Revised 11-16-15
Single
Special
CNS
Subject
Education
California State University System
X
X
X
X
X
X
X
X
X
X
X
X
X
X
INFORMATIVE
753
754
755
TAB 50
756

File #: 109-15/16, Version: 1

Report of Correspondence (109-15/16)
Page 1 of 1
Printed on 6/3/2016
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BOARD OF EDUCATION OF THE CITY OF LOS ANGELES

Governing Board of the Los Angeles Unified School District
757
JUNE 14, 2016
REPORT OF CORRESPONDENCE
The following correspondence addressed to the Board of Education is submitted with the recommended
Disposition, Refer to Superintendent for referral to Office of the General Counsel to take all steps
necessary to protect the interests of the Board of Education, including assignment to outside counsel;
Controller to draw warrants in such amounts as may be necessary for the payment of costs and fees upon
invoices as approved by the Office of the General Counsel:
FROM
LEGAL ACTION
1.
Carpenter, Zuckerman & Rowley
Summons and Complaint for Damages. Case No. BC 617984;

Los Angeles Superior Court of the State of California. Nguyet
Tran, an individual, Plaintiff, v. Los Angeles Unified School
District, a public entity; Damon Figueroa, an individual; and
Does 1 Trhough 50, Inclusive, Defendants.
2.
JML Law
Summons and Complaint for: 1) Disability Discrimination

and Harassment in Violation of Gov. Code 12940 et seq.
FEHA; 2) Failure to Accommodate in Violation FEHA;
3) Failure to Engage in the Interactive Process in Violation of
FEHA; 4) Failure to Prevent Discrimination and Harassment in
Violation of FEHA; and 5) Retaliation in Violation of FEHA.
Case No. BC 618862; Los Angeles Superior Court of the State
of California. Kathleen Zadrozny, an individual, Plaintiff, v.
Los Angeles Unified School District, government entity; and
Does 1 Through 50, Inclusive, Defendants.
3.
Alexander Krakow +Glick
Summons and Complaint for Damages: 1) Disability

Discrimination (Gov. Code 12940(a), et. seq.); 2) Disability
Harassment (Gov. Code 12940(a), et seq.); 3) Race
Discrimination (Gov. Code 12940(a), et. seq.); 4) Failure to
Accommodate (Gov. Code 12940(m)); 5) Failure to Engage
in the Interactive Process (Gov. Code 12940(n)); 6) FEHA
Retaliation (Gov. Code 12940(h), et. seq.); 7) Violation of
FEHA Based on a Combination of Factors: Disability, Race,
and FEHA Retaliation (Gov. Code 12900, et seq.)); 8) Failure
to Prevent and Remedy Discrimination and Harassment (Gov.
Code 12940, et. seq.) Case No. BC 617094; Los Angeles
Superior Court of the State of California. Tanya Berry, an
individual, Plaintiff, v. Los Angeles Unified School District, a
public entity, Plaintiff, v. Los Angeles Unified School District, a
public entity; and Does 1 Through 50, Inclusive, Defendants.
-1-
JUNE 14, 2016
4.
Akiva Niamehr
Summons and Complaint for Damages for: 1) Negligence;758

2) Negligence Per Se; 3) Statutory Liability; 4) Violation of
Cal. Code 815.2(a) and 820(a). Case No. BC 619771; Los
Angeles Superior Court of the State of California. Sarvelio
Magana, an individual, Plaintiff, v. Los Angeles Unified School
District, a public entity; Adela Hernandez, an individual; and
Does 1 Through 50, Inclusive, Defendants.
5.
Joseph Rechtman
Summons and Complaint for Refund of Excessive Taxes or

Building Permit Fees; Money Had and Received, Common
Counts; Damages. Case No. 16K05778; Los Angeles Superior
Court of the State of California. Joseph Rechtman, Plaintiff, v.
The City of Los Angeles Department of Building and Safety;
Los Angeles Unified School District, Developer Fee Program
Office; and Does 1Through 50, Inclusive, Defendants.
6.
Reisner & King
Summons and Complaint for: 1) Actual or Perceived

Disability Harassment, Violation of Cal. Gov. Code 1290 et
seq.; 2) Actual Perceived Disability Discrimination, Violation
of Cal. Gov. Code 12940 et seq.; 3) Actual or Perceived
Disability Retaliation, Violation of Cal. Gov. Code 12940 et
seq.; 4) Violation of the California Family Rights Act, Cal.
Gov. Code 12945.2 et seq.; 5) Failure to Engage in the
Mandatory Good-Faith Interactive Process, Cal. Gov. Code
12940 et seq.; 6) Failure to Accommodate, Cal., Gov. Code
12940 et seq.; 7) Age Harassment, Violation of the FEHA;
8) Age Discrimination, Violation of the FEHA; 9) Age
Retaliation, Violation of the FEHA; 10) Race or National
Origin Harassment, Violation of the FEHA; 11) Race or
National Origin Discrimination, Violation of the FEHA;
12) Race or National Origin Retaliation, Violation of the
FEHA; 13) Sex or Gender Harassment, Violation of the
FEHA; 14) Sex or Gender Discrimination, Violation of the
FEHA; 15) Sex or Gender Retaliation Violation of the FEHA;
16) Marital Status Harassment, Violation of Cal. Gov. Code
12940 et seq.; 17) Marital Status Discrimination, Violation
of Cal. Gov. Code 12940 et seq.; 18) Marital Status
Retaliation, Violation of Cal. Gov. Code 12940 et seq.;
19) Unsafe Workplace Violation of Cal. Labor Code 6300;
20) Whistleblower Violation, Cal. Labor Code 1102.5;
21) Intentional Infliction of Emotional Distress.
7.
George Sykulski
Summons and Complaint on Stop Payment Notice; on Stop

Payment Notice Release Bond; and on Public Works Payment
Bond. Case No. BC 620107; Los Angeles Superior Court of the
State of California. Arcadia, Inc., Plaintiff, v. Los Angeles
Unified School District, a public entity; Pinner Construction
Co., Inc., a corporation; Safeco Insurance Company of America,
a corporation; and Does 1 Through 20, Inclusive, Defendants.
-2-
JUNE 14, 2016
The recommended disposition of the following item is Refer to Superintendent for referral to the
Office of the Risk Management and Insurance Services:
759
8.
Baer Treger LLP
Summons and Complaint for Damages: 1) Negligence;

2) Negligent Supervision; 3) Negligent Failure to Warn, Train,
or Educate; 4) Public Entitys Liability Based on the Torts of
Government Employees (Gov. Code 815.2). Case No.
BC 618103; Los Angeles Superior Court of the State of California.
Jane AJ Doe, a minor, by and through her Guardian ad Litem, John
AJ Doe, Plaintiff, v. Los Angeles Unified School District; and Does
1 Through 50, Inclusive, Defendants.
9.
Baer Treger LLP
Summons and Complaint for Damages: 1) Negligence;

2) Negligent Supervision; 3) Negligent Failure to Warn, Train,
or Educate; 4) Public Entitys Liability based on the Torts of
Government Employees (Gov. Code 815.2). Case No.
BC 618131; Los Angeles Superior Court of the State of California.
Jane EM Doe, a minor, by and through her Guardian ad Litem,
Jane PC Doe, Plaintiff, v. Los Angeles Unified School District;
and Does 1 Through 50, Inclusive, Defendants.
10. Carpenter, Zuckerman &

Rowley
Summons and Plaintiffs Complaint for: 1) Dangerous Condition

of Public Property; 2) Negligence. Case No. BC 617173; Los
Angeles County Superior Court of the State of California.
Jesse Navarro, a minor by and through his Guardian Ad Litem,
Jackie Alvarez, Plaintiff, v. Los Angeles Unified School District,
a public entity; and Does 1 Through 50, Inclusive, Defendants.
11. Daneshvar Law

Nazissa Parsakar
Summons and Complaint for: 1) Negligent Supervision;

2) Gov. Code 815.2; Ed. Code 44808; 3) Assault, Battery and
Willful Misconduct; 4) Imputed Liability Under Civil Code
1714.1; 5) Imputed Liability Under Civil Cod 48904.
Case No. BC 616639; Los Angeles County Superior Court of the
State of California. Ajit Mohan, an individual; Kalpana Mohan,
an individual, Plaintiffs, v. Los Angeles Unified School District, a
public entity; Mir Raza, an individual; and Does 1 Through 100,
Inclusive, Defendants.
-3-
JUNE 14, 2016
12. Girardi - Keese

Dadgostar Law LLP
Summons and Complaint for Damages: 1) Negligence; 760

2) Negligence Per Se; 3) Negligent Hiring, Supervision, or
Retention of Employees; 4) Premises Liability; 5) Public
Entity Liablity; Negligence. Case No. 16K03382; Los
Angeles County Superior Court of the State of California.
Asaph Moses Sobers, a minor, by Michelle McKinney, his
Guardian Ad Litem, Plaintiff, v. Nicholas Fiamengo, an
individual; Brookfield Properties Management (CA) Inc., a
Delaware corporation; Brookfield DTLA 333 South Hope
Reit LLC, a Delaware limited liability company; Los Angeles
Unified School District, a public entity; City of Los Angeles,
a governmental entity; and Does 1 Through 100, Inclusive,
Defendants.
13. Herbert Godel & Associates
Summons and Complaint. Case No. BC 604925; Los Angeles

County Superior Court of the State of California. Flora Doss,
Plaintiff, v. Los Angeles Unified School District; City of Los
Angeles; Maxine Waters, Employment Preparation Center;
and Does 1 Through 20, Inclusive, Defendants.
14. Rosa K. Hirji
Summons and Complaint for Monetary Damages. Case No.

BC 611135; Los Angeles County Superior Court of the State
of California. Ildiko Cseto-Stevens and A.S., a minor by and
through his Guardian Ad Litem, Ildiko Cseto-Stevens,
Plaintiff, v. Los Angeles Unified School District, a public
entity; Vista Del Mar Child and Family Services; and Does 1
Through 100, Inclusive, Defendants.
15. Law Offices of Matt Koohanim
Summons and Complaint for Damages: Personal Injury;

Negligence. Case No. BC 615424; Los Angeles County Superior
Court of the State of California. Joshua Mata, a minor by Elvia
Olmos, his mother, Plaintiff, v. Los Angeles Unified School District;
Esteban Torres High School; and Does 1 Through 50, Inclusive,
Defendants.
16. Michael R. Rhames &

Associates
Summons and Complaint for Damages: 1) Governmental Liability;

and 2) General Negligence. Case No. BC 618565; Los Angeles
County Superior Court of the State of California. Lesly Vasquez, a
minor, by and through her Guardian Ad Litem, Elizabeth Becerra;
and Elizabeth Becerra, individually, Plaintiffs, v. Los Angeles
Unified School District, a public entity; Dodson Middle School; and
Doe Bus Driver; Doe Pulp; and Does 1 Through 100, Inclusive
Defendants.
-4-
JUNE 14, 2016
The recommended disposition of the following item is Refer to Superintendent for referral to the
Office of the Risk Management and Insurance Services:
761
Date of
Damage
Received From
Type of Damage
Claimant
Damages
Gayane Grigoryan
03/04/16
18.
Arshakyan Law Firm

Lupe Mejia
Eran Berkovich
Damages
Eran Berkovich
04/29/16
19.
Nichole Cannon
Damages
Cassius Cannon
04/04/16
20.
Kelli Chilingarian
Damages
02/05/16
21.
Rosalyn Charles
Keitrick Charles
Christopher W. Clair
Damages
Caitlyn Chilingarian
Gary Chilingarian
Kaleb D. Charles
Damages
Christopher W. Clair
05/04/16
Dadgostar Law
Hirad D. Dadgostar
The Dominguez Firm
Armando Davalos
The Dominguez Firm
Olivier Taillieu
Cheryl Dorsey
Damages
Moises Miguel Olazaba
11/03/15
Damages
Emmanuel Bautista
01/20/16
Damages
05/03/16
Damages
Joceline Escobar
Olga Hernandez
Cheryl Dorsey
June, 2014
27.
Encino Law Firm

Arash Hakakzadeh
Damages
Elmer O. Moran
04/21/16
28.
Betty Evans
Damages
Betty Evans
04/05/16
29.
Felahy Employment Lawyers

E. Benjamin Hinojos
Damages
Daniel Underwoood
30.
Gloria Gamboa
Damages
Gustavo Gamboa
Gloria Gamboa
03/17/16
31.
Goldfarb Law
Adam Goldfarb
Damages
Jovana Richy
Anthony S.
11/12/15
32.
Alberto Hananel
Damages
Alberto Hananel
33.
Humberto Herrera
Damages
Sarai Herrera
10/26/1511/09/15
11/02/15
34.
Herzog, Yuhas, Ehrlich & Ardell

Maria Chaires
Alma H. Gonzalez
Susana Martinez
Susana Martinez
Damages
Maria Chaires
12/07/15
Damages
Christian Fraire
12/07/15
Damages
Melissa Fraire
12/07/15
Damages
Michelle Fraire
12/07/15
No.
17.
22.
23.
24.
25.
26.
35.
36.
37.
-5-
10/08/15
March 2015
Ongoing
JUNE 14, 2016
38.
11/05/15
762
Javaherian & Ruszecki

Mark Ruszecki
Keosian, Berberian
Harout G. Keosian
Damages
Leadora Shuster
Damages
Shant Azaian
10/23/15
40.
Keosian, Berberian
Harout G. Keosian
Damages
Suzy Azaian
10/23/15
41.
Keosian, Berberian
Harout G. Keosian
Damages
Mona Faissal
10/23/15
42.
Keosian, Berberian
Harout G. Keosian
Damages
Garen Haddadian
10/23/15
43.
Keosian, Berberian
Harout G. Keosian
Damages
Lora Haddadian
10/23/15
44.
Keosian, Berberian
Harout G. Keosian
Damages
Derik Hovsepian
10/23/15
45.
Keosian, Berberian
Harout G. Keosian
Damages
Liana Hovsepian
10/23/15
46.
Keosian, Berberian
Harout G. Keosian
Damages
Karo Michael Karapetyan
10/23/15
47.
Keosian, Berberian
Harout G. Keosian
Damages
Dominic Melikyan
10/23/15
48.
Keosian, Berberian
Harout G. Keosian
Damages
Sebastian Melikyan
10/23/15
49.
Keosian, Berberian
Harout G. Keosian
Damages
Sergio Melikyan
10/23/15
50.
Keosian, Berberian
Harout G. Keosian
Damages
Talia Melkonian
10/23/15
51.
Keosian, Berberian
Harout G. Keosian
Damages
Hovsep Nargizian
10/23/15
52.
Keosian, Berberian
Harout G. Keosian
Damages
Leila Parikian
10/23/15
53.
Keosian, Berberian
Harout G. Keosian
Damages
Nareg Parikian
10/23/15
54.
Keosian, Berberian
Harout G. Keosian
Damages
Sevag Parikian
10/23/15
55.
Keosian, Berberian
Harout G. Keosian
Damages
Elias Pirsay
10/23/15
56.
Keosian, Berberian
Harout G. Keosian
Damages
Haley Pirsay
10/23/15
57.
Keosian, Berberian
Harout G. Keosian
Damages
Jake Svadjian
10/23/15
39.
-6-
JUNE 14, 2016
05/03/16
763
58.
Law Offices of Armen Artinyan

Levon Apikyan
Damages
Ovsanna Yepremyan
Arusyak Antonyan
59.
Law Office of Julie N. Ganapolsky
Damages
Manuel Erin Casas
11/17/15
60.
Law Office of Julie N. Ganapolsky
Damages
Pamela Lynn Acosta
11/17/15
61.
Law Offices of Hamdam & Asso.

Farhad Hadam
Jose De Santiago
Damages
Jose De Santiago
05/04/16
62.
Law Office of Kenneth L. Snyder

Kenneth L. Snyder
Damages
Mario Ferrari
Approx.
01/13/16
63.
Law Offices of Jacob O. Partiyeli

Reyna Sepulveda
Damages
Virililo Lorenzo-Martinez
10/15/15
64.
Law Offices of Steven Wolfson

Steven Wolfson
Damages
Mark Mertes
10/29/15
65.
Law Offices of Andrew Zeytuntsyan Damages

Andrew Zeytuntsyan
Osama Joseph Sabbagh
03/07/16
66.
Julio Leon
Damages
05/05/16
67.
Raul Loza
Damages
Julio Leon-Sanchez
(2 Recd)
Yina Loza
68.
Manly, Stewart & Finaldi

Alex E. Cunny
Damages
Kimberly Rodriguez
Jane CRK Doe
69.
Reisner & King

Jared M. Irmas
Damages
Keith Kramer
70.
Damages
Boris Kerobyan
11/17/15
71.
Arman Sahakyan & Associates

Arman Sahakyan
LaShell Swann
Damages
LaShell Swann
05/11/16
ongoing
72.
Sabrina Terry
Damages
Robert Terry (3 Recd)
03/10/16
73.
Sonia Tuj Solis-Barrios
Damages
Kevin Barrios
Sonia Tuj Solis-Barrios
10/28/15
74.
WLA Legal Services, Inc.

Steven Zelig
Damages
Nathan Hirsch (9 Recd)
Not clearly
stated
75.
YMPK Law Group

Hayk Yeghoyan
Damages
Sarkis Gevorkyan
12/09/15
76.
Eric De Las Alas
Vehicle Damages
Eric De Las Alas
05/13/16
77.
Automobile Club of Southern CA

Alexis Porras
Allstate Insurance Company
Carlos Mellado
Carlos A. Amaya
Vehicle Damages
Orlando Perez
05/04/16
Vehicle Damages
Margarit Asaryan
04/12/16
Vehicle Damages
Carlos A. Amaya
02/10/16
78.
79.
-7-
(2 Recd)
02/17/16
Approx.
Summer
2002
January,
2014
ongoing
JUNE 14, 2016
80.
81.
Daniel Bentancourt
Claims Resources Services
Linda Robinson
Vehicle Damages
Vehicle Damages
Daniel Bentancourt
AAA
Luis Figueroa
04/18/16
764
82.
Conny Elisarraraz
Vehicle Damages
Conny Elisarraraz
04/19/16
83.
Farmers Insurance
Aaron James
Vehicle Damages
Claire Joseph
04/15/16
84.
Conrad Gebert
Vehicle Damages
Conrad Gebert
05/11/16
85.
Geico General Insurance Co.

Hollie Stern
Vehicle Damage
Phillip James Christon
04/08/16
86.
87.
Mayra Gray
Infinity Insurance Company
Mary Cleveland
Vehicle Damages
Vehicle Damages
Mayra Gray
Infinity Insurance (2 Recd)
Santos G. Bacilio
05/03/16
02/09/16
88.
Claire Joseph
Vehicle Damages
Claire Joseph
04/15/16
89.
Michelle Kim
Vehicle Damages
Michelle Kim
03/31/16
90.
Vehicle Damages
Boris J. Lebid Jurtschyk
11/16/15
Vehicle Damages
United Parcel Services
03/31/16
92.
Liberty Mutual Insurance

Rafael E. Davila
Liberty Mutual
Aarun Kashmanian
Antonio Maldonado
Vehicle Damages
Antonio Maldonado
03/16/16
93.
Martha Marroquin
Vehicle Damages
Martha Marroquin
05/02/16
94.
Cary Medoway
Vehicle Damages
Cary Medoway
10/08/15
95.
Mercury Insurance
Loraine Kaminski
Vehicle Damages
Mercury Insurance
Tahmoures Afshar
03/14/16
96.
Mercury Insurance
Branden Russell
Vehicle Damages
Mercury Insurance Co.

Joann Le
01/20/16
97.
Mercury Insurance
Marcy Herrera
Vehicle Damages
Mark Geller
Mercury Insurance
Balzhirova Tsytsygma
04/04/16
98.
Jennifer Morales-George
Vehicle Damages
Jennifer Morales-George
11/03/15
99.
Vehicle Damages
Vehicle Damages
Robert Moreno Insurance

Americas Insurance Co.
Laura Riches
05/13/15
100.
Robert Moreno Insurance

Colleen Grothues
Laura Riches
04/29/16
101.
Fernando A. Rocha
Vehicle Damages
Fernando A. Rocha
05/14/16
102.
Saskatchewan Gov. Insurance

Angela Papathanasopoulos
Vehicle Damages
Dr. Osana Yatsina
02/29/16
103.
Judy Sanoian
Vehicle Damages
Judy Sanoian
04/29/16
104.
Courtney E. Sawyer
Vehicle Damages
Courtney E. Sawyer
03/18/16
105.
106.
Taneshia Stallworth
Telma Tumanyan
Vehicle Damages
Vehicle Damages
Taneshia Stallworth
Telma Tumanyan
02/26/16
03/31/16
91.
-8-
02/12/16
JUNE 14, 2016
107.
108.
109.
110.
04/26/16
765
Patricia Ann Turk

Huberth Vilchez
Nakia Whitaker
Wilber and Associates
Kristi Loyer
Elizabeth Akpan
Destine Bisong
Vehicle Damages
Vehicle Damages
Vehicle Damages
Vehicle Damages
Patricia Ann Turk

Huberth Vilchez
Nakia Whitaker
Tyler Adams
Property Loss
Elizabeth Akpan (Bisong)

Destine Bisong
04/12/16
112.
Loella Alcomendas
Property Loss
03/30/16
113.
Jose Andrade
Property Loss
Faustino Tinn
Alcomendas
Noah Andrade
114.
115.
Veronica Fierro
Aaron MacLachlan
Property Loss
Property Loss
Veronica Fierro
Aaron MacLachlan
04/18/16
04/14/16
116.
Katrina McKinney
De Mari Watson
Property Loss
DeMari Watson
Katrina McKinney
04/30/16
117.
118.
Christina Gandy-Rogers
Denise Sidansky
Property Loss
Property Loss
Christina Gandy-Rogers
Denise Sidansky
119.
Araxie A. Simonian
Property Loss
Araxie A. Simonian
111.
02/02/16
05/05/16
02/12/16
03/16/16
04/19/16
04/16/16
04/17/16
04/19/1604/29/16
The recommended disposition of the following item is Refer to Superintendent for referral to the Facilities
Construction Claims Insurance Services:
Date of
Received From
Type of Damage
Claimant
Damage
No.
120.
Tomer J. Fedida
Breach of Contract
(re: Bethune Middle School)
FEI Enterprises
Not clearly
stated
Respectfully Submitted
JEFFERSON CRAIN
Executive Officer of the Board
-9-
JUNE 14, 2016
TAB 51
766


Adoption of Los Angeles Unified School District Local Control and Accountability Plan (LCAP) - Public
Hearing: June 14, 2016
[June 21, 2016]
Action Proposed:
Staff recommends that the Board of Education adopt the Los Angeles Unified School Districts Local Control
and Accountability Plan (LCAP).
Background:
Pursuant to Education Code section 52060 and corresponding State Board of Education (SBE) final
regulations approved in December 2014, a school district must adopt an LCAP and the corresponding annual
update by July 1st. LAUSD has developed an LCAP and completed an Annual Update utilizing the official
SBE LCAP template.
LCAP Engagement and Adoption Requirements:
Parent Advisory Committee and English Learner Parent Advisory Committee Review: Over the course of
several months, the Los Angeles Unified School Districts (LAUSD) Parent & Community Services Branch
(PCSB) engaged with two groups of stakeholders representing parents and families of LAUSD students. The
Parent Advisory Committee (PAC) and the District English Learner Advisory Committee (DELAC) were
convened to review and provide comment on the Districts LCAP. The LCAP is the planning basis for the
Districts annual budget and the District is required under new regulations to develop and adopt a LCAP and
budget which are aligned to one another. These documents are provided to the County Superintendent of
Education who reviews and approves the plans and budgets of each school district within the county.
LAUSD engaged and consulted with a wider community and all stakeholders from October of 2015 through
May 2016 to solicit input, identify community and stakeholder priorities for the coming budget, and to continue
to increase awareness of the new statewide school funding formula. The District then engaged directly with
elected representatives from across the Districts regions and schools, via the PAC and DELAC. The official
comments appended to the LCAP are the prioritized questions and comments provided by the PAC and
DELAC during their review of the LCAP and proposed investments. Further, the District responded to the PAC
and DELAC in writing regarding the committees comments. The full text of all comments from the PAC and
DELAC are available as an appendix to the LCAP document.
Public Hearing Requirement for Adoption: In adopting the LCAP, the Districts governing board is required to
hold two public hearings:
-
June 14, 2016, the Board of Education held a public hearing on the proposed LCAP revisions and heard public
input and commentary from the public. Comments along with PAC and DELAC comments were considered in
the development of the final LCAP.
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767

-
June 21, 2016: Public Hearing for the Board of Education to adopt both the LCAP and the Districts Budget.
Board Adoption with LEA Budget Approval: Upon a school districts adoption of the LCAP, it is submitted to
the county office of education for review and approval.
Expected Outcomes:
Adoption of the LAUSD LCAP will comply with state law and regulations that school districts adopt and
submit LCAPs by July 1st. Adoption of the LCAP will allow the District to demonstrate accountability to meet
the goals, services, and expenditures to support pupil outcomes and state priorities identified by the District.
Non-adoption of the LCAP will result in noncompliance with state law and regulations that a school district
annually review and adopt an LCAP. Failure to act may result in LACOE withholding the approval of the
Districts budget.
The LCAP is an achievement plan that focuses on the eight key state priorities under the Local Control Funding
Formula (LCFF). The LCAP must include annual goals for a number of subgroups related to each priority as
they relate to the Districts academic program. The LCAP allows for the District to demonstrate accountability
to meet the goals, services, and expenditures to support pupil outcomes and state priorities.
Budget Impact:
For 2016-17 District LCFF revenue is $5.07 billion and is based on LCFF and SBE regulations requiring that
Districts complete and submit an LCAP to LACOE by July 1, 2016. Non-approval could delay implementation
of these resources.
No issues identified.
Attachments:
2016-2019 Local Control Accountability Plan
LAUSD LCAP Executive Summary
Targeted Investment List
Draft LCAP-aligned Performance Meter
Informatives:
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768

______________________________
MICHELLE KING
Superintendent
_____________________________
Megan Reilly
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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TAB 52



Adoption of the Superintendents 2016-17 Final Budget and Fiscal Stabilization Plan for 2017-18 and
2018-19 - Public Hearing: June 14, 2016
[June 21, 2016]
Budget Services and Financial Planning Division
Action Proposed:
Staff seeks authorization for the following actions:
(1) Adoption of the Superintendents 2016-17 Final Budget to be filed, as approved, with the County
Superintendent of Schools on State Form SACS-2016 in the manner prescribed by law.
(2) Delegation of authority to the Budget Services and Financial Planning Division and the Accounting and
Disbursements Division to take all actions necessary to implement the provisions and the Budget
Assumptions and Policies set forth in this Board Report (Attachment A).
(3) Adoption of Fiscal Stabilization Plan for 2017-18 and 2018-19 to meet the Statutory AB 1200
requirement as set forth in the State Criterion and Standards (Attachment B). The Fiscal Stabilization
plan contains two options. Option 1 assumes the Department of Finance revenue estimates while
Option 2 is the alternative plan required by the Los Angeles County of Education (LACOE) if these
revenues do not materialize.
(4) Approval of the enclosed Resolution Regarding Expenditures from the Educational Protection Account
(EPA) for Fiscal Year 2016-17 as required under Proposition 30. Funds from the EPA will not be
used for administrator salaries or benefits or for any other administrative costs. (Attachment C)
(5) Approval of the technical revision in the Districts Budget and Finance Policy by eliminating section
B.5 Supplemental Pension Set-aside/Reserve Fund section. (Attachment D)
Background:
Annually, the Board of Education must hold a public hearing and adopt a final budget consistent with the
provisions of section 42127 of the Education Code. Upon adoption, the final budget is to be submitted to
LACOE on or before July 1.
With the passage of Proposition 30, the District will receive part of its State entitlement through revenues from
the Education Protection Account (EPA). In order to receive these entitlements, the Board of Education must
at an open meeting make spending determinations regarding EPA funds.
Proposition 30 is allocated to school districts through EPA. These are not additional funds outside of Local
Control Funding Formula, but rather another source of the general purpose funds (similarly to local property
taxes) that offsets what would otherwise be state funding.
EPA funds may not be used for any salaries or benefits of administrators or any other administrative costs. The
District is also required to annually publish on its web site an accounting of how much EPA funds were
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received and how the funds were spent.
Sections 42127 and 52062 of the Education Code now requires two separate Governing Board public meetings
for the Local Control and Accountability Plan (LCAP) and the Final Budget, held at least one day apart for the
Districts LCAP and budget hearing and budget adoption.
In addition, the LCAP public hearing and adoption must occur at the same meetings as the budget public
hearing and adoption.
As required by Senate Bill (SB) 858 Attachment E set forth the minimum reserve level required in each year,
amounts of assigned and unassigned ending balance that exceed the minimum, and reasons for the reserve
being greater than the minimum.
Expected Outcomes:
The outcome of this Board action is an adopted budget for fiscal year 2016-17 and the fiscal plan for 2018-19
that will enable the District to comply with Education Code Section 42127.
A further expected outcome of this Board Action is an adoption of Resolutions Regarding EPA expenditures
for 2016-17.
Section B.5 Supplemental Pension Set-aside/ Reserve Fund refers technical correction that will be reflected
in the District Budget and Finance Policy. The language refers to another section in the policy that was stricken
out of the approved version.
The District will meet the annual budget adoption requirements of Education Code Section 42127 should the
Board vote to approve. Should the Board vote not to approve, the District will not meet the requirements of
Education Code Section 42127.
Non-approval of EPA resolution as set forth in Proposition 30 may place the EPA entitlement at risk.
Budget Impact:
Adoption of a Final Budget for fiscal year 2016-17.
Attachments:
Attachment A - Budget Assumptions and Policies
Attachment B - Fiscal Stabilization Plan
Attachment C - Education Protection Account Resolution
Attachment D - Revision on the Budget and Finance Policy
Attachment E - Minimum Reserve Level Disclosure
Informatives:
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______________________________
MICHELLE KING
Superintendent
_____________________________
MEGAN K. REILLY
REVIEWED BY:
______________________________
DAVID HOLMQUIST
General Counsel
REVIEWED BY:
______________________________
CHERYL SIMPSON
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INFORMATIVE
772
773
774
MINUTES
TAB 53
775


File #: 110-15/16, Version: 1
Approval of Minutes (110-15/16)
April 12, 2016, Regular Closed Session, 9:30 a.m.
May 10, 2016, Special Closed Session, 9:30 a.m.
May 10, 2016, Special Closed Session, 11:30 a.m.
May 31, 2016, Special Closed Session, 10 a.m.
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776
REGULAR BOARD MEETING MINUTES

Including Closed Session Items
333 South Beaudry Avenue, Board Room
9:30 a.m., Tuesday, April 12, 2016
The Los Angeles Board of Education acting as the Governing Board of the Los Angeles Unified School
District met in regular session on Tuesday, April 12, 2016, at the Administrative Offices, Board Room,
333 South Beaudry Avenue, Los Angeles, California.
Board President Steven Zimmer called the meeting to order at 9:35 a.m.
The following Board Members were present: Dr. George J. McKenna Dr. Ref Rodriguez, Mr. Scott M.
Schmerelson, and President Steve Zimmer. Ms. Mnica Garca arrived at 9:40 a.m., Ms. Mnica Ratliff
arrived at 9:43 a.m., and Dr. Vladovic arrived at 9:55 a.m.
Superintendent Michelle King was present.
CLOSED SESSION ITEMS (Purpose and Authority)

Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be discussed
in closed session:
A. Personnel (Government Code Section 54957)
Employee Discipline/Dismissal/Release
Public Employment
Associate General Counsel II (4)
Chief Communications Officer
Chief Executive Officer, Educational Services
Chief Information Officer
Chief Risk Officer
Chief of Staff
Director of Budget Services and Financial Planning
Director of Environmental Health & Safety
Director of Finance Policy
Director of Transportation
Executive Coordinator, Office of the Superintendent
Executive Director, Arts Education Program
Executive Director, Early Childhood Education
Executive Director, Federal and State Education Programs
Executive Director, Multilingual and Multicultural Education
Executive Director, Student Integration Services
Bd. of Ed. Regular Board (CS) Meeting
-1-
Minutes, 9:30 a.m., 04-12-16
Executive Officer of the Board

General Counsel
Local District Superintendent (3)
Senior Executive Director, Division of Instruction
Senior Executive Director, Extended Day Programs
Senior Executive Director, Parent, Community and Student Services
Senior Executive Director, Strategy and Innovation
Special Assistant, Office of the Superintendent
777
Employee Evaluation
Superintendent
B. Conference with Labor Negotiator (Government Code Section 54957.6)
Negotiators: Ms. Gifty Beets and Mr. Robert Samples
Employee Organizations:
Associated Administrators of Los Angeles
California School Employees Association
Los Angeles County Building and Construction Trades Council
Los Angeles School Police Association
Los Angeles School Police Sergeants and Lieutenants Association
Service Employees International Union, SEIU Local 99
Teamsters
United Teachers Los Angeles
District Represented Employees and Contract Management Personnel
C. Student Discipline Matters (California Education Code Sections 48918 (c), (f))
D. Approval of Notes
SPEAKERS
The following speakers addressed the Board regarding Personnel:
Ms. Hiling Malone
Mr. Juan Gonzalez
Ms. Yasmin Enriquez
Ms. Lupe Melgoza
Ms. Linda Fletes shared time with
Ms. Lauren Maddox
Ms. Jackeline Robles
Ms. Irma Leyva
-2-
Minutes, 9:30 a.m., 04-12-16
778
PUBLIC COMMENT
The following speakers addressed the Board on the items indicated:
Ms. Lily Liu Chan
Mr. Frank Biechis
Mr. Couhney Bond
Ms. Cathy Figel
Ms. Melissa Bahmanpour
Ms. Janet Landon shared time with
Ms. Gwen Vichas
Ms. Simira Chopera shared time with
Mr. Will Clifford
Ms. Olivia Mariano shared time with
Mr. Payton Meadors
Mr. Israel Sims
Ms. Robyn Hill, shared time with
Ms. Coleton Kelley shared time with
Ms. Kyleigh Kelley
Ms. Veronica Melvin
Ms. Deborah Bryant
Ms. Essah Beatrice
Ms. Maria Mateo
Ms. Emilia Alvarado
Broadway Mandarin Immersion

Broadway Mandarin Immersion
Physical Education
Personnel
School Water
Proposition 39
Proposition 39
Proposition 39
Proposition 39
Proposition 39
Proposition 39
Proposition 39
Personnel
Proposition 39
Charter Schools
The Board recessed the public portion of the closed session meeting at 10:46 a.m. Closed session
discussion began at 10:51 a.m. and ended at 2:10 p.m.
The Board reconvened the public portion of the closed session meeting at 8:12 p.m. The following
Board Members were present: Ms. Garca, Ms. Ratliff, Dr. Rodriguez, Mr. Schemerelson, Dr. Vladovic,
and Mr. Zimmer. Dr. McKenna was absent.
Mr. Crain announced the following reportable actions:
The Board of Education approved the expulsions of students in case numbers 036-16/17,
037-16/17, 038-16/17, 039-16/17, 040-16/17, 042-16/17, 043-16/17, 044-16/17, 045-16/17,
046-16/17, and 047-16/17 with the recommended dispositions. The Board of Education also
approved the expulsion of student in case number 041-16/17 with a change to the expulsion
term. The Board of Education further approved the conditional enrollment of students in
case number 028A-15/16 with the recommended disposition. The Board of Education denied
the conditional enrollment of students in case numbers 030A-15/16, 031A-15/16, and
032A-15/16. The Board of Education approved the conditional enrollment of the student in
case number 029A-15/16 changing the recommended disposition.
The vote was 7 ayes.
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Minutes, 9:30 a.m., 04-12-16
779
The Board of Education authorized the initiation of the dismissal action of 2 elementary school
teachers, 2 middle school teachers, and 2 high school teachers.
The Board of Education authorized the initiation of the dismissal action of 1 classified buildings
and grounds worker.
The Board of Education directed the Superintendent to not bring forward senior management
contracts for renewal without an evaluation having been conducted beginning July 1, 2016.
The Board of Education approved the employment agreement with Mr. Keith Abrahams as
Executive Director, Student Integration Services, with the term ending June 30, 2017. Terms
and conditions will be available upon the finalization of the contract.
The vote was 6 ayes; 1 abstention, Ms. Ratliff.
The Board of Education approved the employment agreement with Mr. Tony Atienza as
Director of Finance Policy with the term ending June 30, 2018. Terms and conditions will be
available upon the finalization of the contract.
The Board of Education approved the employment agreement with Mr. Derrick Chau as Senior
Executive Director, Division of Instruction, with the term ending June 30, 2017. Terms and
conditions will be available upon the finalization of the contract.
The Board of Education approved the employment agreement with Ms. Kathleen Collins as
Associate General Counsel II with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. Alvaro A. Cortes as
Senior Executive Director, Extended Day Programs, with the term ending June 30, 2018.
Terms and conditions will be available upon the finalization of the contract.
-4-
Minutes, 9:30 a.m., 04-12-16
780
The Board of Education approved the employment agreement with Mr. Jefferson Crain as
Executive Officer of the Board with the term ending June 30, 2018. Terms and conditions will
be available upon the finalization of the contract.
The Board of Education approved the employment agreement with Mr. Christopher Downing as
Local District Superintendent with the term ending June 30, 2018. Terms and conditions will
The Board of Education approved the employment agreement with Ms. Vivian Ekchian as
The Board of Education approved the employment agreement with Ms. Nicole Elam as
Executive Coordinator, Office of the Superintendent, with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Ms. Frances Gipson as Chief
Academic Officer with the term ending June 30, 2018. Terms and conditions will be available
upon the finalization of the contract.
The Board of Education approved the employment agreement with Ms. Shannon Haber as Chief
Communications Officer with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. David Holmquist as
General Counsel with the term ending June 30, 2018. Terms and conditions will be available
upon the finalization of the contract.
The Board of Education approved the employment agreement with Mr. Shahryar Khazei as
Chief Information Officer with the term ending June 30, 2018. Terms and conditions will be
-5-
Minutes, 9:30 a.m., 04-12-16
781
The Board of Education approved the employment agreement with Mr. Robert E. Laughton as
Director of Environmental Health & Safety with the term ending June 30, 2018. Terms and
The Board of Education approved the employment agreement with Ms. Hilda Maldonado as
Executive Director, Multilingual and Multicultural Education, with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Mr. Roberto Martinez as
The Board of Education approved the employment agreement with Mr. Gregory McNair as
The Board of Education approved the employment agreement with Ms. Thelma Melendez de
Santa Ana as Chief Executive Officer, Educational Services with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Mr. Mark A. Miller as
The Board of Education approved the employment agreement with Mr. Alexander Molina as
Associate General Counsel II, with the term ending June 30, 2018. Terms and conditions will
-6-
Minutes, 9:30 a.m., 04-12-16
782
The Board of Education approved the employment agreement with Mr. Robert Newman as
Special Assistant, Office of the Superintendent, with the term ending June 30, 2018. Terms and
At the 9:30 a.m., May 10, 2016, Special Board Meeting, Mr. Crain made the following announcement:
At the 9:30 a.m., April 12, 2016, Regular Board Meeting, the Board of Education approved the
employment agreement with Mr. Robert Newman as Special Assistant, Office of the
Superintendent, with the term ending June 30, 2018. The vote was inaccurately stated. The
final vote was 7 ayes. This announcement will also be included in the minutes of the 9:30 a.m.,
May 10, 2016, Regular Board Meeting.
The Board of Education approved the employment agreement with Ms. Alma Pena-Sanchez as
Chief of Staff with the term ending June 30, 2017. Terms and conditions will be available upon
the finalization of the contract.
The Board of Education approved the employment agreement with Mr. Rory L. Pullens as
Executive Director, Arts Education Program, with the term ending June 30, 2018. Terms and
The Board of Education approved the employment agreement with Mr. Michael Romero as
Senior Executive Director, Strategy and Innovation, with the term ending June 30, 2018. Terms
The Board of Education approved the employment agreement with Ms. Karen Ryback as
Executive Director, Federal and State Education Programs, with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Ms. Janice Sawyer as Chief
Risk Officer with the term ending June 30, 2017. Terms and conditions will be available upon
the finalization of the contract.
The Board of Education approved the employment agreement with Ms. Cheryl Simpson as
Director of Budget Services and Financial Planning, with the term ending June 30, 2018. Terms
-7-
Minutes, 9:30 a.m., 04-12-16
783
The Board of Education approved the employment agreement with Mr. Dean Tagawa as
Executive Director, Early Childhood Education with the term ending June 30, 2017. Terms and
The Board of Education approved the employment agreement with Mr. Donald Wilkes as
Director of Transportation with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved notes from previous meetings.

Mr. Crain made the following announcement:

An action that took place at the March 8, 2016, 10:00 a.m. Regular Board Meeting, was
inadvertently not announced at that meeting. This announcement will be included in the
minutes of the March 8, 2016, 10:00 a.m. meeting and in the minutes for todays meeting.
The announcement is:
032-15/16, 033-15/16, 034-15/16, and 035-15/16 with the recommended dispositions.
On motion by Dr. Vladovic, seconded by Ms. Ratliff, and by general consent the meeting was adjourned
at 8:23 p.m. Dr. McKenna was absent.
APPROVED BY THE BOARD:
__________________________________
STEVEN ZIMMER
PRESIDENT
____________________________________
JEFFERSON CRAIN
EXECUTIVE OFFICER OF THE BOARD
-8-
Minutes, 9:30 a.m., 04-12-16

SPECIAL MEETING MINUTES
333 South Beaudry, Board Room
9:30 a.m., May 10, 2016
District met in special session on Tuesday, May 10, 2016, at 333 South Beaudry, Los Angeles, California.
Board President Steve Zimmer called the meeting to order at 9:30 a.m.
The following Board Members were present: Dr. George J. McKenna, Dr. Ref Rodriguez, Mr. Scott M.
Schmerelson, and President Steve Zimmer. Ms. Mnica Ratliff arrived at 9:36 a.m., Dr. Richard Vladovic
arrived at 9:46 a.m., and Ms. Mnica Garca arrived at 9:58 a.m.
OPEN SESSION ITEM
MOTION REQUESTED BY THE SUPERINTENDENT:
Appointment of Member to the School Construction Bond Oversight Committee
(Sup Res 016-15/16)
Dr. Rodriguez moved the following two resolutions.
Resolved, That the Governing Board of Education of the Los Angeles Unified School
District ratifies the nomination of Mr. Mike Keeley, representing the California Charter
Schools Association, as Member to the School Construction Bond Oversight Committee
for a two year term, and approves the waiver of the requirement that the appointee be a
parent or guardian of a LAUSD charter school student. The Board of Education has
determined that Mr. Keeley is not an employee, official, vendor, contractor, or consultant
of the District.
(Sup Res 017-15/16)
Resolved, That the Governing Board of the Los Angeles Unified School District ratifies the
reappointment of Mr. Barry Waite, representing the California Tax Reform Association, as
Member to the School Construction Bond Oversight Committee for a two year term
commencing immediately. The Board of Education has determined that Mr. Waite is not
an employee, official, vendor, contractor, or consultant of the District.
Mr. Schmerelson seconded the motion.
Bd. of Ed. Special Board Meeting (CS)
-1-
Minutes, 9:30 a.m., 05-12-16
D
The following speakers addressed the Board:
Mr. Michael Keeley
Ms. Sarah Angel
Ms. Karla Handal
Mr. Brett Worniak

(Sup Res 017-15/16)
After discussion regarding the reappointment of the waiver for the reappointment for Mr. Keely,
President Zimmer made two recommendations and separated the two motions.
Ms. Ratliff asked to amend the motion regarding Mr. Keeley to accept the appointment as an
interim for six months, and resolve the outstanding questions in a future meeting and either
make it a permanent appointment or ask CCSA to submit a new nomination. Later in the year, a
subcommittee with all incumbent members be formed to review the existing Memorandum of
Understanding (MOU) regarding parental involvement and provide the Board recommendations
as to whether to keep the criteria as is or revise the clauses in the MOU.
Dr. McKenna seconded the motion.
After discussion and on roll call, Dr. Rodriguez moved that the following motion be adopted as
amended.
Resolved, That the Governing Board of Education of the Los Angeles Unified School
District ratifies the nomination of Mr. Mike Keeley, representing the California Charter
Schools Association, as Member to the School Construction Bond Oversight Committee
for a two-year term six month term with a commitment to examine the existing
memorandum of understanding for possible changes to the requirements the appointee be
a parent and approves the waiver of the requirement that the appointee be a parent or
guardian of a LAUSD charter school student. The Board of Education has determined
that Mr. Keeley is not an employee, official, vendor, contractor, or consultant of the
District.
Mr. Schmerelson seconded the motion. On roll call and by general consent, the vote was 5 ayes; 2
noes, Ms. Garca and Mr. Schmerelson. Later in the meeting, Mr. Schmerelson asked to change his
vote to yes. The final vote was 6 ayes; 1 no, Ms. Garca.
(Sup Res 017-15/16)
Ms. Ratliff moved the following motion be adopted:
Resolved, That the Governing Board of the Los Angeles Unified School District ratifies the
reappointment of Mr. Barry Waite, representing the California Tax Reform Association, as
Member to the School Construction Bond Oversight Committee for a two-year term
-2-
Minutes, 9:30 a.m., 05-12-16
E
commencing immediately. The Board of Education has determined that Mr. Waite is not
an employee, official, vendor, contractor, or consultant of the District.
Dr. McKenna seconded the motion.
On roll call and by general consent, the motion was adopted. The vote was 6 ayes; 1 no,
Mr. Schmerelson. Later in the meeting, Mr. Schmerelson asked to change his vote to yes.
The final vote was 7 ayes. The motion passed.

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

Existing Litigation (Government Code Section 54956.9(d)(1))
Chanda Smith v. Los Angeles Unified School District
United States District Court Case No. CV 93-7044-RSWL
B. Personnel (Government Code Section 54957)
Employee Discipline/Dismissal/Release
Public Employment
Chief of Staff
Chief Procurement Officer
Construction Manager (6)
Deputy Director of Facilities Maintenance and Operations
Deputy Director of Facilities Planning and Development
Deputy Director of Facilities Project Execution (2)
Director of Contracts Administration (Facilities)
Director of Facilities, Maintenance and Operations
Director of Facilities Asset Development (2)
Director of Facilities Planning and Development
Director of Facilities Project Execution
Director of Facilities Program Support Services
General Counsel
Local District Superintendent (2)
Employee Evaluation
Inspector General
Superintendent of Schools
-3-
Minutes, 9:30 a.m., 05-12-16
F
C. Conference with Labor Negotiator (Government Code Section 54957.6)
Negotiator: Ms. Gifty Beets and Mr. Robert Samples
Employee Organizations:
Associated Administrators of Los Angeles
California School Employees Association
Los Angeles County Building and Construction Trades Council
Los Angeles School Police Association
Los Angeles School Police Management Association
Service Employees International Union, SEIU Local 99
Teamsters
United Teachers Los Angeles
District Represented Employees and Contract Management Personnel
D. Student Discipline Matters (Education Code Sections 48918(c), (f))
E. Approval of Notes
SPEAKERS
The following speakers addressed the Board on the items indicated:
Ms. Kathy Figel
Mr. Zac-Note Rodriguez
Ms. Griffith Harty
Mr. Juan Perez
Ms. Andrea Weathersby
Personnel
Personnel
Personnel
Personnel
Personnel
Mr. Crain made the following announcements:
At the 9:30 a.m., April 12, 2016, Regular Board Meeting, including closed session items,
the Board of Education approved the employment agreement with Mr. Robert Newman
as Special Assistant, Office of the Superintendent, with the term ending June 30, 2018.
The vote was inaccurately stated. The final vote was 7 ayes. This announcement will be
included in the minutes of the 9:30 a.m., April 12, 2016, Regular Board Meeting and in
todays meeting minutes.
Additionally, under Section 87100 of the California Code of Regulations, Dr Rodriguez

will be recusing himself from discussing or taking action on the closed session items in
which there is a potential conflict of interest.
discussion began at 11:02 a.m. The Board recessed closed session discussion at 1:23 p.m. The Board
resumed discussion at 3:19 p.m., and ended at 1:15 p.m.
The Board reconvened the public portion of the closed session meeting at 8:20 p.m. The following Board
Members were present: Ms. Garca, Dr. McKenna, Ms. Ratliff, Dr. Rodriguez, Mr. Schmerelson, and
Mr. Zimmer. Dr. Valdovic was absent.
-4-
Minutes, 9:30 a.m., 05-12-16
G
Mr. Crain announced the following reportable actions:
049-15/16, 050-15/16, 051-15/16, 052-15/16, 053-15/16, 054-15/16, 055-15/16, 056-15/16,
057-15/16, 058-15/16, 059-15/16, and 060-15/16 with the recommended dispositions. The
Board of Education also denied enrollment of the student in case number 034A-15/16 who
had been expelled from a charter school.
The Board of Education additionally approved the conditional enrollment of the student in
case number 035A-15/16 who had been expelled from a charter school. The Board of
Education also denied enrollment of a student in case number 033A-15/16 who had been
expelled from a charter school.
The vote was 6 ayes; 1 absent, Dr. Rodriguez.
The Board of Education authorized the initiation of the dismissal action of 4 elementary school
teachers and 1 middle school teacher.
The Board of Education approved the non re-election of 26 Probationary 1 employees.
The Board of Education approved the employment agreement with Mr. Mohammad Bagheri as
Construction Manager, with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. Dhruba Bhattacharyay
as Construction Manager, with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. Steve Boehm as
Deputy Director of Facilities Project Execution, with the term ending June 30, 2018. Terms
-5-
Minutes, 9:30 a.m., 05-12-16
H
The Board of Education approved the employment agreement with Mr. Soufiane Boudiaf as
The Board of Education approved the employment agreement with Mr. Aaron Cory Bridgewater
as Deputy Director of Facilities Planning and Development, with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Mr. Mark Cho as Deputy
Director of Facilities, Maintenance and Operations, with the term ending June 30, 2018.
The Board of Education approved the employment agreement with Mr. Roger Finstad as
Director of Facilities Maintenance and Operations, with the term ending June 30, 2018. Terms
The Board of Education approved the employment agreement with Mr. Greg Garca as
Director of Facilities Projects Execution, with the term ending June 30, 2018. Terms and
The Board of Education approved the employment agreement with Mr. Albert J. Grazioli as
Facilities Asset Development Director, with the term ending June 30, 2018. Terms and
The Board of Education approved the employment agreement with Ms. Cheryl Hildreth as
Local District Superintendent, with the term ending June 30, 2017. Terms and conditions
will be available upon the finalization of the contract.
The Board of Education approved the employment agreement with Mr. Jose Huerta as Local
District Superintendent, with the term ending June 30, 2017. Terms and conditions will be
-6-
Minutes, 9:30 a.m., 05-12-16
I
The Board of Education approved the employment agreement with Mr. Raju Kaval as Director
of Facilities Program Support Services, with the term ending June 30, 2018. Terms and
The Board of Education approved the employment agreement with Mr. Edward Khachatourian
as Construction Manager, with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. Timothy Milstead as
The Board of Education approved the employment agreement with Mr. Yeghishe Minassian as
The Board of Education approved the employment agreement with Mr. George Silva as Chief
Procurement Officer, with the term ending June 30, 2018. Terms and conditions will be
The Board of Education approved the employment agreement with Mr. David Tatevossian as
Deputy Director of Facilities Project Execution, with the term ending June 30, 2018. Terms
The Board of Education approved the employment agreement with Ms. Anahid K. Tokes as
Director of Facilities Planning and Development, with the term ending June 30, 2018. Terms
The Board of Education approved the employment agreement with Mr. Hugh C. Tucker as
Director of Contracts Administration (Facilities), with the term ending June 30, 2018. Terms
-7-
Minutes, 9:30 a.m., 05-12-16
J
The Board of Education approved the employment agreement with Mr. Alix Walsh OBrien as
Facilities Asset Development Director, with the term ending June 30, 2018. Terms and
The Board of Education approved notes from previous meetings.
On motion by Dr. Rodriguez, seconded by Mr. Schmerelson, and by general consent the meeting was
adjourned at 8:27 p.m. Dr. Vladovic was absent.
__________________________________
STEVEN ZIMMER
PRESIDENT
____________________________________
JEFFERSON CRAIN
nf
-8-
Minutes, 9:30 a.m., 05-12-16
785
333 South Beaudry Avenue
Los Angeles, California 90017
11:30 a.m., Tuesday, May 10, 2016
District met in special session on Tuesday, May 10, 2016, at the 333 South Beaudry Avenue, Los
Angeles, California.
Board President Steven Zimmer called the meeting to order at 3:11 p.m.
The following Board Members were present: Ms. Mnica Garca, Dr. George J. McKenna, Ms. Mnica
Ratliff, Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Dr. Vlaodvic was
absent.

Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be
discussed in closed session:
Conference with Legal Counsel
Potential Litigation (Government Code Section 54956.9(d)(2))
1 Case regarding the Parent Empowerment Act Petition at 20th Street Elementary School
The Board recessed the public portion of the closed session meeting at 3:12 p.m. Closed session
discussion began at 5:54 p.m. and ended at 6:23 p.m.
The Board reconvened the public portion of the closed session meeting at 6:30 p.m. The following
Board Members were present: Ms. Garca, Dr. McKenna, Ms. Ratliff, and Mr. Zimmer. Dr. Rodriguez,
Mr. Schmerelson, and Dr. Valdovic were absent.
CLOSED SESSION ITEMS

Mr. Crain announced there were no reportable actions.
On motion by Ms. Ratliff, seconded by Dr. McKenna, and by general consent the meeting was
adjourned at 6:32 p.m. Dr. Rodriguez, Mr. Schmerelson, and Dr. Valdovic were absent.
-1-
Minutes, 11:30 a.m., 05-1016
786
__________________________________
STEVEN ZIMMER
PRESIDENT
____________________________________
JEFFERSON CRAIN
nf
-2-
Minutes, 11:30 a.m., 05-1016

333 South Beaudry Avenue
9:00 a.m., Tuesday, May 31, 2016
District met in special session on Tuesday, May 31, 2016, at the 333 South Beaudry Avenue, Los
Angeles, California.
Board Dr. George McKenna called the meeting to order at 9:13 a.m.
The following Board Members were present: Ms. Mnica Garca, Dr. George J. McKenna, Ms. Mnica
Ratliff, Dr. Ref Rodriguez, Mr. Scott M. Schmerelson, and President Steve Zimmer. Dr. Vlaodvic was
absent. Dr. George McKenna and President Steve Zimmer arrived at 9:17 a.m.
Mr. Jefferson Crain, Executive Officer of the Board, announced that the following items would be
discussed in closed session:
Conference with Legal Counsel
Potential Litigation (Government Code Section 54956.9(d)(2))
1 Case regarding the case of Community Coalition of South Los Angeles, et al., v. Los
Angeles Unified School District.
discussion began at 9:17 a.m. and ended at 11:30 a.m.
The Board reconvened the public portion of the closed session meeting at 11:34 a.m. The following
Board Members were present: Ms. Garca, Dr. McKenna, Ms. Ratliff, and Mr. Zimmer. Dr. Rodriguez,
Mr. Schmerelson, and Dr. Valdovic were absent.
Mr. Crain announced the following reportable action:
The Board of Education acted to authorize General Counsel and the Superintendent to file action
appealing the California Department of Education decision of May 27, 2016, seeking approval for
judicial relief in the case of Community Coalition of South Los Angeles, et al., v. Los Angeles
Unified School District; Los Angeles Superior Court Case No. BS 156259
-1-
Minutes, 9:00 a.m., 05-31-16
D
On motion by Ms. Ratliff, seconded by Dr. Rodriguez, and by general consent the meeting was
adjourned at 11:35 a.m. Ms. Garca and Dr. McKenna were absent.
__________________________________
STEVEN ZIMMER
PRESIDENT
____________________________________
JEFFERSON CRAIN
nf
-2-
Minutes, 9:00 a.m., 05-31-16

LAUSD/UTLA Contract Reopener - June 16, 2016

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Los Angeles Unified School District

333 South Beaudry Ave,

Board of Education Report

Los Angeles Unified School District

Los Angeles Unified School District

333 South Beaudry Ave,

Board of Education Report

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

Los Angeles Unified School District

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

APPROVED & PRESENTED BY:

Los Angeles Unified School District

Los Angeles Unified School District

333 South Beaudry Ave,

Board of Education Report

B Warrants dated March 1, 2016 through March 31, 2016

File #: Rep-457-15/16, Version: 1

Total Amount of Report

Los Angeles Unified School District

File #: Rep-457-15/16, Version: 1

Los Angeles Unified School District

File #: Rep-457-15/16, Version: 1

Approves the previously disbursed payments;

Los Angeles Unified School District

File #: Rep-457-15/16, Version: 1

Los Angeles Unified School District

File #: Rep-457-15/16, Version: 1

APPROVED & PRESENTED BY:

Los Angeles Unified School District

Los Angeles Unified School District

333 South Beaudry Ave,

Board of Education Report

File #: Rep-446-15/16, Version: 1

File #: Rep-446-15/16, Version: 1

Los Angeles Unified School District

File #: Rep-446-15/16, Version: 1

APPROVED & PRESENTED BY:

Los Angeles Unified School District

Los Angeles Unified School District

NOTE: Please TYPE name under signature

President of the Board of Education

TITLE: Chief Financial Officer

Vice President of the Board of Education

Los Angeles Unified School District

333 South Beaudry Ave,

Board of Education Report

File #: Rep-494-15/16, Version: 1

File #: Rep-494-15/16, Version: 1

Los Angeles Unified School District

File #: Rep-494-15/16, Version: 1

APPROVED & PRESENTED BY:

Los Angeles Unified School District

LOS ANGELES UNIFIED SCHOOL DISTRICT

Child Development Fund

Special Reserve Fund

Special Reserve Fund

District Bond Funds

County School Facilities

* Transactions are through 4/30/2016

Reimbursement of capital expenditures

Reimbursement of capital expenditures

$ 30,198 $ 24,997 $ 6,800

Cash flow requirements